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CLSSMBB mock test - Lean Six Sigma Master Black Belt Updated: 2024

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Exam Code: CLSSMBB Lean Six Sigma Master Black Belt mock test January 2024 by team

CLSSMBB Lean Six Sigma Master Black Belt

Exam Code : CLSSMBB

Exam Name : Lean Six Sigma Master Black Belt

The ASQ Master Black Belt (MBB) certification is a mark of career excellence and aimed at individuals who possess exceptional expertise and knowledge of current industry practice. Master black belts have outstanding leadership ability, are innovative, and demonstrate a strong commitment to the practice and advancement of quality and improvement. Obtaining an ASQ MBB is acceptance and recognition from your peers.

The target audience for the ASQ MBB certification are candidates who are or have been employed as MBBs within their organization, or well qualified certified Six Sigma Black Belts (CSSBB) who have substantial experience in each of the major syllabu areas within the portfolio.

To become certified as an ASQ MBB, a candidate must successfully meet all requirements. To be eligible to apply for the MBB examination, a candidate must hold a current ASQ Six Sigma Black Belt certification (CSSBB) and pass the MBB portfolio review process. Within the portfolio, a candidate must have one of the following experience levels:

1) At least 5 years of experience in the role of a SSBB or MBB.


2) Completion of 10 Six Sigma Black Belt projects.

Candidates must be able to meet these minimum eligibility requirements in order to have their portfolio reviewed

The Certified Master Black Belt (CMBB) is aimed at individuals who possess exceptional expertise and knowledge of current industry practice. Master Black Belts have outstanding leadership ability, are innovative, and demonstrate a strong commitment to the practice and advancement of quality and improvement. Obtaining an ASQ Master Black Belt is acceptance and recognition from your peers.

The Master Black Belt certification is an test that consist of 110 multiple choice items and a performance-based assessment that measures comprehension of the MBB Body of Knowledge. 100 of the multiple-choice questions are scored and 10 are unscored. The performance-based portion of the test includes situation specific materials that candidates will be directed to evaluate and respond to. It is offered in English. Total
appointment time is five-and-a-half hours, test time is 5 hours and 18 minutes.The second portion is a performance-based assessment that measures comprehension of the CMBB Body of Knowledge. It includes situation-specific materials that candidates will be directed to evaluate and respond to. This portion is two-and-a-half hours long and is also an open book format.

Topics in this body of knowledge (BoK) include descriptive details (subtext) that will be used by the test Development Committee as guidelines for writing test questions. This subtext is also designed to help candidates prepare for the test by identifying specific content within each syllabu that may be tested. The subtext is not intended to limit the subject matter or be all-inclusive of what might be covered in an test but is intended to clarify how the courses relate to a Master Black Belt’s role. The descriptor in parentheses at the end of each entry refers to the maximum cognitive level at which the syllabu will be tested. A complete description of cognitive levels is provided at the end of this document.

I. Enterprise-wide Planning (20 Questions)A. Strategic Plan Development Describe and use strategic planning tools and methods such as Hoshin Kanri, X Matrix, SWOT, PEST, PESTLE, Ansoff Matrix, Porter’s Five Forces, TQM, Business Process Reengineering, Balanced Scorecard, and business excellence models (Baldridge, EFQM, ISO, Shingo) and their utilization in developing enterprise planning. (Apply)B. Strategic Plan Alignment1. Strategic deployment goals Describe how to develop strategic deployment goals. (Apply)2. Project alignment with strategic planDescribe how to align projects to the organizational strategic plan. (Analyze)3. Project alignment with business objectives Describe how to align projects with business objectives. (Analyze)C. Infrastructure Elements of Improvement Systems Describe how to apply the following key infrastructure elements. (Apply)1. Governance (quality councils or process leadership teams)2. Assessment (organizational readiness and maturity models)3. Resource planning (identify candidates and costs/benefits)4. Resource development (train and coach)5. Execution (deliver on project results)6. Measure and Boost the system (drive improvement into the systems, multiphase planning)D. Improvement Methodologies Demonstrate an advanced understanding of the following methodologies, including their associated tools and techniques. (Apply)1. Six Sigma (DMAIC)2. Design for Six Sigma (DMADV)3. Lean (PDCA, Kaizen)4. Theory of constraints

