Learning On The Job A Complete Guide - 2020 Edition. Gerardus Blokdyk
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9. Have specific policy objectives been defined?
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10. Is Learning on the job required?
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11. What sources do you use to gather information for a Learning on the job study?
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12. What are the tasks and definitions?
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13. What scope do you want your strategy to cover?
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14. Is it clearly defined in and to your organization what you do?
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15. What is the context?
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16. What are the record-keeping requirements of Learning on the job activities?
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17. The political context: who holds power?
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18. Does the team have regular meetings?
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19. Who is gathering information?
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20. What are the compelling stakeholder reasons for embarking on Learning on the job?
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21. Are different versions of process maps needed to account for the different types of inputs?
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22. Has a project plan, Gantt chart, or similar been developed/completed?
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23. Is Learning on the job currently on schedule according to the plan?
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24. Do you have organizational privacy requirements?
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25. What knowledge or experience is required?
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26. What gets examined?
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27. Will a Learning on the job production readiness review be required?
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28. When is/was the Learning on the job start date?
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29. Are required metrics defined, what are they?
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30. Is Learning on the job linked to key stakeholder goals and objectives?
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31. How would you define the culture at your organization, how susceptible is it to Learning on the job changes?
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32. Will team members regularly document their Learning on the job work?
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33. How did the Learning on the job manager receive input to the development of a Learning on the job improvement plan and the estimated completion dates/times of each activity?
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34. Is special Learning on the job user knowledge required?
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35. Has a high-level ‘as is’ process map been completed, verified and validated?
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36. What defines best in class?
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37. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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38. 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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39. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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40. Have all basic functions of Learning on the job been defined?
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41. What Learning on the job services do you require?
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42. Is the scope of Learning on the job defined?
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43. What is the definition of Learning on the job excellence?
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44. What are the requirements for audit information?
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45. Do you all define Learning on the job in the same way?
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46. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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47. Has the Learning on the job 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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48. Are there different segments of customers?
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49. How can the value of Learning on the job be defined?
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50. In what way can you redefine the criteria of choice clients have in your category in your favor?
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51. Are approval levels defined for contracts and supplements to contracts?
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52. What Learning on the job requirements should be gathered?
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53. What sort of initial information to gather?
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54. What is the definition of success?
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55. Who is gathering Learning on the job information?
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56. Where can you gather more information?
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57. What are the Learning on the job use cases?
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58. 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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59. What is the scope of Learning on the job?
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60. Are accountability and ownership for Learning on the job clearly defined?
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61. Has everyone on the team, including the team leaders, been properly trained?
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62. Has the direction changed at all during the course of Learning on the job? If so, when did it change and why?
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63. What baselines are required to be defined and managed?
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64.