the estimated completion dates/times of each activity?
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100. The political context: who holds power?
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101. What are (control) requirements for Work-integrated learning Information?
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102. What system do you use for gathering Work-integrated learning information?
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103. Have the customer needs been translated into specific, measurable requirements? How?
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104. What are the rough order estimates on cost savings/opportunities that Work-integrated learning brings?
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105. Why are you doing Work-integrated learning and what is the scope?
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106. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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107. What critical content must be communicated – who, what, when, where, and how?
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108. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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109. Has everyone on the team, including the team leaders, been properly trained?
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110. Where can you gather more information?
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111. Do you all define Work-integrated learning in the same way?
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112. Will team members perform Work-integrated learning work when assigned and in a timely fashion?
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113. What happens if Work-integrated learning’s scope changes?
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114. Is the work to date meeting requirements?
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115. Is the Work-integrated learning scope complete and appropriately sized?
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116. What is in the scope and what is not in scope?
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117. What is the worst case scenario?
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118. How is the team tracking and documenting its work?
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119. Has the direction changed at all during the course of Work-integrated learning? If so, when did it change and why?
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120. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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121. How do you manage unclear Work-integrated learning requirements?
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122. Are accountability and ownership for Work-integrated learning clearly defined?
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123. Is Work-integrated learning linked to key stakeholder goals and objectives?
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124. What information do you gather?
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125. 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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126. What constraints exist that might impact the team?
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127. Who defines (or who defined) the rules and roles?
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128. When is/was the Work-integrated learning start date?
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129. Have specific policy objectives been defined?
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130. Is full participation by members in regularly held team meetings guaranteed?
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131. How do you gather Work-integrated learning requirements?
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132. Is Work-integrated learning required?
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133. What are the record-keeping requirements of Work-integrated learning activities?
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134. Is there a clear Work-integrated learning case definition?
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135. Is Work-integrated learning currently on schedule according to the plan?
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136. What customer feedback methods were used to solicit their input?
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137. How often are the team meetings?
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138. What is the definition of success?
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139. What are the Work-integrated learning use cases?
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140. Are roles and responsibilities formally defined?
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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 Work-integrated learning Index at the beginning of the Self-Assessment.