5. Business systems and process management 6. Other problem-solving methods (8 disciplines, root cause analysis)E. Opportunities for Improvement1. Project identification Facilitate working sessions to identify new project opportunities that can be prioritized. (Apply)2. Project qualification Determine the elements of a well-defined project (e.g., business case, charter), the process for approving these projects, and tools used in project definition (process maps, value stream maps, QFD, FMEA, critical-to-x where x can be customer, design, cost, and quality). (Apply)3. Stakeholder managementDescribe how to identify, engage, and strategically align stakeholders. (Analyze)4. Intervention techniques Describe techniques for intervening across levels to prevent potential project failures. (Apply)5. Creativity and innovation tools Use creativity and innovation tools to develop concept alternatives (divergent thinking). (Apply)F. Pipeline Management1. Pipeline creationCreate, manage, and prioritize a pipeline of potential projects for consideration. (Create)2. Pipeline life-cycle managementCreate a selection process that provides a portfolio of active improvement opportunities that are clearly aligned and prioritized to meet/exceed strategic goals. Monitor, re-evaluate, consolidate, and retire pipelines as needed. (Create)3. Regulatory impact on pipelineAssess the impact of regulatory statutes on prioritization/management of pipeline of potential projects. (Understand)4. Pipeline risk managementUse risk management and analysis tools to analyze organizational elements, to appraise portfolios and critical projects, and to identify potential problem areas. (Evaluate)

8Certified Master Black BeltII. Organizational Competencies for Deployment (20 questions)A. Organizational Design 1. Systems thinkingApply systems thinking to anticipate the effect that components of a system can have on other subsystems and adjacent systems including emergent properties. Analyze the impact of actions taken in one area of the organization and how those actions can affect other areas or the customer, and use appropriate tools to prevent unintended consequences. (Analyze)2. Organizational culture and maturityDescribe the implications organizational culture and maturity levels can have on improvement program implementation, including potential barriers. (Analyze)B. Executive and Team Leadership Roles1. Executive leadership rolesDescribe the roles and responsibilities of executive leaders in the deployment of improvement programs in terms of providing resources, managing change, and communicating ideas. (Analyze)2. Leadership for deploymentCreate action plans to support optimal functioning of Master Black Belts, Black Belts, Green Belts, champions, and other participants in the deployment effort. Design, coordinate, and participate in deployment activities, and ensure that project leaders and teams have the required knowledge, skills, abilities, and attitudes to support the organization’s improvement program. (Create)C. Organizational Challenges1. Organizational dynamicsUse knowledge of human and organizational dynamics to enhance project success and align cultural objectives with organizational objectives. (Apply)2. Intervention stylesUse appropriate intervention, communications, and influence styles, and adapt those styles to specific situations (i.e., situational leadership). (Apply)3. Interdepartmental conflictsAddress and resolve potential situations that could cause the program or a project to under-perform. (Apply)D. Organizational Change Management1. Change management modelsDescribe different change management models (Kotter’s 8 Steps, ADKAR, Competing Values Framework). (Apply)2. Techniques to gain commitmentDescribe how to gain commitment from the organization’s leadership for the improvement effort. (Understand) 3. Techniques to overcome organizational barriersDescribe various techniques to overcome barriers to successful organizational deployment. (Apply)4. Necessary organizational structure for deploymentDevelop the inherent organ-izational structure needed for successful deployment. (Apply)5. Communications with managementDescribe elements of effective communications with management regarding organizational benefits, failures, and lessons learned. (Apply)6. Organizational culture change techniquesAssess culture of the organization and its ability to problem-solve and improve. Describe techniques for changing an organizational culture, such as rewards and recognition, team competitiveness, communications of program successes, and appropriate cascading of goals throughout the organization. (Apply)

