that Learning Design brings?
<--- Score
21. Does the scope remain the same?
<--- Score
22. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
<--- Score
23. Where can you gather more information?
<--- Score
24. Is there a clear Learning Design case definition?
<--- Score
25. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
<--- Score
26. How do you gather requirements?
<--- Score
27. Is data collected and displayed to better understand customer(s) critical needs and requirements.
<--- Score
28. Why are you doing Learning Design and what is the scope?
<--- Score
29. In what way can you redefine the criteria of choice clients have in your category in your favor?
<--- Score
30. What constraints exist that might impact the team?
<--- Score
31. What happens if Learning Design’s scope changes?
<--- Score
32. Are customer(s) identified and segmented according to their different needs and requirements?
<--- Score
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?
<--- Score
34. Are customers identified and high impact areas defined?
<--- Score
35. Has/have the customer(s) been identified?
<--- Score
36. What gets examined?
<--- Score
37. When are meeting minutes sent out? Who is on the distribution list?
<--- Score
38. When is the estimated completion date?
<--- Score
39. How do you manage scope?
<--- Score
40. Is the scope of Learning Design defined?
<--- Score
41. Is there any additional Learning Design definition of success?
<--- Score
42. What baselines are required to be defined and managed?
<--- Score
43. Are the Learning Design requirements testable?
<--- Score
44. Will team members regularly document their Learning Design work?
<--- Score
45. Are team charters developed?
<--- Score
46. What Learning Design requirements should be gathered?
<--- Score
47. What is in the scope and what is not in scope?
<--- Score
48. How often are the team meetings?
<--- Score
49. Is the team sponsored by a champion or stakeholder leader?
<--- Score
50. How do you gather Learning Design requirements?
<--- Score
51. What information should you gather?
<--- Score
52. Are accountability and ownership for Learning Design clearly defined?
<--- Score
53. How do you build the right business case?
<--- Score
54. Is full participation by members in regularly held team meetings guaranteed?
<--- Score
55. What sources do you use to gather information for a Learning Design study?
<--- Score
56. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
<--- Score
57. What are the record-keeping requirements of Learning Design activities?
<--- Score
58. Are there any constraints known that bear on the ability to perform Learning Design work? How is the team addressing them?
<--- Score
59. How do you hand over Learning Design context?
<--- Score
60. Is Learning Design linked to key stakeholder goals and objectives?
<--- Score
61. How will the Learning Design team and the group measure complete success of Learning Design?
<--- Score
62. How will variation in the actual durations of each activity be dealt with to ensure that the expected Learning Design results are met?
<--- Score
63. Is scope creep really all bad news?
<--- Score
64. Does the team have regular meetings?
<---
