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53. Will a Education and social mobility production readiness review be required?
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54. How have you defined all Education and social mobility requirements first?
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55. What defines best in class?
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56. Who are the Education and social mobility improvement team members, including Management Leads and Coaches?
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57. How can the value of Education and social mobility be defined?
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58. What key stakeholder process output measure(s) does Education and social mobility leverage and how?
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59. When is/was the Education and social mobility start date?
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60. Scope of sensitive information?
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61. Are the Education and social mobility requirements testable?
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62. Is Education and social mobility linked to key stakeholder goals and objectives?
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63. What is the worst case scenario?
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64. What constraints exist that might impact the team?
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65. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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66. Have the customer needs been translated into specific, measurable requirements? How?
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67. Is special Education and social mobility user knowledge required?
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68. 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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69. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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70. What scope do you want your strategy to cover?
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71. How do you gather Education and social mobility requirements?
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72. Are the Education and social mobility requirements complete?
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73. Do you have a Education and social mobility success story or case study ready to tell and share?
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74. Who is gathering information?
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75. What scope to assess?
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76. If substitutes have been appointed, have they been briefed on the Education and social mobility goals and received regular communications as to the progress to date?
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77. Is scope creep really all bad news?
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78. Has/have the customer(s) been identified?
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79. 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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80. What are the record-keeping requirements of Education and social mobility activities?
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81. How was the ‘as is’ process map developed, reviewed, verified and validated?
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82. When are meeting minutes sent out? Who is on the distribution list?
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83. What are the dynamics of the communication plan?
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84. Who defines (or who defined) the rules and roles?
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85. Has a Education and social mobility requirement not been met?
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86. How do you manage unclear Education and social mobility requirements?
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87. Has a high-level ‘as is’ process map been completed, verified and validated?
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88. Has a project plan, Gantt chart, or similar been developed/completed?
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89. What information should you gather?
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90. Are resources adequate for the scope?
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91. What is the scope of Education and social mobility?
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92. Is Education and social mobility required?
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93. How do you manage changes in Education and social mobility requirements?
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94. What Education and social mobility services do you require?
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95. What sources do you use to gather information for a Education and social mobility study?
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96. What are the