9Certified Master Black BeltE. Organizational Feedback 1. Voice of the customer and voice of the processAssess the appropriate collection of Voice of the Customer and Voice of the Process data, both internal and external. (Evaluate)2. Capturing and assessing feedbackDevelop a customer-focused strategy for capturing and assessing customer feedback on a regular basis. (Evaluate)F. Organizational Performance Metrics1. Financial measuresDefine and use financial measures, including revenue growth, market share, margin, cost of quality (COQ), net present value (NPV), return on investment (ROI), cost-benefit analysis, direct costs, indirect costs and opportunity cost, project cash flow, and breakeven time performance. (Analyze)2. Business performance measuresDescribe various business performance measures, including Balanced Scorecard, key performance indicators (KPIs), and the financial impact of customer loyalty, and describe how they are used for project selection, deployment, and management. (Analyze)III. Project Portfolio Management (15 questions)A. Project Management Principles and Life Cycle1. Project management principlesOversee critical projects and evaluate them in terms of their scope, goals, time, cost, quality, human resources requirements, communications needs, and risks. (Evaluate)2. Project management life-cycle elementsApply phases of project manage-ment life cycle (initiation, planning, execution, control, and closure). (Analyze)B. Project Portfolio Infrastructure and Management 1. Governance methods and toolsDevelop governance documents, tracking tools, and other methodologies that will support project success. (Create)2. Cross-functional project assessmentAppraise interrelated projects for scope overlap and refinement, and identify opportunities for leveraging concomitant projects. Identify and participate in the implementation of multidisciplinary redesign and improvement projects. (Evaluate)3. Executive and midlevel management engagementFormulate the positioning of multiple projects in terms of providing strategic advice to top management and affected midlevel managers. (Create)4. PrioritizationPrioritize projects in terms of their criticality to the organization. (Evaluate)5. Performance measurement Design, support, and review the development of an overall measurement methodology to record the progress and ongoing status of projects and their overall impact on the organization. (Evaluate)6. MonitoringApply appropriate monitoring and control methodologies to ensure that consistent methods are used in tracking tasks and milestones. (Analyze)7. Status communicationDevelop and maintain communication techniques that will keep critical stakeholders and communities apprised of project status, results, and accountability. (Create)

10Certified Master Black Belt8. Supply/Demand managementGenerate accurate project supply/demand projections, associated resource requirements analysis, and mitigate any issues. (Create)9. Corrective actionFacilitate corrective actions and responses to customers about the corrective action and its impact. (Analyze)C. Project Portfolio Financial Tools1. Budgets and forecastsAssess and explain budget implications, forecasting, measurement, monitoring, risk analysis, and prioritization for portfolio level projects. (Evaluate)2. Costing conceptsDefine the concepts of hard and soft dollars and use cost of poor quality, activity-based costing, and other methods to assess and prioritize portfolios. (Apply)IV. Training Design and Delivery (10 questions)A. Training Needs AnalysisAssess the current level of knowledge and skills in each target group in relation to the skills and abilities that are needed. Determine the training requirements for each target group by using tools such as a gap analysis to compare actual performance with potential or desired performance. (Evaluate) B. Training Plan ElementsDesign training plans to close the knowledge and skills gaps. Refine the plans based on the number of people needing to be trained in a particular technique or skill, and whether multidisciplinary or multi-level competency training is appropriate. (Create)

C. Training Materials and Curriculum Development1. Training material sourcesDetermine whether to outsource the training or develop in-house, including considerations such as cost, availability of internal subject matter experts, and timing. (Analyze)2. Adult learning theoryDevelop or select training methods and resources that adhere to adult learning theories. (Analyze)3. IntegrationEnsure that the training harmonizes and leverages other tools and approaches being used and that it is aligned with the organization’s strategic objectives and culture. (Evaluate)4. Training deliveryMonitor and measure training to ensure that it is delivered effectively and efficiently by qualified individuals. (Apply)D. Training Program Effectiveness Develop an evaluation plan to assess, verify, and Boost the acquisition of required knowledge and skills within schedule, budget, and other constraints. (Create)V. Coaching and Mentoring Responsibilities (10 questions)A. Executives and Champions1. Scoping and resourcingCollaborate with executives and champions on scoping projects and selecting individuals and assignments for various projects. (Evaluate) 2. Executive reviewsCollaborate with executives and champions on reviewing projects, including timing, questions to ask, and setting expectations for project timing and completion. (Create)3. Leadership and communicationCoach executives and champions on the need for constancy of purpose and message, and the importance of using clear communication techniques and consistent messages. (Evaluate)4. FeedbackUse constructive techniques to provide feedback to champions and executives. (Evaluate)B. Teams and Individuals1. Belt coaching and mentoringDevelop a career progression ladder for belts. Assess their progress and provide constructive feedback to enable them to work effectively on team projects. Use coaching, mentoring, and intervention skills as needed, including canceling or reassigning projects if necessary. (Create)2. Project reviewsCreate guidelines and expectations for project reviews, and perform them in a timely manner. Assist project leaders in selecting appropriate content for presentation to management. (Create)3. Team facilitation and meeting managementPractice and teach meeting control, analyze team performance at various stages of team develop-ment, and support appropriate interventions for overcoming team challenges, including floundering, reviewing, and diagnosing failing projects. (Create)4. Non-belt coaching and mentoringDevelop information that will help non-belt project participants to advance their understanding of improvement initiatives and develop the necessary skills and knowledge to become effective belts. (Evaluate)

