What are the Social class and education tasks and definitions?
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97. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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98. 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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99. When is the estimated completion date?
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100. Is full participation by members in regularly held team meetings guaranteed?
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101. Who approved the Social class and education scope?
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102. How would you define the culture at your organization, how susceptible is it to Social class and education changes?
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103. What is out-of-scope initially?
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104. Have the customer needs been translated into specific, measurable requirements? How?
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105. How do you gather requirements?
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106. What are the record-keeping requirements of Social class and education activities?
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107. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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108. How do you manage unclear Social class and education requirements?
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109. How do you keep key subject matter experts in the loop?
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110. Are the Social class and education requirements complete?
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111. What are the core elements of the Social class and education business case?
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112. Why are you doing Social class and education and what is the scope?
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113. How are consistent Social class and education definitions important?
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114. What defines best in class?
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115. Are different versions of process maps needed to account for the different types of inputs?
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116. What are the dynamics of the communication plan?
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117. Will team members regularly document their Social class and education work?
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118. What customer feedback methods were used to solicit their input?
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119. How would you define Social class and education leadership?
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120. Is the Social class and education scope manageable?
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121. Is the team equipped with available and reliable resources?
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122. Are all requirements met?
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123. Do you all define Social class and education in the same way?
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124. What information should you gather?
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125. Where can you gather more information?
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126. Are required metrics defined, what are they?
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127. What is the scope of the Social class and education effort?
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128. When are meeting minutes sent out? Who is on the distribution list?
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129. What key stakeholder process output measure(s) does Social class and education leverage and how?
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130. Are there different segments of customers?
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131. What critical content must be communicated – who, what, when, where, and how?
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132. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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133. What is the scope of the Social class and education work?
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134. Are audit criteria, scope, frequency and methods defined?
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135. What is the scope?
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136. In what way can you redefine the criteria of choice clients have in your category in your favor?
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137. Are approval levels defined for contracts and supplements to contracts?
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138. Who defines (or who defined) the rules and roles?
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139. Is Social class and education required?
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140. Does the team have regular meetings?
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