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