12Certified Master Black Belt12Certified Master Black BeltVI. Advanced Data Management and Analytic Methods (25 questions)A. Measurement Systems Analysis (MSA), Process Capability, and Control1. Propagation of errorsUse propagation of errors to evaluate measurement systems based on calculated values from multiple inputs. (Evaluate)2. Attribute (discrete) measurement systemsUse appropriate tools and methods (e.g., percent agreement, Kappa, Kendall, intra-class correlation coefficient) to analyze and interpret discrete measurement systems. (Evaluate)3. Variables (continuous) measurement systemsUse appropriate tools and methods (e.g., X – R, X – s, individual and moving range) based on control samples to analyze and interpret continuous measurement systems. (Evaluate)4. Destructive measurement systemsUse appropriate tools and methods to assess a destructive measurement system. (Analyze)5. Process capability for non-normal dataCalculate capability using Weibull and other methods for non-normal data. (Apply)6. Automated process control (APC) and statistical process control (SPC)Recognize when to use APC instead of or in conjunction with SPC. (Understand)B. Measuring and Modeling Relationships Between Variables1. Autocorrelation and forecastingIdentify autocorrelated data, including time-series modeling (e.g., ARIMA) and forecasting. (Analyze) 2. Multiple regression analysisApply and interpret multiple regression analysis, including using variance inflation factors (VIFs) to identify collinearity issues. (Analyze)3. Logistic regression analysisApply and interpret logistic regression analysis, including binary, ordinal, and nominal data considerations. (Analyze)4. Model fitting for nonlinear modelsApply and interpret fits of models that are nonlinear in the parameters. (Apply)5. General linear models (GLM)Apply and interpret GLMs such as ANOVA results (crossed, nested, and mixed models), simple linear regression, multiple regression, ANCOVA (analysis of covariance) and continuous MSA. (Apply)6. Components of variationSelect, calculate, and interpret components of variation and nested design studies. (Evaluate)7. SimulationApply simulation tools such as Monte Carlo, dynamic process simulation, and queuing theory. (Apply)8. Linear programmingUnderstand how linear programming principles, such as critical path analysis, can be used in modeling diverse types of problems (e.g., planning, routing, scheduling, assignment, design) to optimize system performance. (Understand)9. Reliability modelingUse reliability modeling and tools to enhance reliability of a product or process. (Apply)10. Qualitative analysisUse appropriate qualitative analysis tools (affinity diagrams, force field analysis) and analyze the results. (Analyze)

