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?