Task Based Learning A Complete Guide - 2020 Edition. Gerardus Blokdyk

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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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