13Certified Master Black Belt13Certified Master Black BeltC. Design of Experiments (DOE)1. Factor relationship diagramApply and interpret factor relationship diagrams. (Apply)2. Complex blocking structuresRecognize other designs for handling more complex blocking structures, including Latin squares and balanced incomplete block designs (BIBD). (Understand)3. DOE approachesRecognize when to apply approaches such as screening designs (including Definitive Screening Designs), response surface methodology (RSM), mixture experiments, evolutionary operations (EVOP), split-plot designs, Taguchi designs, and computer-generated designs (e.g. D-optimal designs). (Understand)D. Data Management and Analytics1. Enterprise data managementRecognize and understand data management elements such as data governance, data architecture, data life-cycle management, data quality (accuracy, timeliness, consistency, completeness, uniqueness, validity, conformity, precision), meta data, master data, data privacy, and data security. (Understand)2. Data analyticsRecognize when to apply predictive analytic approaches such as decision trees (including random forest, boosted forest), neural networks, partial least squares, text analytics, image recognition, and pattern recognition (structured and unstructured data). (Understand)E. DFSS (Design for Six Sigma)DFSS tools: Recognize and understand tools such as QFD, TRIZ, morphology box, and axiomatic design to generate design concepts. (Understand)
Lean Six Sigma Master Black Belt
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Lean Six Sigma Master Black Belt
Question #87 Section 4
Early in a project a Belt will want to begin to identify and evaluate risk factors for the subject process and will therefore begin
building a(n) ________.
C. X-Y Diagram
D. Team Charter
Answer: A
Question #88 Section 4
Of the various types of data shown below which is NOT representative of Variable Data.
A. Length of a table
B. Liters of solution added to a formula
C. Number of employees wearing a uniform
D. Miles per hour of a vehicle
Answer: C
Question #89 Section 4
The two types of data that can be used in Statistical Analysis are Attribute and Variable.
A. True
B. False
Answer: A
Question #90 Section 4
All the data points that represent the total set of information of interest is called the ________________ .
A. Population
B. Sample
C. Frame
D. Spread
Answer: A
Question #91 Section 4
Data that can be measured on a continuum and has meaningful decimal subdivisions are __________ data.
A. Continuous
B. Surplus
C. Discrete
D. Variable
Answer: A
Question #92 Section 4
A Personal Trainer was assessing her workout class participants for their body fat content and had to include data for her analysis.
One of the columns listed the range of weight of the people included in the studies. This required plotting a Histogram of the
weight of the people assessed for their body fat content. While drawing the Histogram the x-axis contained a certain scale of data.
Pick the scale of data that is appropriate for Histograms.
A. Ordinal Scale Data
B. Ration Scale Data
C. Nominal Scale Data
D. Interval Scale Data
Answer: D
Question #93 Section 4
Production Line 1 is able to complete 500 units per shift. Production Line 2 is able to finish 1,500 units per shift. Production Line 2
is 3 times faster than
Production Line 1. This analysis is an example of ______________ Scale Data.
A. Nominal
B. Ratio
C. Ordinal
D. Interval
Answer: B
Question #94 Section 4
A fundamental rule is that both Standard Deviation and Variance can be added.
A. True
B. False
Answer: B
Question #95 Section 4
The _______ is the most frequently occurring value in a distribution of data.
A. Median
B. Mean
C. Mode
D. Center Point
Answer: C
Question #96 Section 4
A natural logarithmic base is not required for which of these distributions for probability calculations?
A. Weibull
B. Normal
C. Poisson
D. Binomial
Answer: D
Question #97 Section 4
Which of these is not a primary cause for Non-normal Data?
A. Skewness
B. Mixed Distributions
C. Kurtosis
D. Formulosis
E. Granularity D
Answer: Explanation
Question #98 Section 4
Use this data to calculate the Z score. Average oF. 65, Standard Deviation: 3, Upper Spec Limit: 72
A. 0.27
B. 1.5
C. 2.33
D. 4.12
Answer: C
Question #99 Section 4
The _____________ Distribution would be the most desirable for modeling the number of stitch defects in a portion of fabric.
A. Exponential
B. Extended
C. Poisson
D. Weibull
Answer: C
Question #100 Section 4
Which of these graphical presentations displays the values of each individual reading?
A. Histogram
B. Box Plot
C. Stem and Leaf Plot
D. X-Y Diagram
Answer: C
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GAQM Master mock test - BingNews Search results GAQM Master mock test - BingNews 4 Types of LSAT Logic Game Questions No result found, try new keyword!To answer a universal question, first try to use your master diagram that you set up at the beginning of the game. Often, your original deductions will lead you to the right answer: the polar bears. Sun, 20 Jun 2021 21:34:00 -0500 Game Master

by Elizabeth Canning Blackwell

The first time George R.R. Martin came to Northwestern, he was lost — literally and figuratively. It was the fall of 1966, and he was an incoming freshman from Bayonne, N.J., who’d never left the New York area. Out-of-town students who arrived via plane were met by greeters at the airport, but there was no one waiting for Martin ’70, ’71 MS when he stepped off a Greyhound bus in downtown Chicago.

“I had two huge suitcases and an electric typewriter, and this was before suitcases had wheels!” Martin says, the moment still fresh in his memory. “I was really struggling. I figured out how to get to the ‘L,’ but when I got off in Evanston, I realized I didn’t know whether to turn left or right. I had no idea where the campus was. Luckily, I guessed the right direction.”

Martin’s most recent visit to Northwestern went a little differently. Martin, now 67, was no longer a nervous student, but a best-selling author whose books inspired the hit TV show Game of Thrones and produced a rabidly devoted fan base. When he received Medill’s Hall of Achievement alumni award last fall, Martin was welcomed back to campus like a conquering hero, drawing crowds to standing room-only Q&A sessions and getting constant requests for selfies.

