Читать книгу Training Analysis A Complete Guide - 2020 Edition - Gerardus Blokdyk - Страница 8
ОглавлениеCRITERION #2: DEFINE:
INTENT: Formulate the stakeholder problem. Define the problem, needs and objectives.
In my belief, the answer to this question is clearly defined:
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
1. Are different versions of process maps needed to account for the different types of inputs?
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2. Is the improvement team aware of the different versions of a process: what they think it is vs. what it actually is vs. what it should be vs. what it could be?
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3. How do you catch Training analysis definition inconsistencies?
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4. What are the Training analysis use cases?
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5. Why are you doing Training analysis and what is the scope?
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6. Has anyone else (internal or external to the group) attempted to solve this problem or a similar one before? If so, what knowledge can be leveraged from these previous efforts?
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7. Is the Training analysis scope manageable?
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8. Is there a Training analysis management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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9. Is it clearly defined in and to your organization what you do?
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10. Have all basic functions of Training analysis been defined?
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11. What is the scope?
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12. Have the customer needs been translated into specific, measurable requirements? How?
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13. How often are the team meetings?
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14. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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15. What baselines are required to be defined and managed?
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16. Who defines (or who defined) the rules and roles?
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17. Do you have a Training analysis success story or case study ready to tell and share?
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18. Do you have organizational privacy requirements?
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19. How is the team tracking and documenting its work?
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20. What constraints exist that might impact the team?
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21. Are approval levels defined for contracts and supplements to contracts?
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22. Are required metrics defined, what are they?
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23. How do you gather requirements?
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24. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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25. When is the estimated completion date?
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26. How will variation in the actual durations of each activity be dealt with to ensure that the expected Training analysis results are met?
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27. In what way can you redefine the criteria of choice clients have in your category in your favor?
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28. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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29. Who approved the Training analysis scope?
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30. Are resources adequate for the scope?
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31. What are the Training analysis tasks and definitions?
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32. Does the team have regular meetings?
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33. How did the Training analysis manager receive input to the development of a Training analysis improvement plan and the estimated completion dates/times of each activity?
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34. What is in the scope and what is not in scope?
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35. What are the dynamics of the communication plan?
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36. What system do you use for gathering Training analysis information?
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37. What sources do you use to gather information for a Training analysis study?
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38. How does the Training analysis manager ensure against scope creep?
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39. When are meeting minutes sent out? Who is on the distribution list?
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40. What is the scope of Training analysis?
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41. What is the worst case scenario?
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42. Are task requirements clearly defined?
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43. What is the scope of the Training analysis work?
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44. How do you hand over Training analysis context?
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45. How do you keep key subject matter experts in the loop?
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46. Is Training analysis required?
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47. Is there a critical path to deliver Training analysis results?
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48. How and when will the baselines be defined?
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49. What Training analysis requirements should be gathered?
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50. What is the definition of Training analysis excellence?
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51. Is Training analysis currently on schedule according to the plan?
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52. How can the value of Training analysis be defined?
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53. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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54. What critical content must be communicated – who, what, when, where, and how?
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55. Has a high-level ‘as is’ process map been completed, verified and validated?
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56. How do you think the partners involved in Training analysis would have defined success?
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57. What are the compelling stakeholder reasons for embarking on Training analysis?
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58. Scope of sensitive information?
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59. What are the requirements for audit information?
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60. What is out of scope?
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61. What defines best in class?
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62. Has the Training analysis work been fairly and/or equitably divided and delegated among team members who are qualified and capable to perform the work? Has everyone contributed?
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63. What key stakeholder process output measure(s) does Training analysis leverage and how?
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64. What is the context?
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65. How do you manage scope?
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66. Is there a clear Training analysis case definition?
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67. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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68. Is there any additional Training analysis definition of success?
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69. If substitutes have been appointed, have they been briefed on the Training analysis goals and received regular communications as to the progress to date?
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70. Is there regularly 100% attendance at the team meetings? If not, have appointed substitutes attended to preserve cross-functionality and full representation?
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71. What scope to assess?
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72. What are (control) requirements for Training analysis Information?
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73. Are all requirements met?
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74. What are the rough order estimates on cost savings/opportunities that Training analysis brings?
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75. What gets examined?
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76. How will the Training analysis team and the group measure complete success of Training analysis?
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77. Is the Training analysis scope complete and appropriately sized?
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78. Is Training analysis linked to key stakeholder goals and objectives?
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79. Is the work to date meeting requirements?
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80. When is/was the Training analysis start date?
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81. Has your scope been defined?
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82. Who are the Training analysis improvement team members, including Management Leads and Coaches?
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83. Are roles and responsibilities formally defined?
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84. Are accountability and ownership for Training analysis clearly defined?
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85. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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86. How are consistent Training analysis definitions important?
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87. Has a Training analysis requirement not been met?
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88. What scope do you want your strategy to cover?
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89. Is the scope of Training analysis defined?
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90. What is a worst-case scenario for losses?
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91. Are there different segments of customers?
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92. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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93. Is scope creep really all bad news?
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94. How was the ‘as is’ process map developed, reviewed, verified and validated?
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95. How have you defined all Training analysis requirements first?
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96. Has/have the customer(s) been identified?
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97. How do you manage changes in Training analysis requirements?
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98. What was the context?
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99. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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100. Has a project plan, Gantt chart, or similar been developed/completed?
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101. Will a Training analysis production readiness review be required?
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102. How would you define the culture at your organization, how susceptible is it to Training analysis changes?
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103. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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104. What are the boundaries of the scope? What is in bounds and what is not? What is the start point? What is the stop point?
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105. Has the direction changed at all during the course of Training analysis? If so, when did it change and why?
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106. What is the scope of the Training analysis effort?
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107. Are the Training analysis requirements testable?
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108. How do you gather the stories?
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109. What are the record-keeping requirements of Training analysis activities?
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110. Are there any constraints known that bear on the ability to perform Training analysis work? How is the team addressing them?
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111. How do you manage unclear Training analysis requirements?
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112. What is the definition of success?
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113. How do you gather Training analysis requirements?
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114. What sort of initial information to gather?
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115. Who is gathering Training analysis information?
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116. Has a team charter been developed and communicated?
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117. What intelligence can you gather?
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118. What would be the goal or target for a Training analysis’s improvement team?
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119. What customer feedback methods were used to solicit their input?
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120. Is special Training analysis user knowledge required?
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121. Have all of the relationships been defined properly?
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122. Have specific policy objectives been defined?
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123. Where can you gather more information?
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124. What is out-of-scope initially?
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125. Are the Training analysis requirements complete?
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126. What information do you gather?
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127. Does the scope remain the same?
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128. Has everyone on the team, including the team leaders, been properly trained?
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129. Do you all define Training analysis in the same way?
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130. What Training analysis services do you require?
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Add up total points for this section: _____ = Total points for this section
Divided by: ______ (number of statements answered) = ______ Average score for this section
Transfer your score to the Training analysis Index at the beginning of the Self-Assessment.
