Learning Design A Complete Guide - 2020 Edition. Gerardus Blokdyk

map been completed, verified and validated?

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      19. How does the Learning Design manager ensure against scope creep?

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

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      21. Does the scope remain the same?

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

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      23. Where can you gather more information?

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      24. Is there a clear Learning Design case definition?

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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. How do you gather requirements?

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

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      28. Why are you doing Learning Design and what is the scope?

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

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      30. What constraints exist that might impact the team?

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      31. What happens if Learning Design’s scope changes?

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

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

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      34. Are customers identified and high impact areas defined?

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

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      36. What gets examined?

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

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      38. When is the estimated completion date?

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      39. How do you manage scope?

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      40. Is the scope of Learning Design defined?

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      41. Is there any additional Learning Design definition of success?

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      42. What baselines are required to be defined and managed?

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      43. Are the Learning Design requirements testable?

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      44. Will team members regularly document their Learning Design work?

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      45. Are team charters developed?

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      46. What Learning Design requirements should be gathered?

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

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      48. How often are the team meetings?

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      49. Is the team sponsored by a champion or stakeholder leader?

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      50. How do you gather Learning Design requirements?

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      51. What information should you gather?

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      52. Are accountability and ownership for Learning Design clearly defined?

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      53. How do you build the right business case?

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      54. Is full participation by members in regularly held team meetings guaranteed?

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      55. What sources do you use to gather information for a Learning Design study?

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

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      57. What are the record-keeping requirements of Learning Design activities?

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

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      59. How do you hand over Learning Design context?

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      60. Is Learning Design linked to key stakeholder goals and objectives?

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      61. How will the Learning Design team and the group measure complete success of Learning Design?

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

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      63. Is scope creep really all bad news?

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      64. Does the team have regular meetings?

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      65. How would you define Learning Design leadership?

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

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      67. What sort of initial information to gather?

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

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

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      70. What is out-of-scope initially?

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

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      72. What is in scope?

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      73. Are the Learning Design requirements complete?

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      74. Has the Learning Design work been fairly and/or equitably divided and delegated among team members who are qualified and capable to perform the work?