What defines best in class?
<--- Score
18. What sources do you use to gather information for a Human learning study?
<--- Score
19. What intelligence can you gather?
<--- Score
20. What are the record-keeping requirements of Human learning activities?
<--- Score
21. How was the ‘as is’ process map developed, reviewed, verified and validated?
<--- Score
22. Will team members perform Human learning work when assigned and in a timely fashion?
<--- Score
23. Is scope creep really all bad news?
<--- Score
24. How and when will the baselines be defined?
<--- Score
25. How do you build the right business case?
<--- Score
26. Is there regularly 100% attendance at the team meetings? If not, have appointed substitutes attended to preserve cross-functionality and full representation?
<--- Score
27. Is data collected and displayed to better understand customer(s) critical needs and requirements.
<--- Score
28. How would you define Human learning leadership?
<--- Score
29. When is/was the Human learning start date?
<--- Score
30. What sort of initial information to gather?
<--- Score
31. Are improvement team members fully trained on Human learning?
<--- Score
32. What are the compelling stakeholder reasons for embarking on Human learning?
<--- Score
33. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
<--- Score
34. Has a team charter been developed and communicated?
<--- Score
35. What is out of scope?
<--- Score
36. What are the Human learning tasks and definitions?
<--- Score
37. Has/have the customer(s) been identified?
<--- Score
38. What is the definition of success?
<--- Score
39. Has a high-level ‘as is’ process map been completed, verified and validated?
<--- Score
40. What information do you gather?
<--- Score
41. Are the Human learning requirements complete?
<--- Score
42. How did the Human learning manager receive input to the development of a Human learning improvement plan and the estimated completion dates/times of each activity?
<--- Score
43. Is the team formed and are team leaders (Coaches and Management Leads) assigned?
<--- Score
44. Have specific policy objectives been defined?
<--- Score
45. How do you catch Human learning definition inconsistencies?
<--- Score
46. Is the scope of Human learning defined?
<--- Score
47. Has the direction changed at all during the course of Human learning? If so, when did it change and why?
<--- Score
48. How are consistent Human learning definitions important?
<--- Score
49. What scope to assess?
<--- Score
50. Who are the Human learning improvement team members, including Management Leads and Coaches?
<--- Score
51. What are the dynamics of the communication plan?
<--- Score
52. How do you manage unclear Human learning requirements?
<--- Score
53. What is in scope?
<--- Score
54. Is Human learning linked to key stakeholder goals and objectives?
<--- Score
55. Does the team have regular meetings?
<--- Score
56. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
<--- Score
57. 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?
<--- Score
58. Are different versions of process maps needed to account for the different types of inputs?
<--- Score
59. Is Human learning currently on schedule according to the plan?
<--- Score
60. What is the worst case scenario?
<--- Score
61. What is the definition of Human learning excellence?
