Читать книгу Open Management Education A Complete Guide - 2020 Edition - Gerardus Blokdyk - Страница 8

Оглавление

CRITERION #2: DEFINE:

INTENT: Formulate the stakeholder problem. Define the problem, needs and objectives.

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

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

1. What is the scope of the Open management education effort?

<--- Score

2. How do you keep key subject matter experts in the loop?

<--- Score

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

<--- Score

4. How do you manage changes in Open management education requirements?

<--- Score

5. What Open management education services do you require?

<--- Score

6. What are the compelling stakeholder reasons for embarking on Open management education?

<--- Score

7. What information do you gather?

<--- Score

8. What are the Open management education tasks and definitions?

<--- Score

9. What was the context?

<--- Score

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

<--- Score

11. How do you gather Open management education requirements?

<--- Score

12. How did the Open management education manager receive input to the development of a Open management education improvement plan and the estimated completion dates/times of each activity?

<--- Score

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

<--- Score

14. Where can you gather more information?

<--- Score

15. What knowledge or experience is required?

<--- Score

16. Is data collected and displayed to better understand customer(s) critical needs and requirements.

<--- Score

17. How will the Open management education team and the group measure complete success of Open management education?

<--- Score

18. How and when will the baselines be defined?

<--- Score

19. How was the ‘as is’ process map developed, reviewed, verified and validated?

<--- Score

20. Is it clearly defined in and to your organization what you do?

<--- Score

21. Has the direction changed at all during the course of Open management education? If so, when did it change and why?

<--- Score

22. What is the scope of the Open management education work?

<--- Score

23. 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?

<--- Score

24. When is/was the Open management education start date?

<--- Score

25. What gets examined?

<--- Score

26. Are resources adequate for the scope?

<--- Score

27. How do you build the right business case?

<--- Score

28. What are the record-keeping requirements of Open management education activities?

<--- Score

29. Who approved the Open management education scope?

<--- Score

30. Are there any constraints known that bear on the ability to perform Open management education work? How is the team addressing them?

<--- Score

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

<--- Score

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

<--- Score

33. How are consistent Open management education definitions important?

<--- Score

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

<--- Score

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

<--- Score

36. What is out-of-scope initially?

<--- Score

37. Are improvement team members fully trained on Open management education?

<--- Score

38. Is Open management education linked to key stakeholder goals and objectives?

<--- Score

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

<--- Score

40. Who is gathering Open management education information?

<--- Score

41. 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?

<--- Score

42. Is there any additional Open management education definition of success?

<--- Score

43. How do you gather the stories?

<--- Score

44. Have all of the relationships been defined properly?

<--- Score

45. How does the Open management education manager ensure against scope creep?

<--- Score

46. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?

<--- Score

47. Will team members regularly document their Open management education work?

<--- Score

48. Are the Open management education requirements complete?

<--- Score

49. Is Open management education currently on schedule according to the plan?

<--- Score

50. Is the Open management education scope manageable?

<--- Score

51. Is special Open management education user knowledge required?

<--- Score

52. Why are you doing Open management education and what is the scope?

<--- Score

53. Is the scope of Open management education defined?

<--- Score

54. What are the requirements for audit information?

<--- Score

55. What are the dynamics of the communication plan?

<--- Score

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

<--- Score

57. Have specific policy objectives been defined?

<--- Score

58. How would you define Open management education leadership?

<--- Score

59. If substitutes have been appointed, have they been briefed on the Open management education goals and received regular communications as to the progress to date?

