School Health And Nutrition Services A Complete Guide - 2020 Edition. Gerardus Blokdyk

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СКАЧАТЬ 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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