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