Social Class And Education A Complete Guide - 2020 Edition. Gerardus Blokdyk

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СКАЧАТЬ 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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