LITMIR.BIZ

Скачать книгу

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

      <--- Score

      6. Is the work to date meeting requirements?

      <--- Score

      7. How have you defined all Social class and education requirements first?

      <--- Score

      8. What scope to assess?

      <--- Score

      9. What are the Social class and education use cases?

      <--- Score

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

      <--- Score

      11. What is out of scope?

      <--- Score

      12. Do you have organizational privacy requirements?

      <--- Score

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

      <--- Score

      14. Is there a critical path to deliver Social class and education results?

      <--- Score

      15. What constraints exist that might impact the team?

      <--- Score

      16. Scope of sensitive information?

      <--- Score

      17. Is there a clear Social class and education case definition?

      <--- Score

      18. What is the worst case scenario?

      <--- Score

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

      <--- Score

      20. Will a Social class and education production readiness review be required?

      <--- Score

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

      <--- Score

      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?

      <--- Score

      23. What knowledge or experience is required?

      <--- Score

      24. Who is gathering Social class and education information?

      <--- Score

      25. What Social class and education requirements should be gathered?

      <--- Score

      26. Has the direction changed at all during the course of Social class and education? If so, when did it change and why?

      <--- Score

      27. Are task requirements clearly defined?

      <--- Score

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

      <--- Score

      29. Is Social class and education linked to key stakeholder goals and objectives?

      <--- Score

      30. When is/was the Social class and education start date?

      <--- Score

      31. What sources do you use to gather information for a Social class and education study?

      <--- Score

      32. Have all of the relationships been defined properly?

      <--- Score

      33. Are roles and responsibilities formally defined?

      <--- Score

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

      <--- Score

      35. What gets examined?

      <--- Score

      36. Have all basic functions of Social class and education been defined?

      <--- Score

      37. Are there any constraints known that bear on the ability to perform Social class and education work? How is the team addressing them?

      <--- Score

      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?

      <--- Score

      39. What information do you gather?

      <--- Score

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

      <--- Score

      41. What is the context?

      <--- Score

      42. How will the Social class and education team and the group measure complete success of Social class and education?

      <--- Score

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

      <--- Score

      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?

      <--- Score

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

      <--- Score

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

      <--- Score

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

      <--- Score

      48. Have specific policy objectives been defined?

      <--- Score

      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?

      <--- Score

      50. How do you gather Social class and education requirements?

      <--- Score

      51. What are the tasks and definitions?

      <--- Score

      52. The political context: who holds power?

      <--- Score

      53. How do you hand over Social class and education context?

      <--- Score

      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?

      <--- Score

      55. What are (control) requirements for Social class and education Information?

      <--- Score

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

      <--- Score

      57. How often are the team meetings?

Скачать книгу