Читать книгу Learning Economy A Complete Guide - 2020 Edition - Gerardus Blokdyk - Страница 8

CRITERION #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. What are the Learning economy tasks and definitions?

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2. Has/have the customer(s) been identified?

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3. How does the Learning economy manager ensure against scope creep?

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4. How do you build the right business case?

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5. Is data collected and displayed to better understand customer(s) critical needs and requirements.

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6. Are roles and responsibilities formally defined?

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7. Is there any additional Learning economy definition of success?

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8. What are the dynamics of the communication plan?

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9. What specifically is the problem? Where does it occur? When does it occur? What is its extent?

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10. 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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11. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?

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12. Are accountability and ownership for Learning economy clearly defined?

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13. Is Learning economy required?

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14. 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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15. What customer feedback methods were used to solicit their input?

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16. The political context: who holds power?

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17. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?

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18. What constraints exist that might impact the team?

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19. What are the Learning economy use cases?

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20. How and when will the baselines be defined?

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21. Are the Learning economy requirements complete?

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22. How do you think the partners involved in Learning economy would have defined success?

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23. What are the core elements of the Learning economy business case?

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24. What is the context?

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25. Are there any constraints known that bear on the ability to perform Learning economy work? How is the team addressing them?

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26. What system do you use for gathering Learning economy information?

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27. Are customer(s) identified and segmented according to their different needs and requirements?

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28. Is special Learning economy user knowledge required?

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29. What is the scope of Learning economy?

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30. Are approval levels defined for contracts and supplements to contracts?

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31. How would you define the culture at your organization, how susceptible is it to Learning economy changes?

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32. Do you have organizational privacy requirements?

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33. How do you gather requirements?

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34. In what way can you redefine the criteria of choice clients have in your category in your favor?

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35. What is in the scope and what is not in scope?

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36. What is the worst case scenario?

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37. Scope of sensitive information?

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38. Are resources adequate for the scope?

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39. How do you catch Learning economy definition inconsistencies?

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40. What gets examined?

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41. What are the compelling stakeholder reasons for embarking on Learning economy?

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42. Is the scope of Learning economy defined?

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43. Where can you gather more information?

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44. What knowledge or experience is required?

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45. What information do you gather?

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46. If substitutes have been appointed, have they been briefed on the Learning economy goals and received regular communications as to the progress to date?

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47. What happens if Learning economy’s scope changes?

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48. What Learning economy requirements should be gathered?

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49. How will the Learning economy team and the group measure complete success of Learning economy?

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50. Does the team have regular meetings?

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51. How have you defined all Learning economy requirements first?

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52. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?

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53. How do you keep key subject matter experts in the loop?

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54. Are the Learning economy requirements testable?

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55. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?

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56. Is there a clear Learning economy case definition?

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57. Is the current ‘as is’ process being followed? If not, what are the discrepancies?

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58. What Learning economy services do you require?

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59. 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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60. Is Learning economy currently on schedule according to the plan?

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61. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?

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62. Has a team charter been developed and communicated?

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63. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?

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64. How often are the team meetings?

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65. Is the Learning economy scope complete and appropriately sized?

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66. What are (control) requirements for Learning economy Information?

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67. Has a Learning economy requirement not been met?

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68. Is there a critical path to deliver Learning economy results?

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69. Are different versions of process maps needed to account for the different types of inputs?

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70. Are all requirements met?

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71. Has the direction changed at all during the course of Learning economy? If so, when did it change and why?

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72. Is the Learning economy scope manageable?

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73. Is scope creep really all bad news?

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74. What scope do you want your strategy to cover?

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75. Are there different segments of customers?

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76. Are task requirements clearly defined?

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77. Who defines (or who defined) the rules and roles?

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78. How is the team tracking and documenting its work?

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79. Is the work to date meeting requirements?

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80. Who approved the Learning economy scope?

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81. Does the scope remain the same?

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82. What is a worst-case scenario for losses?

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83. Why are you doing Learning economy and what is the scope?

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84. How do you gather the stories?

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85. What are the record-keeping requirements of Learning economy activities?

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86. What is the definition of Learning economy excellence?

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87. Do you all define Learning economy in the same way?

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88. Are audit criteria, scope, frequency and methods defined?

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89. Have specific policy objectives been defined?

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90. Is it clearly defined in and to your organization what you do?

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91. What is out-of-scope initially?

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92. What is the scope?

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93. How do you gather Learning economy requirements?

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94. What is in scope?

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95. Have all of the relationships been defined properly?

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96. Will a Learning economy production readiness review be required?

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97. How can the value of Learning economy be defined?

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98. Is the team equipped with available and reliable resources?

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99. What critical content must be communicated – who, what, when, where, and how?

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100. Who is gathering information?

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101. Is Learning economy linked to key stakeholder goals and objectives?

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102. Are required metrics defined, what are they?

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103. Has your scope been defined?

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104. What is the scope of the Learning economy effort?

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105. What would be the goal or target for a Learning economy’s improvement team?

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106. How are consistent Learning economy definitions important?

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107. Has the Learning economy 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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108. What sort of initial information to gather?

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109. What is the definition of success?

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110. Have the customer needs been translated into specific, measurable requirements? How?

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111. Who are the Learning economy improvement team members, including Management Leads and Coaches?

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112. Is there a Learning economy management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?

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113. How did the Learning economy manager receive input to the development of a Learning economy improvement plan and the estimated completion dates/times of each activity?

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114. What is the scope of the Learning economy work?

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115. What are the 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. What baselines are required to be defined and managed?

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118. How would you define Learning economy leadership?

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119. How was the ‘as is’ process map developed, reviewed, verified and validated?

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120. What defines best in class?

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121. What sources do you use to gather information for a Learning economy study?

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122. What key stakeholder process output measure(s) does Learning economy leverage and how?

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123. What are the rough order estimates on cost savings/opportunities that Learning economy brings?

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124. When are meeting minutes sent out? Who is on the distribution list?

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125. What is out of scope?

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126. When is the estimated completion date?

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127. What are the requirements for audit information?

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128. How will variation in the actual durations of each activity be dealt with to ensure that the expected Learning economy results are met?

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129. What was the context?

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130. 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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131. Have all basic functions of Learning economy been defined?

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132. Do you have a Learning economy success story or case study ready to tell and share?

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133. Has a high-level ‘as is’ process map been completed, verified and validated?

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134. When is/was the Learning economy start date?

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135. Has a project plan, Gantt chart, or similar been developed/completed?

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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 economy Index at the beginning of the Self-Assessment.