Training Analysis A Complete Guide - 2020 Edition. Gerardus Blokdyk

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      61. What defines best in class?

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      62. Has the Training analysis 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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      63. What key stakeholder process output measure(s) does Training analysis leverage and how?

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      64. What is the context?

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      65. How do you manage scope?

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      66. Is there a clear Training analysis case definition?

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      67. Is the current ‘as is’ process being followed? If not, what are the discrepancies?

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      68. Is there any additional Training analysis definition of success?

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      69. If substitutes have been appointed, have they been briefed on the Training analysis goals and received regular communications as to the progress to date?

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      70. Is there regularly 100% attendance at the team meetings? If not, have appointed substitutes attended to preserve cross-functionality and full representation?

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      71. What scope to assess?

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      72. What are (control) requirements for Training analysis Information?

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      73. Are all requirements met?

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      74. What are the rough order estimates on cost savings/opportunities that Training analysis brings?

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      75. What gets examined?

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      76. How will the Training analysis team and the group measure complete success of Training analysis?

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      77. Is the Training analysis scope complete and appropriately sized?

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      78. Is Training analysis linked to key stakeholder goals and objectives?

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      79. Is the work to date meeting requirements?

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      80. When is/was the Training analysis start date?

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      81. Has your scope been defined?

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      82. Who are the Training analysis improvement team members, including Management Leads and Coaches?

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      83. Are roles and responsibilities formally defined?

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      84. Are accountability and ownership for Training analysis clearly defined?

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      85. Is data collected and displayed to better understand customer(s) critical needs and requirements.

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      86. How are consistent Training analysis definitions important?

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      87. Has a Training analysis requirement not been met?

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      88. What scope do you want your strategy to cover?

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      89. Is the scope of Training analysis defined?

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      90. What is a worst-case scenario for losses?

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      91. Are there different segments of customers?

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      92. What specifically is the problem? Where does it occur? When does it occur? What is its extent?

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      93. Is scope creep really all bad news?

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      94. How was the ‘as is’ process map developed, reviewed, verified and validated?

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      95. How have you defined all Training analysis requirements first?

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      96. Has/have the customer(s) been identified?

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      97. How do you manage changes in Training analysis requirements?

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      98. What was the context?

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      99. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?

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      100. Has a project plan, Gantt chart, or similar been developed/completed?

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      101. Will a Training analysis production readiness review be required?

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      102. How would you define the culture at your organization, how susceptible is it to Training analysis changes?

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      103. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?

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      104. What are the boundaries of the scope? What is in bounds and what СКАЧАТЬ