63. Do you have a JIT learning success story or case study ready to tell and share?
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64. What is out-of-scope initially?
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65. What happens if JIT learning’s scope changes?
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66. Who is gathering information?
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67. What would be the goal or target for a JIT learning’s improvement team?
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68. What scope do you want your strategy to cover?
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69. Is special JIT learning user knowledge required?
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70. Is there a JIT learning management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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71. What is in scope?
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72. Are customer(s) identified and segmented according to their different needs and requirements?
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73. Is there a critical path to deliver JIT learning results?
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74. Do you all define JIT learning in the same way?
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75. Has your scope been defined?
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76. What critical content must be communicated – who, what, when, where, and how?
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77. Has the JIT learning 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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78. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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79. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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80. Are all requirements met?
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81. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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82. Who defines (or who defined) the rules and roles?
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83. Is there any additional JIT learning definition of success?
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84. Who is gathering JIT learning information?
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85. Is scope creep really all bad news?
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86. 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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87. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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88. Has a team charter been developed and communicated?
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89. What is the scope of the JIT learning effort?
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90. Has the direction changed at all during the course of JIT learning? If so, when did it change and why?
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91. Have specific policy objectives been defined?
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92. Who approved the JIT learning scope?
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93. How does the JIT learning manager ensure against scope creep?
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94. Are required metrics defined, what are they?
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95. What is the scope of the JIT learning work?
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96. Does the team have regular meetings?
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97. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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98. What are the core elements of the JIT learning business case?
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99. 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?
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100. Is JIT learning currently on schedule according to the plan?
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101. How are consistent JIT learning definitions important?
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102. Are the JIT learning requirements complete?
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103. Has a high-level ‘as is’ process map been completed, verified and validated?
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104. Scope of sensitive information?
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105. What is the worst case scenario?
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106. What is the definition of JIT learning excellence?