Returning to campus prompted Martin to look back at the influence of those college years. “Northwestern changed me,” he says. “I was a very introverted, shy kid who spent a lot of time reading. Studying journalism at Medill forced me to talk to strangers and helped shape my views on the world. It got me out of my shell.”

Martin’s multibook fantasy series A Song of Ice and Fire, which has sold more than 60 million copies and been translated into more than 40 languages, is set in a medieval-inspired kingdom that teems with strong-willed characters and life-or-death action. The books are filled with knights and castles and battles, and though magic and dragons make occasional appearances, for the most part these fantasies have a real-world grittiness. In Martin’s work, the stakes are always high: Heroes die, and villains aren’t always punished, just like real life.

Daenerys Targaryen
Game of Thrones character Daenerys Targaryen, played by Emilia Clarke. Courtesy of HBO.

Martin himself is considerably more cheerful than the world he created. He’s friendly and quick to laugh, most often at himself. Were Martin to be transported into Game of Thrones, he’d most likely be a traveling bard, spinning tales by a castle fireplace. In person and on the page, Martin is at heart a storyteller.

The son of a longshoreman, Martin has been writing almost as far back as he can remember. (His first published work was a letter to the editor of Marvel Comics.) “As a child, I lived a very constricted life,” Martin says. “My family didn’t have any money or a car. My world was limited to where I could walk or take a bus.”

In high school he researched the career prospects of a fiction writer for a school assignment. “I discovered the average writer in America made $1,200 a year, and even in 1964 that wasn’t a lot of money,” he says. Journalism, he decided, was a more practical option, and Northwestern offered a chance to escape his hometown. “Chicago might as well have been Shanghai for all I cared,” he says. “For me, it was a wild, exotic place.”

Like other freshmen before and since, Martin spent his first year at Bobb Hall (which had not yet been connected to neighboring McCulloch). “I could never get the name clear to my mother,” he remembers. “She’d ask, ‘How’s Bob?’ and I’d say, ‘No, Bobb is the building. My roommate is Jeff!’ ” Due to a housing shortage on campus, he lived the following three years at the North Shore Hotel in downtown Evanston, where the University had booked blocks of rooms for students. “At first, I didn’t want to go, but once I got in, I discovered it was the best dorm possible,” Martin says. “We had private bathrooms, a phone in our room, a newsstand downstairs where we could buy candy bars — it was great.” (See a map of "GRRM's Northwestern Lands.")

Illustration by Don Morris

Martin found his first year of college an adjustment. “I’d always been one of the smartest kids in my class, and suddenly I was surrounded by other people who were really smart and teachers who didn’t necessarily think I was God’s gift,” he remembers. Ultimately, though, he found his place. Journalism assignments brought him into the heart of the era’s social unrest. (“It was the ’60s,” he says. “There was always a demonstration to cover.”) He minored in history, studying the kind of power struggles that would later influence his fiction. On weekends he played chess at the grill in the basement of Scott Hall and later formed Northwestern’s first chess club.

“Northwestern had one of the first computer programs that could play chess,” Martin says. “It was on a big mainframe at Vogelback, and one of the programmers was a member of the chess club.” In 1970 Northwestern hosted the Pan-American Intercollegiate Chess Championships, and the Northwestern computer played on one of the University’s six teams. “It was hugely controversial,” Martin remembers. “One of the first articles I ever sold was about the chess-playing computer, and my point was that the computer wasn’t very good, but still, some people were freaked out by the idea of playing against it.”

Martin’s other Northwestern memories include going to the Varsity and Valencia movie theaters and out to dinner with friends. “I lived for the Spot!” he laughs. “A pizza cost $1.75, and if you bought 10, you’d get one free. I saved the cards to get that free pizza!” Another favorite hangout was Talbott’s on Howard Street, back in the days when you had to leave Evanston to order alcohol. “We’d go there after chess club meetings for ribs and beer,” says Martin.

Susan Kelley ’71, a retired lawyer living in Austin, Texas, was part of Martin’s tight-knit group of chess-club friends. She remembers gathering with Martin and a few others on Saturdays to watch the low-budget “creature feature” on late-night TV. “We’d order a pizza and make popcorn, then spend the whole time making fun of the movie,” she says. “We were more interested in making funny quips than the actual content. We were all nerds, and we all blossomed at Northwestern together.”

