The LASSIB Lean Six Sigma certification examinations test the Levels of Cognition based on Bloom’s Taxonomy.
About Bloom’s Taxonomy:
The taxonomy was first presented in 1956 through the publication The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl. It is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981, by H. G. Shane and the 1994 yearbook of the National Society for the Study of Education.
A great mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook, “one of the most widely cited yet least read books in American education”.
Bloom identified six levels within the cognitive domain from the simple recall or recognition of facts at the lowest level, through increasingly more complex and abstract mental levels to the highest order which is classified as evaluation. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.
The six levels in the taxonomy, moving through the lowest order processes to the highest:
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
- Knowledge of specifics – terminology, specific facts
- Knowledge of ways and means of dealing with specifics – conventions, trends and sequences, classifications and categories, criteria, methodology
- Knowledge of the universals and abstractions in a field – principles and generalizations, theories and structures
Questions like: In which phase of Six Sigma do you pilot a solution?
Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
Questions like: Compare the benefits of Lean vs. Six Sigma.
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way
Questions like: Which kinds of control chart would you use to test the number of defective apples from each basket of apples delivered?
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
- Analysis of elements
- Analysis of relationships
- Analysis of organizational principles
Questions like: List four tools you could use for the above case study to identify root causes, and explain which ones could deliver the best result. Provide details to support your statements.
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
- Production of a unique communication
- Production of a plan, or proposed set of operations
- Derivation of a set of abstract relations
Questions like: How would you roll-out a Lean Six Sigma initiative in a small chair manufacturing plant that employs four people vis-a-vis a car manufacturing plan that employs 2000 people.
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
- Judgments in terms of internal evidence
- Judgments in terms of external criteria
Questions like: Do you feel that driving Lean Six Sigma initiatives in companies, with a lot of of focus will speed up delivery of benefits to the organizations? Why or why not?