Читать книгу School Health And Nutrition Services A Complete Guide - 2020 Edition - Gerardus Blokdyk - Страница 8
ОглавлениеCRITERION #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. Is the work to date meeting requirements?
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2. Has a project plan, Gantt chart, or similar been developed/completed?
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3. Are audit criteria, scope, frequency and methods defined?
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4. What is the worst case scenario?
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5. What was the context?
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6. The political context: who holds power?
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7. What customer feedback methods were used to solicit their input?
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8. Are different versions of process maps needed to account for the different types of inputs?
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9. Does the team have regular meetings?
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10. How do you catch School health and nutrition services definition inconsistencies?
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11. What are the dynamics of the communication plan?
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12. Are roles and responsibilities formally defined?
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13. What is the definition of success?
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14. What are the compelling stakeholder reasons for embarking on School health and nutrition services?
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15. How do you hand over School health and nutrition services context?
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16. Is there a critical path to deliver School health and nutrition services results?
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17. How do you gather requirements?
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18. Has a high-level ‘as is’ process map been completed, verified and validated?
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19. Is the scope of School health and nutrition services defined?
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20. Have all of the relationships been defined properly?
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21. 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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22. What key stakeholder process output measure(s) does School health and nutrition services leverage and how?
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23. How have you defined all School health and nutrition services requirements first?
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24. Has/have the customer(s) been identified?
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25. How do you gather School health and nutrition services requirements?
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26. 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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27. Is there a clear School health and nutrition services case definition?
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28. Are there different segments of customers?
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29. Who defines (or who defined) the rules and roles?
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30. What is the scope of School health and nutrition services?
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31. Is School health and nutrition services currently on schedule according to the plan?
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32. When are meeting minutes sent out? Who is on the distribution list?
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33. Are required metrics defined, what are they?
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34. Has a School health and nutrition services requirement not been met?
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35. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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36. How do you manage changes in School health and nutrition services requirements?
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37. Have the customer needs been translated into specific, measurable requirements? How?
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38. Have specific policy objectives been defined?
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39. How do you manage scope?
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40. What critical content must be communicated – who, what, when, where, and how?
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41. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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42. When is the estimated completion date?
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43. How was the ‘as is’ process map developed, reviewed, verified and validated?
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44. How can the value of School health and nutrition services be defined?
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45. Is the School health and nutrition services scope manageable?
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46. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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47. What are the tasks and definitions?
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48. What are (control) requirements for School health and nutrition services Information?
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49. Who is gathering information?
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50. What is the scope of the School health and nutrition services work?
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51. Are accountability and ownership for School health and nutrition services clearly defined?
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52. Is there any additional School health and nutrition services definition of success?
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53. How would you define School health and nutrition services leadership?
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54. Are all requirements met?
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55. What constraints exist that might impact the team?
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56. Are resources adequate for the scope?
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57. What happens if School health and nutrition services’s scope changes?
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58. What is in the scope and what is not in scope?
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59. How would you define the culture at your organization, how susceptible is it to School health and nutrition services changes?
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60. How will variation in the actual durations of each activity be dealt with to ensure that the expected School health and nutrition services results are met?
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61. What scope do you want your strategy to cover?
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62. What sort of initial information to gather?
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63. Are task requirements clearly defined?
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64. What School health and nutrition services requirements should be gathered?
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65. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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66. How will the School health and nutrition services team and the group measure complete success of School health and nutrition services?
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67. What is in scope?
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68. Where can you gather more information?
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69. Is there a School health and nutrition services management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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70. How does the School health and nutrition services manager ensure against scope creep?
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71. How do you build the right business case?
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72. How often are the team meetings?
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73. Why are you doing School health and nutrition services and what is the scope?
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74. Has your scope been defined?
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75. Does the scope remain the same?
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76. Who are the School health and nutrition services improvement team members, including Management Leads and Coaches?
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77. What are the School health and nutrition services tasks and definitions?
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78. What information do you gather?
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79. Has a team charter been developed and communicated?
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80. When is/was the School health and nutrition services start date?
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81. What information should you gather?
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82. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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83. How did the School health and nutrition services manager receive input to the development of a School health and nutrition services improvement plan and the estimated completion dates/times of each activity?
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84. Are there any constraints known that bear on the ability to perform School health and nutrition services work? How is the team addressing them?
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85. Do you have a School health and nutrition services success story or case study ready to tell and share?
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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. What are the requirements for audit information?
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88. What defines best in class?
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89. What is out of scope?
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90. Has the direction changed at all during the course of School health and nutrition services? If so, when did it change and why?
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91. How and when will the baselines be defined?
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92. How do you gather the stories?
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93. Is School health and nutrition services linked to key stakeholder goals and objectives?
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94. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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95. What are the School health and nutrition services use cases?
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96. What is out-of-scope initially?
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97. Has the School health and nutrition services 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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98. What are the core elements of the School health and nutrition services business case?
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99. Who approved the School health and nutrition services scope?
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100. Is scope creep really all bad news?
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101. 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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102. Are the School health and nutrition services requirements testable?
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103. In what way can you redefine the criteria of choice clients have in your category in your favor?
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104. Are approval levels defined for contracts and supplements to contracts?
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105. Who is gathering School health and nutrition services information?
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106. How are consistent School health and nutrition services definitions important?
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107. What scope to assess?
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108. How do you keep key subject matter experts in the loop?
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109. Is School health and nutrition services required?
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110. 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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111. What is a worst-case scenario for losses?
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112. Are the School health and nutrition services requirements complete?
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113. What is the definition of School health and nutrition services excellence?
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114. Is special School health and nutrition services user knowledge required?
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115. What intelligence can you gather?
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116. What system do you use for gathering School health and nutrition services information?
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117. Do you all define School health and nutrition services in the same way?
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118. Is the School health and nutrition services scope complete and appropriately sized?
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119. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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120. How is the team tracking and documenting its work?
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121. How do you manage unclear School health and nutrition services requirements?
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122. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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123. If substitutes have been appointed, have they been briefed on the School health and nutrition services goals and received regular communications as to the progress to date?
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124. What sources do you use to gather information for a School health and nutrition services study?
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125. Has everyone on the team, including the team leaders, been properly trained?
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126. Will a School health and nutrition services production readiness review be required?
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127. What would be the goal or target for a School health and nutrition services’s improvement team?
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128. What are the rough order estimates on cost savings/opportunities that School health and nutrition services brings?
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129. What is the context?
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130. How do you think the partners involved in School health and nutrition services would have defined success?
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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 School health and nutrition services Index at the beginning of the Self-Assessment.
