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15. Have the customer needs been translated into specific, measurable requirements? How?
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16. Has the Student leadership 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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17. Will team members regularly document their Student leadership work?
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18. 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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19. How was the ‘as is’ process map developed, reviewed, verified and validated?
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20. Has everyone on the team, including the team leaders, been properly trained?
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21. What is a worst-case scenario for losses?
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22. When is/was the Student leadership start date?
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23. How often are the team meetings?
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24. What are the core elements of the Student leadership business case?
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25. Are task requirements clearly defined?
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26. Is the Student leadership scope complete and appropriately sized?
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27. How would you define Student leadership leadership?
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28. How and when will the baselines be defined?
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29. Are accountability and ownership for Student leadership clearly defined?
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30. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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31. What is the context?
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32. Who approved the Student leadership scope?
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33. Is Student leadership linked to key stakeholder goals and objectives?
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34. How do you keep key subject matter experts in the loop?
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35. How do you think the partners involved in Student leadership would have defined success?
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36. 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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37. What is the scope of the Student leadership work?
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38. What sort of initial information to gather?
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39. Is the Student leadership scope manageable?
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40. Are all requirements met?
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41. What are the compelling stakeholder reasons for embarking on Student leadership?
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42. How will variation in the actual durations of each activity be dealt with to ensure that the expected Student leadership results are met?
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43. What happens if Student leadership’s scope changes?
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44. Is there a critical path to deliver Student leadership results?
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45. Have all basic functions of Student leadership been defined?
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46. Is scope creep really all bad news?
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47. What are the record-keeping requirements of Student leadership activities?
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48. What Student leadership services do you require?
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49. What constraints exist that might impact the team?
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50. Has the direction changed at all during the course of Student leadership? If so, when did it change and why?
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51. What are the dynamics of the communication plan?
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52. Will a Student leadership production readiness review be required?
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53. Who defines (or who defined) the rules and roles?
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54. Is there any additional Student leadership definition of success?
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55. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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56. What customer feedback methods were used to solicit their input?
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57. What would be the goal or target for a Student leadership’s improvement team?
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58.
