team members, including Management Leads and Coaches?
<--- Score
104. Are resources adequate for the scope?
<--- Score
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?
<--- Score
106. Are roles and responsibilities formally defined?
<--- Score
107. What happens if Constraint learning’s scope changes?
<--- Score
108. What are the rough order estimates on cost savings/opportunities that Constraint learning brings?
<--- Score
109. Has/have the customer(s) been identified?
<--- Score
110. How will variation in the actual durations of each activity be dealt with to ensure that the expected Constraint learning results are met?
<--- Score
111. Are there different segments of customers?
<--- Score
112. What is the scope of the Constraint learning effort?
<--- Score
113. What key stakeholder process output measure(s) does Constraint learning leverage and how?
<--- Score
114. What would be the goal or target for a Constraint learning’s improvement team?
<--- Score
115. Is there a critical path to deliver Constraint learning results?
<--- Score
116. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
<--- Score
117. Is there a clear Constraint learning case definition?
<--- Score
118. What are the record-keeping requirements of Constraint learning activities?
<--- Score
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?
<--- Score
120. What is the worst case scenario?
<--- Score
121. Is there a Constraint learning management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
<--- Score
122. What is out-of-scope initially?
<--- Score
123. What gets examined?
<--- Score
124. What Constraint learning services do you require?
<--- Score
125. How do you manage changes in Constraint learning requirements?
<--- Score
126. What defines best in class?
<--- Score
127. How did the Constraint learning manager receive input to the development of a Constraint learning improvement plan and the estimated completion dates/times of each activity?
<--- Score
128. Are task requirements clearly defined?
<--- Score
129. Is the work to date meeting requirements?
<--- Score
130. What was the context?
<--- Score
131. Has the direction changed at all during the course of Constraint learning? If so, when did it change and why?
<--- Score
132. Has a team charter been developed and communicated?
<--- Score
133. What are the dynamics of the communication plan?
<--- Score
Add up total points for this section: _____ = Total points for this section
Divided by: ______ (number of statements answered) = ______ Average score for this section
Transfer your score to the Constraint learning Index at the beginning of the Self-Assessment.
CRITERION #3: MEASURE:
INTENT: Gather the correct data. Measure the current performance and evolution of the situation.
In my belief, the answer to this question is clearly defined:
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
1. Have you included everything in your Constraint learning cost models?
<--- Score
2. What does your operating model cost?
<--- Score
3. When are costs are incurred?
<--- Score
4. How do you verify the authenticity of the data and information used?
<--- Score
5. What is measured? Why?
<--- Score
6. What is an unallowable cost?
<--- Score
7. How do you verify if Constraint learning is built right?
<--- Score
8. What drives O&M cost?
