Work Integrated Learning A Complete Guide - 2020 Edition. Gerardus Blokdyk

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      57. What is the context?

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      58. Is scope creep really all bad news?

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

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      60. Have all of the relationships been defined properly?

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      61. Are the Work-integrated learning requirements complete?

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      62. How does the Work-integrated learning manager ensure against scope creep?

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

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

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      65. How will variation in the actual durations of each activity be dealt with to ensure that the expected Work-integrated learning results are met?

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      66. Has anyone else (internal or external to the group) attempted to solve this problem or a similar one before? If so, what knowledge can be leveraged from these previous efforts?

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      67. How do you manage scope?

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      68. When is the estimated completion date?

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      69. What are the compelling stakeholder reasons for embarking on Work-integrated learning?

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      70. What are the tasks and definitions?

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      71. How would you define the culture at your organization, how susceptible is it to Work-integrated learning changes?

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      72. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?

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      73. Are the Work-integrated learning requirements testable?

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      74. When are meeting minutes sent out? Who is on the distribution list?

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      75. What key stakeholder process output measure(s) does Work-integrated learning leverage and how?

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      76. Do you have a Work-integrated learning success story or case study ready to tell and share?

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      77. How do you manage changes in Work-integrated learning requirements?

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      78. 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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      79. Is the scope of Work-integrated learning defined?

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      80. Are improvement team members fully trained on Work-integrated learning?

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      81. What baselines are required to be defined and managed?

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      82. What are the boundaries of the scope? What is in bounds and what is not? What is the start point? What is the stop point?

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      83. What defines best in class?

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      84. Has the Work-integrated learning 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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      85. How and when will the baselines be defined?

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

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      87. Is the Work-integrated learning scope manageable?

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      88. In what way can you redefine the criteria of choice clients have in your category in your favor?

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      89. How are consistent Work-integrated learning definitions important?

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      90. What is the scope of Work-integrated learning?

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      91. How can the value of Work-integrated learning be defined?

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      92. Do you have organizational privacy requirements?

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      93. Are all requirements met?

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

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      95. What gets examined?

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      96. Has a Work-integrated learning requirement not been met?

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      97. Does the team have regular meetings?

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      98. How do you gather requirements?

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      99. How did the Work-integrated learning manager receive input to the development of a Work-integrated learning improvement plan СКАЧАТЬ