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

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СКАЧАТЬ the Education and social mobility scope complete and appropriately sized?

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      11. How often are the team meetings?

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      12. Has a team charter been developed and communicated?

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      13. Where can you gather more information?

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      14. What information do you gather?

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      15. What are the requirements for audit information?

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

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

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      18. How would you define Education and social mobility leadership?

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      19. What is the scope of the Education and social mobility work?

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      20. Have all of the relationships been defined properly?

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      21. Is Education and social mobility currently on schedule according to the plan?

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      22. Are accountability and ownership for Education and social mobility clearly defined?

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      23. Is there a clear Education and social mobility case definition?

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      24. Are required metrics defined, what are they?

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

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      26. How will the Education and social mobility team and the group measure complete success of Education and social mobility?

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

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

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      29. What sort of initial information to gather?

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

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      31. Do you have organizational privacy requirements?

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      32. What are the core elements of the Education and social mobility business case?

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      33. Has the Education and social mobility 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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      34. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?

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      35. What is the definition of success?

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      36. Are different versions of process maps needed to account for the different types of inputs?

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      37. What is in scope?

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      38. Are audit criteria, scope, frequency and methods defined?

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

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      40. What would be the goal or target for a Education and social mobility’s improvement team?

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      41. Does the scope remain the same?

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      42. Is there a critical path to deliver Education and social mobility results?

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      43. How do you gather the stories?

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      44. How do you hand over Education and social mobility context?

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      45. What Education and social mobility requirements should be gathered?

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

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

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      48. How do you build the right business case?

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      49. What is the definition of Education and social mobility excellence?

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      50. 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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      51. Is there a Education and social mobility management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?

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      52. Is it clearly defined in and to your organization what you do?

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