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61. What defines best in class?
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62. Has the Training analysis 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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63. What key stakeholder process output measure(s) does Training analysis leverage and how?
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64. What is the context?
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65. How do you manage scope?
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66. Is there a clear Training analysis case definition?
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67. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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68. Is there any additional Training analysis definition of success?
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69. If substitutes have been appointed, have they been briefed on the Training analysis goals and received regular communications as to the progress to date?
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70. 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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71. What scope to assess?
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72. What are (control) requirements for Training analysis Information?
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73. Are all requirements met?
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74. What are the rough order estimates on cost savings/opportunities that Training analysis brings?
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75. What gets examined?
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76. How will the Training analysis team and the group measure complete success of Training analysis?
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77. Is the Training analysis scope complete and appropriately sized?
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78. Is Training analysis linked to key stakeholder goals and objectives?
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79. Is the work to date meeting requirements?
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80. When is/was the Training analysis start date?
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81. Has your scope been defined?
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82. Who are the Training analysis improvement team members, including Management Leads and Coaches?
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83. Are roles and responsibilities formally defined?
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84. Are accountability and ownership for Training analysis clearly defined?
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85. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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86. How are consistent Training analysis definitions important?
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87. Has a Training analysis requirement not been met?
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88. What scope do you want your strategy to cover?
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89. Is the scope of Training analysis defined?
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90. What is a worst-case scenario for losses?
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91. Are there different segments of customers?
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92. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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93. Is scope creep really all bad news?
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94. How was the ‘as is’ process map developed, reviewed, verified and validated?
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95. How have you defined all Training analysis requirements first?
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96. Has/have the customer(s) been identified?
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97. How do you manage changes in Training analysis requirements?
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98. What was the context?
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99. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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100. Has a project plan, Gantt chart, or similar been developed/completed?
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101. Will a Training analysis production readiness review be required?
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102. How would you define the culture at your organization, how susceptible is it to Training analysis changes?
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103. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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104. What are the boundaries of the scope? What is in bounds and what
