Learning Design A Complete Guide - 2020 Edition. Gerardus Blokdyk

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

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      76. Is Learning Design currently on schedule according to the plan?

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      77. Are improvement team members fully trained on Learning Design?

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      78. The political context: who holds power?

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

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      80. What is the scope of the Learning Design effort?

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

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

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

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      84. Scope of sensitive information?

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      85. Do you all define Learning Design in the same way?

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

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

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      88. How have you defined all Learning Design requirements first?

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      89. What are the compelling stakeholder reasons for embarking on Learning Design?

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      90. Has a team charter been developed and communicated?

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      91. Who are the Learning Design improvement team members, including Management Leads and Coaches?

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      92. Have all basic functions of Learning Design been defined?

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      93. Is Learning Design required?

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      94. What Learning Design services do you require?

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      95. Will team members perform Learning Design work when assigned and in a timely fashion?

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      96. Are there different segments of customers?

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      97. What are the dynamics of the communication plan?

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      98. Is the Learning Design scope manageable?

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      99. What information do you gather?

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      100. 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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      101. What knowledge or experience is required?

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      102. What are the Learning Design use cases?

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      103. What is the definition of success?

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      104. How do you think the partners involved in Learning Design would have defined success?

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      105. What are the tasks and definitions?

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      106. When is/was the Learning Design start date?

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

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      108. Do you have organizational privacy requirements?

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

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

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

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      112. Will a Learning Design production readiness review be required?

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      113. Is the Learning Design scope complete and appropriately sized?

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

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      115. What are the Learning Design 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. 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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      118. Have specific policy objectives been defined?

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      119. Who approved the Learning Design scope?

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      120. What is the scope of Learning Design?

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      121. What is the context?

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      122. Has your scope been defined?

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

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      124. 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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      125. Are task requirements clearly defined?

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

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      127. Is there a critical path to deliver Learning Design results?

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      128. How do you manage changes in Learning Design requirements?

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      129. What is the definition of Learning Design excellence?

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      130. How do you catch Learning Design definition