<--- Score

60. What constraints exist that might impact the team?

<--- Score

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

<--- Score

62. What sort of initial information to gather?

<--- Score

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

<--- Score

64. What is the scope?

<--- Score

65. What is in scope?

<--- Score

66. Is there a clear Open management education case definition?

<--- Score

67. Does the scope remain the same?

<--- Score

68. How do you manage scope?

<--- Score

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

<--- Score

70. The political context: who holds power?

<--- Score

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

<--- Score

72. Is there a Open management education management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?

<--- Score

73. Is the work to date meeting requirements?

<--- Score

74. Are accountability and ownership for Open management education clearly defined?

<--- Score

75. Who is gathering information?

<--- Score

76. Is full participation by members in regularly held team meetings guaranteed?

<--- Score

77. What information should you gather?

<--- Score

78. Have the customer needs been translated into specific, measurable requirements? How?

<--- Score

79. What are the Open management education use cases?

<--- Score

80. How do you catch Open management education definition inconsistencies?

<--- Score

81. Have all basic functions of Open management education been defined?

<--- Score

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

<--- Score

83. What is the scope of Open management education?

<--- Score

84. How often are the team meetings?

<--- Score

85. What sources do you use to gather information for a Open management education study?

<--- Score

86. Will a Open management education production readiness review be required?

<--- Score

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

<--- Score

88. Does the team have regular meetings?

<--- Score

89. What critical content must be communicated – who, what, when, where, and how?

<--- Score

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

<--- Score

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

<--- Score

92. How can the value of Open management education be defined?

<--- Score

93. How do you hand over Open management education context?

<--- Score

94. What are the rough order estimates on cost savings/opportunities that Open management education brings?

<--- Score

95. What intelligence can you gather?

<--- Score

96. What is the definition of Open management education excellence?

<--- Score

97. What is in the scope and what is not in scope?

<--- Score

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

<--- Score

99. Will team members perform Open management education work when assigned and in a timely fashion?

<--- Score

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

<--- Score

101. Who are the Open management education improvement team members, including Management Leads and Coaches?

<--- Score

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

<--- Score

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

<--- Score

104. What happens if Open management education’s scope changes?

<--- Score

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

<--- Score

106. When is the estimated completion date?

<--- Score

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

<--- Score

108. Has your scope been defined?

<--- Score

109. Has the Open management education work been fairly and/or equitably divided and delegated among team members who are qualified and capable to perform the work? Has everyone contributed?

<--- Score

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

<--- Score

111. What are the core elements of the Open management education business case?

<--- Score

112. What scope to assess?

<--- Score

113. How do you think the partners involved in Open management education would have defined success?

<--- Score

114. Is Open management education required?

<--- Score

115. What is the context?

<--- Score

116. Are all requirements met?

<--- Score

117. What are the tasks and definitions?

<--- Score

118. Do you have a Open management education success story or case study ready to tell and share?

<--- Score

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

<--- Score

120. What is the worst case scenario?

<--- Score

121. Are roles and responsibilities formally defined?

<--- Score

122. What Open management education requirements should be gathered?

<--- Score

123. Is scope creep really all bad news?

<--- Score

124. What key stakeholder process output measure(s) does Open management education leverage and how?

<--- Score

125. Are the Open management education requirements testable?

<--- Score

126. 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?

<--- Score

127. Is there a critical path to deliver Open management education results?

<--- Score

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

<--- Score

129. What are (control) requirements for Open management education Information?

<--- Score

130. Has a team charter been developed and communicated?

<--- Score

131. Is the Open management education scope complete and appropriately sized?

<--- Score

132. How would you define the culture at your organization, how susceptible is it to Open management education changes?

<--- Score

133. How will variation in the actual durations of each activity be dealt with to ensure that the expected Open management education results are met?

<--- Score

134. What would be the goal or target for a Open management education’s improvement team?

<--- Score

135. Are there different segments of customers?

<--- Score

136. What system do you use for gathering Open management education information?

<--- Score

137. Do you all define Open management education in the same way?

<--- Score

138. What defines best in class?

<--- Score

139. Is there regularly 100% attendance at the team meetings? If not, have appointed substitutes attended to preserve cross-functionality and full representation?

<--- Score

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 Open management education Index at the beginning of the Self-Assessment.

Open Management Education A Complete Guide - 2020 Edition

Подняться наверх