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