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