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100. How and when will the baselines be defined?
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101. How does the Learning management software manager ensure against scope creep?
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102. Will team members regularly document their Learning management software work?
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103. How are consistent Learning management software definitions important?
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104. How do you catch Learning management software definition inconsistencies?
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105. Will team members perform Learning management software work when assigned and in a timely fashion?
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106. What would be the goal or target for a Learning management software’s improvement team?
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107. Are accountability and ownership for Learning management software clearly defined?
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108. What are the compelling stakeholder reasons for embarking on Learning management software?
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109. Has a high-level ‘as is’ process map been completed, verified and validated?
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110. Why are you doing Learning management software and what is the scope?
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111. What is the worst case scenario?
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112. Is the team equipped with available and reliable resources?
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113. How is the team tracking and documenting its work?
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114. Are audit criteria, scope, frequency and methods defined?
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115. How do you hand over Learning management software context?
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116. What gets examined?
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117. Do you all define Learning management software in the same way?
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118. What key stakeholder process output measure(s) does Learning management software leverage and how?
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119. What is the scope of the Learning management software effort?
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120. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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121. 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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122. Is there a clear Learning management software case definition?
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123. Have all of the relationships been defined properly?
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124. What constraints exist that might impact the team?
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125. What is out of scope?
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126. How can the value of Learning management software be defined?
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127. 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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128. Is scope creep really all bad news?
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129. What happens if Learning management software’s scope changes?
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130. How do you manage scope?
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131. Is the scope of Learning management software defined?
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132. What is the definition of Learning management software excellence?
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133. How will the Learning management software team and the group measure complete success of Learning management software?
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134. Has/have the customer(s) been identified?
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135. Will a Learning management software production readiness review be required?
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136. Are there any constraints known that bear on the ability to perform Learning management software work? How is the team addressing them?
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137. How do you gather the stories?
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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 Learning management software 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
