all Learning on the job requirements first?
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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?
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66. What key stakeholder process output measure(s) does Learning on the job leverage and how?
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67. What critical content must be communicated – who, what, when, where, and how?
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68. Are all requirements met?
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69. Have the customer needs been translated into specific, measurable requirements? How?
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70. What is the scope of the Learning on the job work?
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71. What are the Learning on the job tasks and definitions?
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72. Is there a critical path to deliver Learning on the job results?
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73. What is the scope of the Learning on the job effort?
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74. What was the context?
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75. Why are you doing Learning on the job and what is the scope?
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76. When are meeting minutes sent out? Who is on the distribution list?
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77. Who defines (or who defined) the rules and roles?
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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?
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79. Are there any constraints known that bear on the ability to perform Learning on the job work? How is the team addressing them?
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80. How would you define Learning on the job leadership?
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81. Has your scope been defined?
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82. What would be the goal or target for a Learning on the job’s improvement team?
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83. What happens if Learning on the job’s scope changes?
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84. How was the ‘as is’ process map developed, reviewed, verified and validated?
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85. What is out-of-scope initially?
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86. Has/have the customer(s) been identified?
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87. Are customer(s) identified and segmented according to their different needs and requirements?
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88. Is the Learning on the job scope manageable?
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89. Is scope creep really all bad news?
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90. Are task requirements clearly defined?
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91. What information do you gather?
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92. Are the Learning on the job requirements complete?
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93. Are audit criteria, scope, frequency and methods defined?
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94. What constraints exist that might impact the team?
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95. Has a team charter been developed and communicated?
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96. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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97. Scope of sensitive information?
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98. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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99. How do you gather Learning on the job requirements?
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100. How will the Learning on the job team and the group measure complete success of Learning on the job?
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101. How do you keep key subject matter experts in the loop?
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102. What customer feedback methods were used to solicit their input?
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103. What intelligence can you gather?
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104. What information should you gather?
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105. What are the core elements of the Learning on the job business case?
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106. How do you gather requirements?
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107. Is there a Learning on the job management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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108. What is a worst-case scenario for losses?
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109. How do you manage unclear Learning on the job requirements?
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110. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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111. Are resources adequate for the scope?
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112. Is the team equipped with available and reliable resources?
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113. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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114. When is the estimated completion date?
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115. How do you build the right business case?
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116. Has a Learning on the job requirement not been met?
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117. Is there a clear Learning on the job case definition?
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118. What are the rough order estimates on cost savings/opportunities that Learning on the job brings?
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119. How do you manage changes in Learning on the job requirements?
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120. How and when will the baselines