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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