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