Learning On The Job A Complete Guide - 2020 Edition. Gerardus Blokdyk

all Learning on the job requirements first?

      <--- Score

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

      <--- Score

      66. What key stakeholder process output measure(s) does Learning on the job leverage and how?

      <--- Score

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

      <--- Score

      68. Are all requirements met?

      <--- Score

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

      <--- Score

      70. What is the scope of the Learning on the job work?

      <--- Score

      71. What are the Learning on the job tasks and definitions?

      <--- Score

      72. Is there a critical path to deliver Learning on the job results?

      <--- Score

      73. What is the scope of the Learning on the job effort?

      <--- Score

      74. What was the context?

      <--- Score

      75. Why are you doing Learning on the job and what is the scope?

      <--- Score

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

      <--- Score

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

      <--- Score

      78. 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

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

      <--- Score

      80. How would you define Learning on the job leadership?

      <--- Score

      81. Has your scope been defined?

      <--- Score

      82. What would be the goal or target for a Learning on the job’s improvement team?

      <--- Score

      83. What happens if Learning on the job’s scope changes?

      <--- Score

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

      <--- Score

      85. What is out-of-scope initially?

      <--- Score

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

      <--- Score

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

      <--- Score

      88. Is the Learning on the job scope manageable?

      <--- Score

      89. Is scope creep really all bad news?

      <--- Score

      90. Are task requirements clearly defined?

      <--- Score

      91. What information do you gather?

      <--- Score

      92. Are the Learning on the job requirements complete?

      <--- Score

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

      <--- Score

      94. What constraints exist that might impact the team?

      <--- Score

      95. Has a team charter been developed and communicated?

      <--- Score

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

      <--- Score

      97. Scope of sensitive information?

      <--- Score

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

      <--- Score

      99. How do you gather Learning on the job requirements?

      <--- Score

      100. How will the Learning on the job team and the group measure complete success of Learning on the job?

      <--- Score

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

      <--- Score

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

      <--- Score

      103. What intelligence can you gather?

      <--- Score

      104. What information should you gather?

      <--- Score

      105. What are the core elements of the Learning on the job business case?

      <--- Score

      106. How do you gather requirements?

      <--- Score

      107. Is there a Learning on the job management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?

      <--- Score

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

      <--- Score

      109. How do you manage unclear Learning on the job requirements?

      <--- Score

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

      <--- Score

      111. Are resources adequate for the scope?

      <--- Score

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

      <--- Score

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

      <--- Score

      114. When is the estimated completion date?

      <--- Score

      115. How do you build the right business case?

      <--- Score

      116. Has a Learning on the job requirement not been met?

      <--- Score

      117. Is there a clear Learning on the job case definition?

      <--- Score

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

      <--- Score

      119. How do you manage changes in Learning on the job requirements?

      <--- Score

      120. How and when will the baselines