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Why are you doing Training Evaluation and what is the scope?

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      25. Are different versions of process maps needed to account for the different types of inputs?

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      26. Has everyone on the team, including the team leaders, been properly trained?

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      27. What intelligence can you gather?

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      28. Are task requirements clearly defined?

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      29. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?

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      30. What scope do you want your strategy to cover?

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      31. Did the trainee acquire the required capability, knowledge, skill or competency?

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      32. How do you think the partners involved in Training Evaluation would have defined success?

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      33. Has the direction changed at all during the course of Training Evaluation? If so, when did it change and why?

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      34. Will team members perform Training Evaluation work when assigned and in a timely fashion?

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      35. Is the team sponsored by a champion or stakeholder leader?

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      36. Is the team formed and are team leaders (Coaches and Management Leads) assigned?

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      37. 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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      38. Is there a critical path to deliver Training Evaluation results?

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      39. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?

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      40. Are the Training Evaluation requirements complete?

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      41. Are improvement team members fully trained on Training Evaluation?

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      42. What is the definition of Training Evaluation excellence?

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      43. Does the team have regular meetings?

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      44. Are stakeholder processes mapped?

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      45. What sort of initial information to gather?

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

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      47. What scope to assess?

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      48. Are team charters developed?

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      49. What are the core elements of the Training Evaluation business case?

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      50. Are roles and responsibilities formally defined?

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      51. Does the scope remain the same?

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

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      53. Who defines (or who defined) the rules and roles?

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      54. What is out-of-scope initially?

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      55. What is a worst-case scenario for losses?

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      56. How do you catch Training Evaluation definition inconsistencies?

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      57. What would be the goal or target for a Training Evaluation’s improvement team?

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      58. Are there any constraints known that bear on the ability to perform Training Evaluation work? How is the team addressing them?

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      59. What customer feedback methods were used to solicit their input?

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      60. What is out of scope?

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      61. Have specific policy objectives been defined?

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      62. Are required metrics defined, what are they?

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

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      64. Are customer(s) identified and segmented according to their different needs and requirements?

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      65. What specifically is the problem? Where does it occur? When does it occur? What is its extent?

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      66. Are approval levels defined for contracts and supplements to contracts?

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      67. 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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      68. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?

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      69. Have all basic functions of Training Evaluation been defined?

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      70. What are the dynamics of the communication plan?

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      71. What system do you use for gathering Training Evaluation information?

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      72. Is the Training Evaluation scope complete and appropriately sized?

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      73. How can the value of Training Evaluation be defined?

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      74. What is the worst case scenario?

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      75. Is there any additional Training Evaluation definition of success?

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      76. Is special Training Evaluation user knowledge required?

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      77. How are consistent Training Evaluation definitions important?

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      78. Is a fully trained team formed, supported, and committed to work on the Training Evaluation improvements?

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      79. How do you manage changes in Training

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