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71. What system do you use for gathering Training Evaluation information?
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72. Is the Training Evaluation scope complete and appropriately sized?
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73. How can the value of Training Evaluation be defined?
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74. What is the worst case scenario?
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75. Is there any additional Training Evaluation definition of success?
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76. Is special Training Evaluation user knowledge required?
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77. How are consistent Training Evaluation definitions important?
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78. Is a fully trained team formed, supported, and committed to work on the Training Evaluation improvements?
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79. How do you manage changes in Training Evaluation requirements?
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80. How do you build the right business case?
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81. What are the Training Evaluation tasks and definitions?
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82. How does the Training Evaluation manager ensure against scope creep?
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83. What happens if Training Evaluation’s scope changes?
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84. Are the Training Evaluation requirements testable?
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85. What Training Evaluation requirements should be gathered?
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86. How was the ‘as is’ process map developed, reviewed, verified and validated?
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87. What defines best in class?
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88. Are all requirements met?
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89. How would you define Training Evaluation leadership?
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90. Has the Training Evaluation work been fairly and/or equitably divided and delegated among team members who are qualified and capable to perform the work? Has everyone contributed?
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91. What is in the scope and what is not in scope?
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92. What Training Evaluation services do you require?
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93. Will team members regularly document their Training Evaluation work?
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94. What constraints exist that might impact the team?
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95. What is the scope of the Training Evaluation work?
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96. How often are the team meetings?
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97. What are the record-keeping requirements of Training Evaluation activities?
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98. Is the work to date meeting requirements?
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99. Is the Training Evaluation scope manageable?
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100. Is scope creep really all bad news?
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101. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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102. What was the context?
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103. If substitutes have been appointed, have they been briefed on the Training Evaluation goals and received regular communications as to the progress to date?
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104. How will the Training Evaluation team and the group measure complete success of Training Evaluation?
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105. Are customers identified and high impact areas defined?
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106. What is the scope of the Training Evaluation effort?
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107. How would you define the culture at your organization, how susceptible is it to Training Evaluation changes?
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108. What sources do you use to gather information for a Training Evaluation study?
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109. How do you manage unclear Training Evaluation requirements?
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110. Is there a Training Evaluation management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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111. How have you defined all Training Evaluation requirements first?
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112. Has anyone else (internal or external to the group) attempted to solve this problem or a similar one before? If so, what knowledge can be leveraged from these previous efforts?
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113. Has/have the customer(s) been identified?
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114. What are (control)