Studying journalism, Martin says, forced him to become a more disciplined writer. Before then, “I never used one adjective when four would do,” he quips. One particularly influential professor was Neil McNeil ’65 MA, who ran the Medill internship in Washington, D.C. “He was an old-time newspaper guy,” says Martin. “He’d hold up my stories and say, ‘Too cute! Too cute!’ I had to turn all my amusing witticisms and metaphors into facts.”

Outside of class, Martin kept working on fiction. “George started practicing his stories to us, and there wasn’t much we could say to Boost them,” Kelley says. “He was already such a good writer. His stories weren’t just about robots and ray guns — they were about emotions. The stories gave him a way to express those kinds of thoughts.”

It was a Northwestern history professor, Franklin Scott, who nudged Martin to get his work out into the world. “I took a course in Scandinavian history, and he agreed I could write one of my papers as historical fiction,” Martin says. Martin’s story centered on the surrender of the Swedish fortress of Sveaborg during the Finnish War of 1808, and Scott liked it so much he not only gave Martin an A, he submitted the story to the Scandinavian Review, the American-Scandinavian Foundation’s magazine. “That was the first rejection slip I got from a professional publication,” Martin says. “Before that, I’d been too timid to submit anything. I thought the editor would say, ‘How dare you send us this, you worthless, talentless child!’ Instead, they sent a nice, encouraging letter.”

That first rejection slip was followed by many others, but Martin didn’t give up. “George was always persistent and optimistic,” says Kelley. “He believed in himself, and he wouldn’t let a rejection derail him.”

Martin’s resolve was tested when he graduated with a master of science in journalism in 1971. While he’d seen fellow classmates receive multiple job offers the year before, Martin applied for dozens of jobs and got no offers. Eligible for the draft but opposed to the Vietnam War, he obtained conscientious-objector status, joined Volunteers in Service to America and was assigned alternative service with the Cook County Legal Assistance Foundation in Chicago, where he served as director of communication and education. Even before his two-year term ended, he supplemented his meager $50 weekly VISTA stipend by selling the occasional short story to science-fiction magazines and running chess tournaments. He taught journalism at Clarke College (now Clarke University) in Dubuque, Iowa, from 1976 to 1979, during which time he sold his first novel, Dying of the Light (Pocket Books, 1977). Deciding to give full-time writing a shot, he escaped the Midwest winters and settled in Santa Fe, N.M., where he still lives with his wife, Parris McBride.

Martin sold more books and saw his reputation rise in the sci-fi world. But when his fourth novel, The Armageddon Rag (Poseidon Press, 1983), didn’t sell as well as expected, “I hit the wall,” he says. There were no more book contracts, and “suddenly I was making nothing. At one point, I had two mortgage payments and was living off credit cards.” He was so disheartened about his career prospects that he even started taking classes to get his real estate license.

Ultimately, however, a door opened: A writer who was a fan of Martin’s offered him work on a revival of the The Twilight Zone TV series. Martin reinvented himself as a Hollywood scriptwriter, working on several series and ultimately becoming a producer of Beauty and the Beast, a television series that ran from 1987 to 1990. He was even given the chance to develop his own show, but after almost two years of meetings and rewrites and uncertainty, the series never got off the ground.

In Hollywood’s eyes, Martin was washed up. Again.

In the meantime, though, he’d started working on a book about knights and castles that combined gritty realism with elements of fantasy — “the kind of book I wanted to read,” he says. It was a rejection of the limitations he’d been forced to accept in Hollywood: a world with hundreds of characters and dozens of elaborate locations, the kind of project he considered “unfilmable.”

Tyrion Lannister
Game of Thrones character Tyrion Lannister, played by Peter Dinklage. Photo by Macall B. Polay/ HBO.

A Game of Thrones (Bantam Books), published in 1996, was the start of Martin’s third career reinvention. Critical acclaim and positive word-of-mouth built with each subsequent volume in the series, and the HBO television show’s debut in 2011 brought a whole new level of success and exposure. (The series, the most popular in HBO’s history, was last year’s winner of the Emmy Award for outstanding drama series.) Martin is a co-executive producer of the show, which he admits, “doesn’t actually mean much of anything. I have a voice in decisions like casting, but no one’s obliged to listen to me.”

