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