elements of the Constraint learning business case?
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67. Why are you doing Constraint learning and what is the scope?
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68. How do you catch Constraint learning definition inconsistencies?
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69. How will the Constraint learning team and the group measure complete success of Constraint learning?
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70. How do you manage scope?
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71. How do you hand over Constraint learning context?
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72. What are the compelling stakeholder reasons for embarking on Constraint learning?
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73. What system do you use for gathering Constraint learning information?
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74. How do you keep key subject matter experts in the loop?
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75. Will a Constraint learning production readiness review be required?
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76. Are all requirements met?
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77. Has a Constraint learning requirement not been met?
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78. Has a high-level ‘as is’ process map been completed, verified and validated?
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79. Who defines (or who defined) the rules and roles?
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80. How do you think the partners involved in Constraint learning would have defined success?
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81. The political context: who holds power?
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82. Has your scope been defined?
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83. Where can you gather more information?
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84. What is the definition of Constraint learning excellence?
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85. Is scope creep really all bad news?
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86. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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87. Who is gathering Constraint learning information?
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88. Has a project plan, Gantt chart, or similar been developed/completed?
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89. Are audit criteria, scope, frequency and methods defined?
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90. What is out of scope?
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91. What constraints exist that might impact the team?
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92. How would you define Constraint learning leadership?
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93. How do you gather requirements?
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94. Have all basic functions of Constraint learning been defined?
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95. Is Constraint learning linked to key stakeholder goals and objectives?
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96. How do you build the right business case?
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97. What knowledge or experience is required?
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98. What scope to assess?
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99. What scope do you want your strategy to cover?
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100. What is in scope?
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101. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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102. How do you manage unclear Constraint learning requirements?
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103. Who are the Constraint learning improvement team members, including Management Leads and Coaches?
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104. Are resources adequate for the scope?
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105. If substitutes have been appointed, have they been briefed on the Constraint learning goals and received regular communications as to the progress to date?
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106. Are roles and responsibilities formally defined?
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107. What happens if Constraint learning’s scope changes?
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108. What are the rough order estimates on cost savings/opportunities that Constraint learning brings?
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109. Has/have the customer(s) been identified?
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110. How will variation in the actual durations of each activity be dealt with to ensure that the expected Constraint learning results are met?
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111. Are there different segments of customers?
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112. What is the scope of the Constraint learning effort?
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113. What key stakeholder process output measure(s) does Constraint learning leverage and how?
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114. What would be the goal or target for a Constraint learning’s improvement team?
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115. Is there a critical path to deliver Constraint learning results?
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116. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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117. Is there a clear Constraint learning case definition?
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118. What are the record-keeping requirements of Constraint learning activities?
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119. 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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120. What is the worst case scenario?
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121. Is there a Constraint learning management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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122. What is out-of-scope initially?
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