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