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57. What is out of scope?
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58. How does the Task based learning manager ensure against scope creep?
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59. What are the requirements for audit information?
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60. What knowledge or experience is required?
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61. Are accountability and ownership for Task based learning clearly defined?
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62. Is scope creep really all bad news?
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63. Why are you doing Task based learning and what is the scope?
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64. What critical content must be communicated – who, what, when, where, and how?
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65. How would you define the culture at your organization, how susceptible is it to Task based learning changes?
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66. Are all requirements met?
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67. How have you defined all Task based learning requirements first?
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68. What are the rough order estimates on cost savings/opportunities that Task based learning brings?
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69. When is/was the Task based learning start date?
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70. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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71. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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72. What are the record-keeping requirements of Task based learning activities?
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73. What is the definition of success?
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74. Is it clearly defined in and to your organization what you do?
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75. What sort of initial information to gather?
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76. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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77. Are the Task based learning requirements testable?
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78. Has your scope been defined?
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79. Scope of sensitive information?
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80. What are the Task based learning tasks and definitions?
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81. Who approved the Task based learning scope?
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82. What Task based learning requirements should be gathered?
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83. Has a high-level ‘as is’ process map been completed, verified and validated?
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84. What is the context?
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85. When are meeting minutes sent out? Who is on the distribution list?
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86. How do you manage changes in Task based learning requirements?
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87. Is full participation by members in regularly held team meetings guaranteed?
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88. Is there any additional Task based learning definition of success?
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89. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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90. What baselines are required to be defined and managed?
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91. Is special Task based learning user knowledge required?
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92. What defines best in class?
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93. Are required metrics defined, what are they?
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94. Have the customer needs been translated into specific, measurable requirements? How?
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95. How do you keep key subject matter experts in the loop?
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96. What is the scope of the Task based learning effort?
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97. How did the Task based learning manager receive input to the development of a Task based learning improvement plan and the estimated completion dates/times of each activity?
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98. What are (control) requirements for Task based learning Information?
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99. Where can you gather more information?
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100. In what way can you redefine the criteria of choice clients have in your category in your favor?
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101.
