Learning Management Software A Complete Guide - 2020 Edition. Gerardus Blokdyk

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      100. How and when will the baselines be defined?

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      101. How does the Learning management software manager ensure against scope creep?

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      102. Will team members regularly document their Learning management software work?

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      103. How are consistent Learning management software definitions important?

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      104. How do you catch Learning management software definition inconsistencies?

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      105. Will team members perform Learning management software work when assigned and in a timely fashion?

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      106. What would be the goal or target for a Learning management software’s improvement team?

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      107. Are accountability and ownership for Learning management software clearly defined?

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      108. What are the compelling stakeholder reasons for embarking on Learning management software?

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      109. Has a high-level ‘as is’ process map been completed, verified and validated?

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      110. Why are you doing Learning management software and what is the scope?

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      111. What is the worst case scenario?

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      112. Is the team equipped with available and reliable resources?

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      113. How is the team tracking and documenting its work?

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      114. Are audit criteria, scope, frequency and methods defined?

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      115. How do you hand over Learning management software context?

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      116. What gets examined?

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      117. Do you all define Learning management software in the same way?

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      118. What key stakeholder process output measure(s) does Learning management software leverage and how?

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      119. What is the scope of the Learning management software effort?

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      120. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?

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      121. 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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      122. Is there a clear Learning management software case definition?

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      123. Have all of the relationships been defined properly?

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      124. What constraints exist that might impact the team?

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      125. What is out of scope?

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      126. How can the value of Learning management software be defined?

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      127. 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?

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      128. Is scope creep really all bad news?

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      129. What happens if Learning management software’s scope changes?

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      130. How do you manage scope?

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      131. Is the scope of Learning management software defined?

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      132. What is the definition of Learning management software excellence?

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      133. How will the Learning management software team and the group measure complete success of Learning management software?

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

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      135. Will a Learning management software production readiness review be required?

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      136. Are there any constraints known that bear on the ability to perform Learning management software work? How is the team addressing them?

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      137. How do you gather the stories?

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      Add up total points for this section: _____ = Total points for this section

      Divided by: ______ (number of statements answered) = ______ Average score for this section

      Transfer your score to the Learning management software Index at the beginning of the Self-Assessment.

      CRITERION #3: MEASURE:

      INTENT: Gather the correct data. Measure the current performance and evolution of the situation.

      In my belief, the answer to this question is clearly defined:

      5 Strongly Agree

      4 Agree

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