The IASSC Lean Body of Knowledge™ is an assembly of a comprehensive set of topics and subject matters that are intended to be representations of the universally and commonly accepted, minimum competencies and core proficiencies requisite of an IASSC; Lean Expert, Lean Leader and Lean Practitioner.¹
The IASSC Lean Body of Knowledge consists of three publications, including the IASSC Certified Lean Practitioner Body of Knowledge™, the IASSC Certified Lean Leader Body of Knowledge™ and the IASSC Certified Lean Expert Body of Knowledge™. It is our intention that these IASSC Standards are diversely recognized as relevant and practical versions of the knowledge expectations of Lean Professionals.
The IASSC Certified Lean Practitioner Body of Knowledge consists of 21 subject matter topics, the IASSC Certified Lean Leader™ consists of 34 subject matter topics and the IASSC Certified Lean Expert Body of Knowledge consists of 38 subject matter topics.
The IASSC Lean Body of Knowledge Standard is the foundation of the IASSC Lean Certifications™. IASSC Certification Exams are constructed based upon the topics within the IASSC Lean Six Sigma Body of Knowledge. Through proctored examination, candidates are expected to demonstrate that they have an adequate level of competence in the topics defined within the IASSC Lean Six Sigma Body of Knowledge.
The IASSC Lean Body of Knowledge and IASSC Lean Certification Exams target the incorporation and use of the Bloom’s Taxonomy – Revised (2001) model. “Bloom’s taxonomy is a set of…hierarchical models used to classify educational learning objectives into levels of complexity and specificity”². It covers “the learning objectives in [the] cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities”³. “Bloom’s taxonomy serves as the backbone of many teaching philosophies, in particular those that lean more towards skills rather than content” ⁴.
IASSC uses Blooms Taxonomy in an attempt to help define cognitive level benchmarks for each subject matter item contained within the IASSC Lean Body of Knowledge. This helps IASSC to design exam items and assemble examinations that accurately measure candidate knowledge of subject matter. Furthermore, it helps Providers determine the extent to which their curriculum can be taught to cause a desired outcome across various subject matters. Additional information related to IASSC’s use of Blooms Taxonomy can be found here: IASSC and Blooms Taxonomy.
To view and obtain copies of the IASSC Lean Body of Knowledge for Certified Lean Practitioner, Lean Leader and Lean Expert visit the pages below:
The IASSC Certified Lean Expert Body of Knowledge
The IASSC Certified Lean Leader Body of Knowledge
The IASSC Certified Lean Practitioner Body of Knowledge
References:
1 It is not practical to survey and interview every organization and professional involved in Lean Six Sigma as to the content subject matters and methods that are used. In an effort to supply the Industry with a Lean Six Sigma Body of Knowledge that is representative and worthy of being adopted as a viable and practical minimum competency standard, IASSC has employed a variety of techniques to research, survey and garner feedback on the topics taught by various professionals and organizations. The IASSC Lean Six Sigma Body of Knowledge is a voluntarily adopted standard, which by various measures, has been widely accepted across the Industry. The IASSC Lean Body of Knowledge was established in a collaborative effort between IASSC and the Lean Technical Committee Members. If you would like to provide your own input on the IASSC Lean Body of Knowledge we welcome you to contact us.
2 Wikipedia > Blooms Taxonomy > https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
3 Id.
4 Id. (citing Krathwohl, David R. (2002). “A revision of Bloom’s taxonomy: An overview”. Theory Into Practice. Routledge. 41 (4): 212–218. doi:10.1207/s15430421tip4104_2. ISSN 0040-5841; Anderson, Lorin W.; Krathwohl, David R., eds. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn and Bacon. ISBN 978-0-8013-1903-7).