Adaptive Learning A Complete Guide - 2020 Edition. Gerardus Blokdyk
learning team and the group measure complete success of Adaptive learning?
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68. Are customer(s) identified and segmented according to their different needs and requirements?
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69. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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70. Who are the Adaptive learning improvement team members, including Management Leads and Coaches?
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71. What is the scope of Adaptive learning?
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72. Are accountability and ownership for Adaptive learning clearly defined?
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73. What are the compelling stakeholder reasons for embarking on Adaptive learning?
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74. Is there a clear Adaptive learning case definition?
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75. Are all requirements met?
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76. Do you all define Adaptive learning in the same way?
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77. What system do you use for gathering Adaptive learning information?
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78. What information do you gather?
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79. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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80. In what way can you redefine the criteria of choice clients have in your category in your favor?
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81. Are required metrics defined, what are they?
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82. Are there any constraints known that bear on the ability to perform Adaptive learning work? How is the team addressing them?
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83. What was the context?
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84. How have you defined all Adaptive learning requirements first?
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85. How does the Adaptive learning manager ensure against scope creep?
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86. Has a high-level ‘as is’ process map been completed, verified and validated?
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87. How can the value of Adaptive learning be defined?
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88. What is the definition of success?
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89. Where can you gather more information?
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90. Will team members regularly document their Adaptive learning work?
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91. When is/was the Adaptive learning start date?
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92. What are the Adaptive learning use cases?
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93. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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94. Will a Adaptive learning production readiness review be required?
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95. Is the team equipped with available and reliable resources?
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96. What would be the goal or target for a Adaptive learning’s improvement team?
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97. How often are the team meetings?
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98. Does the team have regular meetings?
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99. What intelligence can you gather?
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100. When is the estimated completion date?
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101. What constraints exist that might impact the team?
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102. Is the scope of Adaptive learning defined?
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103. Is there a critical path to deliver Adaptive learning results?
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104. What critical content must be communicated – who, what, when, where, and how?
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105. How do you keep key subject matter experts in the loop?
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106. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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107. 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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108. Have specific policy objectives been defined?
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109. What is the worst case scenario?
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110. Has the Adaptive 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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111. How do you manage scope?
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112. Does the scope remain the same?
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113. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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114. 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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115. Will team members perform Adaptive learning work when assigned and in a timely fashion?
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116. Are audit criteria, scope, frequency and methods defined?
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117. What baselines are required to be defined and managed?
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118. How did the Adaptive learning manager receive input to the development of a Adaptive learning improvement plan and the estimated completion dates/times of each activity?
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119. What is out-of-scope initially?
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120. What are the requirements for audit information?
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121. What scope to assess?
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122. Have all of the relationships been defined properly?
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