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