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56. Where can you gather more information?
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57. What are the Learning on the job use cases?
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58. 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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59. What is the scope of Learning on the job?
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60. Are accountability and ownership for Learning on the job clearly defined?
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61. Has everyone on the team, including the team leaders, been properly trained?
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62. Has the direction changed at all during the course of Learning on the job? If so, when did it change and why?
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63. What baselines are required to be defined and managed?
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64. How have you defined all Learning on the job requirements first?
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65. How will variation in the actual durations of each activity be dealt with to ensure that the expected Learning on the job results are met?
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66. What key stakeholder process output measure(s) does Learning on the job leverage and how?
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67. What critical content must be communicated – who, what, when, where, and how?
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68. Are all requirements met?
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69. Have the customer needs been translated into specific, measurable requirements? How?
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70. What is the scope of the Learning on the job work?
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71. What are the Learning on the job tasks and definitions?
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72. Is there a critical path to deliver Learning on the job results?
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73. What is the scope of the Learning on the job effort?
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74. What was the context?
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75. Why are you doing Learning on the job and what is the scope?
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76. When are meeting minutes sent out? Who is on the distribution list?
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77. Who defines (or who defined) the rules and roles?
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78. What are the boundaries of the scope? What is in bounds and what is not? What is the start point? What is the stop point?
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79. Are there any constraints known that bear on the ability to perform Learning on the job work? How is the team addressing them?
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80. How would you define Learning on the job leadership?
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81. Has your scope been defined?
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82. What would be the goal or target for a Learning on the job’s improvement team?
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83. What happens if Learning on the job’s scope changes?
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84. How was the ‘as is’ process map developed, reviewed, verified and validated?
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85. What is out-of-scope initially?
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86. Has/have the customer(s) been identified?
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87. Are customer(s) identified and segmented according to their different needs and requirements?
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88. Is the Learning on the job scope manageable?
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89. Is scope creep really all bad news?
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90. Are task requirements clearly defined?
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91. What information do you gather?
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92. Are the Learning on the job requirements complete?
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93. Are audit criteria, scope, frequency and methods defined?
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94. What constraints exist that might impact the team?
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95. Has a team charter been developed and communicated?
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96. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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97. Scope of sensitive information?
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98. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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99. How do you gather Learning on the job requirements?
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