Adaptive Learning A Complete Guide - 2020 Edition. Gerardus Blokdyk

learning team and the group measure complete success of Adaptive learning?

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

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

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      70. Who are the Adaptive learning improvement team members, including Management Leads and Coaches?

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      71. What is the scope of Adaptive learning?

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      72. Are accountability and ownership for Adaptive learning clearly defined?

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      73. What are the compelling stakeholder reasons for embarking on Adaptive learning?

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      74. Is there a clear Adaptive learning case definition?

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      75. Are all requirements met?

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      76. Do you all define Adaptive learning in the same way?

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      77. What system do you use for gathering Adaptive learning information?

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      78. What information do you gather?

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

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

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      81. Are required metrics defined, what are they?

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      82. Are there any constraints known that bear on the ability to perform Adaptive learning work? How is the team addressing them?

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      83. What was the context?

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      84. How have you defined all Adaptive learning requirements first?

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      85. How does the Adaptive learning manager ensure against scope creep?

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      86. Has a high-level ‘as is’ process map been completed, verified and validated?

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      87. How can the value of Adaptive learning be defined?

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      88. What is the definition of success?

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      89. Where can you gather more information?

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      90. Will team members regularly document their Adaptive learning work?

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      91. When is/was the Adaptive learning start date?

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      92. What are the Adaptive learning use cases?

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

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      94. Will a Adaptive learning production readiness review be required?

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

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      96. What would be the goal or target for a Adaptive learning’s improvement team?

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      97. How often are the team meetings?

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      98. Does the team have regular meetings?

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      99. What intelligence can you gather?

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      100. When is the estimated completion date?

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      101. What constraints exist that might impact the team?

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      102. Is the scope of Adaptive learning defined?

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      103. Is there a critical path to deliver Adaptive learning results?

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

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

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

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      107. 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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      108. Have specific policy objectives been defined?

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      109. What is the worst case scenario?

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      110. Has the Adaptive 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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      111. How do you manage scope?

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      112. Does the scope remain the same?

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

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      114. 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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      115. Will team members perform Adaptive learning work when assigned and in a timely fashion?

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

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

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      118. How did the Adaptive learning manager receive input to the development of a Adaptive learning improvement plan and the estimated completion dates/times of each activity?

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      119. What is out-of-scope initially?

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      120. What are the requirements for audit information?

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      121. What scope to assess?

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      122. Have all of the relationships been defined properly?

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