Martin still seems taken aback by the level of fame he’s achieved. “I’m recognized everywhere,” he says. “I’ve lost all control of it.” Even his initials are well known; online, he’s often simply referred to as GRRM. (When he wants to go incognito, Martin swaps his trademark sailor's cap for another hat. See "What's with the Cap?")

Illustration by Don Morris

Though Martin misses his past anonymity, he’s grateful to be able to support causes he cares about. He uses the power of his fan base to raise money for the Wild Spirit Wolf Sanctuary in New Mexico and turned a shuttered theater in Santa Fe into a vibrant venue for movie screenings and author appearances. Most recently, Martin paid to refurbish an old bowling alley where a local artists’ collective is creating a massive interactive exhibit. “It’s great to give a check to charity, but I like the idea of giving back to Santa Fe in a really tangible way,” Martin says.

Martin is also known for being accessible and open with his fans. He’s a regular at science fiction and comic book conventions and gracious when answering questions he’s been asked hundreds of times before. His longtime friend Melinda Snodgrass, also a writer in Santa Fe, says Martin is equally generous with fellow writers; by encouraging her to write a script and showing it to his agent, he helped get her hired on the television show Star Trek: The Next Generation. “He’s always so happy to hear that a friend has made a sale or won an award,” she says. Snodgrass and Martin have been active for years in fantasy role-playing games (one of which they developed into a series of more than 20 books, Wild Cards, written by a rotating group of authors), and Snodgrass says Martin loves being the bad guy. “He always plays rogues and rascals,” she says. “Never turn your back on a George character!”

It’s clear Martin has a soft spot for characters who don’t fit neatly into “good” or “bad” stereotypes; studying history taught him that real people can be both. “I’ve always intended my characters to be gray,” he says. “We all have the capacity for heroism or villainy.” When he’s asked who his favorite character is (a question he’s asked a lot), he always says, “All of them.” During a Northwestern Q&A, Martin even stood up for the ruthless boy-king Joffrey, one of his most memorably vicious creations. “You don’t want to give a 13-year-old absolute power,” Martin said. “I could easily see myself making some school bullies fight to the death if I’d been king at that age. It would have been amazing!”   

GRRM on sci-fi and fantasyThough A Song of Ice and Fire has positioned Martin as a fantasy writer, he’s still an enthusiastic science fiction fan who laments that the genre he grew up with has taken such a negative turn. “When I was a kid, I would stay home from school whenever there was a Mercury [spacecraft] launch and watch on our old black-and-white TV,” he says. “I hoped I’d live long enough to see a man walk on the moon — and it happened!” Speaking at Cahn Auditorium, he looked out and realized none of the students in the audience had ever seen a man go to the moon. “For 50 years, science fiction predicted that we would go into space,” says Martin. “Almost no one predicted that we would retreat from it. I’m sometimes still astonished by that.” In a pop culture landscape filled with dystopian visions, “We’re looking at the future with trepidation and fear. There’s been a general loss of faith in the world of tomorrow.”

One country where science fiction is having a resurgence, Martin notes, is China. The Three-Body Problem, a novel by Cixin Liu set against the backdrop of the Cultural Revolution, won the Hugo Award for best novel last year, the top honor for science fiction and fantasy books. “It represents a real opening-up of Chinese sci-fi to American readers,” Martin says. “Science fiction is very popular there, because China is still looking to the future.”  

Martin’s own future may look rosy, but it comes with its own burdens. The fifth book in the Song of Ice and Fire series came out in 2011, and he’s been working on the next one ever since. (A seventh and final book is also in the works.) “I’m a slow writer,” he admits, and it’s clear he feels the pressure from fans, his publisher and everyone associated with the Game of Thrones juggernaut. The HBO series “caught up” to the books last year, and producers are currently filming episodes based on storylines that haven’t been published yet. “The show doesn’t influence what I write,” Martin says, “other than adding to my stress.”

Devoted readers can take heart that Martin does have a plan for what comes next. “I know the broad strokes of the story,” he says. “I know the end of most of my characters, but the devil is in the details.” To Northwestern students who asked for some hint of how he’d wrap up such an elaborate story, he promised only that the ending would be “bittersweet.”

No doubt Martin will have the same bittersweet feelings when he finishes the saga that has dominated the last two decades of his life. “I always remember that this too will pass,” he says. “I imagine that one day I’ll go on the Internet and see the headline ‘Where Are They Now? Do you remember George R.R. Martin? He was famous once upon a time.’ ”

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