Open Management Education A Complete Guide - 2020 Edition. Gerardus Blokdyk

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

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      53. Is the scope of Open management education defined?

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      54. What are the requirements for audit information?

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      55. What are the dynamics of the communication plan?

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

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      57. Have specific policy objectives been defined?

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      58. How would you define Open management education leadership?

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      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?

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      60. What constraints exist that might impact the team?

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

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      62. What sort of initial information to gather?

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

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      64. What is the scope?

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      65. What is in scope?

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

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      67. Does the scope remain the same?

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      68. How do you manage scope?

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

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      70. The political context: who holds power?

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

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

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      73. Is the work to date meeting requirements?

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

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      75. Who is gathering information?

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

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      77. What information should you gather?

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

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      79. What are the Open management education use cases?

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

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

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

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      83. What is the scope of Open management education?

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      84. How often are the team meetings?

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

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

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

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      88. Does the team have regular meetings?

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

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

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

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

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

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

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      95. What intelligence can you gather?

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      96. СКАЧАТЬ