contributed?
<--- Score
75. What customer feedback methods were used to solicit their input?
<--- Score
76. Is Learning Design currently on schedule according to the plan?
<--- Score
77. Are improvement team members fully trained on Learning Design?
<--- Score
78. The political context: who holds power?
<--- Score
79. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
<--- Score
80. What is the scope of the Learning Design effort?
<--- Score
81. Are different versions of process maps needed to account for the different types of inputs?
<--- Score
82. What key stakeholder process output measure(s) does Learning Design leverage and how?
<--- Score
83. Are approval levels defined for contracts and supplements to contracts?
<--- Score
84. Scope of sensitive information?
<--- Score
85. Do you all define Learning Design in the same way?
<--- Score
86. Do you have a Learning Design success story or case study ready to tell and share?
<--- Score
87. Are audit criteria, scope, frequency and methods defined?
<--- Score
88. How have you defined all Learning Design requirements first?
<--- Score
89. What are the compelling stakeholder reasons for embarking on Learning Design?
<--- Score
90. Has a team charter been developed and communicated?
<--- Score
91. Who are the Learning Design improvement team members, including Management Leads and Coaches?
<--- Score
92. Have all basic functions of Learning Design been defined?
<--- Score
93. Is Learning Design required?
<--- Score
94. What Learning Design services do you require?
<--- Score
95. Will team members perform Learning Design work when assigned and in a timely fashion?
<--- Score
96. Are there different segments of customers?
<--- Score
97. What are the dynamics of the communication plan?
<--- Score
98. Is the Learning Design scope manageable?
<--- Score
99. What information do you gather?
<--- Score
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?
<--- Score
101. What knowledge or experience is required?
<--- Score
102. What are the Learning Design use cases?
<--- Score
103. What is the definition of success?
<--- Score
104. How do you think the partners involved in Learning Design would have defined success?
<--- Score
105. What are the tasks and definitions?
<--- Score
106. When is/was the Learning Design start date?
<--- Score
107. Is the team equipped with available and reliable resources?
<--- Score
108. Do you have organizational privacy requirements?
<--- Score
109. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
<--- Score
110. Has a project plan, Gantt chart, or similar been developed/completed?
<--- Score
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?
<--- Score
112. Will a Learning Design production readiness review be required?
<--- Score
113. Is the Learning Design scope complete and appropriately sized?
<--- Score
114. How was the ‘as is’ process map developed, reviewed, verified and validated?
<--- Score
115. What are the Learning Design tasks and definitions?
<--- Score
116. Has everyone on the team, including the team leaders, been properly trained?
<--- Score
117. Is there regularly 100% attendance at the team meetings? If not, have appointed substitutes attended to preserve cross-functionality and full representation?
<--- Score
118. Have specific policy objectives been defined?
<--- Score
119. Who approved the Learning Design scope?
<--- Score
120. What is the scope of Learning Design?
<--- Score
121. What is the context?
<--- Score
122. Has your scope been defined?
<--- Score
123. What critical content must be communicated – who, what, when, where, and how?
<--- Score
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?
<--- Score
125. Are task requirements clearly defined?
<--- Score
126. Has the direction changed at all during the course of Learning Design? If so, when did it change and why?
<--- Score
127. Is there a critical path to deliver Learning Design results?
<--- Score
128. How do you manage changes in Learning Design requirements?
<--- Score
129. What is the definition of Learning Design excellence?
<--- Score
130. How do you catch Learning Design definition