Score
77. Is the quality assurance team identified?
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78. Does Learning Design create potential expectations in other areas that need to be recognized and considered?
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79. When a Learning Design manager recognizes a problem, what options are available?
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80. Who are your key stakeholders who need to sign off?
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81. What extra resources will you need?
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82. Are there Learning Design problems defined?
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83. Are you dealing with any of the same issues today as yesterday? What can you do about this?
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84. What prevents you from making the changes you know will make you a more effective Learning Design leader?
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85. Think about the people you identified for your Learning Design project and the project responsibilities you would assign to them, what kind of training do you think they would need to perform these responsibilities effectively?
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86. What is the problem and/or vulnerability?
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87. How do you assess your Learning Design workforce capability and capacity needs, including skills, competencies, and staffing levels?
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88. Which information does the Learning Design business case need to include?
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89. What vendors make products that address the Learning Design needs?
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90. What information do users need?
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91. Are there any specific expectations or concerns about the Learning Design team, Learning Design itself?
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92. Are there recognized Learning Design problems?
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93. What is the extent or complexity of the Learning Design problem?
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94. What are the timeframes required to resolve each of the issues/problems?
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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 Design Index at the beginning of the Self-Assessment.
CRITERION #2: DEFINE:
INTENT: Formulate the stakeholder problem. Define the problem, needs and objectives.
In my belief, the answer to this question is clearly defined:
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
1. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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2. Is there a Learning Design management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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3. What is out of scope?
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4. What defines best in class?
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5. How can the value of Learning Design be defined?
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6. Who is gathering Learning Design information?
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7. Are stakeholder processes mapped?
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8. How would you define the culture at your organization, how susceptible is it to Learning Design changes?
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9. What intelligence can you gather?
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10. How do you manage unclear Learning Design requirements?
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11. Who is gathering information?
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12. Have all of the relationships been defined properly?
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13. Is a fully trained team formed, supported, and committed to work on the Learning Design improvements?
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14. Is the work to date meeting requirements?
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15. Have the customer needs been translated into specific, measurable requirements? How?
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16. What system do you use for gathering Learning Design information?
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17. What is the scope of the Learning Design work?
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18. Has a high-level ‘as is’ process map been completed, verified and validated?
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19. How does the Learning Design manager ensure against scope creep?
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20. What are the rough order estimates on
