order estimates on cost savings/opportunities that Education and social mobility brings?
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97. How do you keep key subject matter experts in the loop?
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98. How would you define the culture at your organization, how susceptible is it to Education and social mobility changes?
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99. Does the team have regular meetings?
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100. How do you gather requirements?
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101. Is the Education and social mobility scope manageable?
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102. What are the compelling stakeholder reasons for embarking on Education and social mobility?
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103. Are all requirements met?
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104. How do you think the partners involved in Education and social mobility would have defined success?
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105. What system do you use for gathering Education and social mobility information?
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106. What are the Education and social mobility use cases?
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107. What happens if Education and social mobility’s scope changes?
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108. Has your scope been defined?
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109. Have all basic functions of Education and social mobility been defined?
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110. Who approved the Education and social mobility scope?
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111. The political context: who holds power?
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112. Are there different segments of customers?
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113. What is the context?
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114. When is the estimated completion date?
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115. How does the Education and social mobility manager ensure against scope creep?
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116. Has the direction changed at all during the course of Education and social mobility? If so, when did it change and why?
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117. How do you catch Education and social mobility definition inconsistencies?
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118. What intelligence can you gather?
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119. Are there any constraints known that bear on the ability to perform Education and social mobility work? How is the team addressing them?
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120. What are the tasks and definitions?
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121. 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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122. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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123. How do you manage scope?
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124. Are task requirements clearly defined?
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125. How and when will the baselines be defined?
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126. What was the context?
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127. How is the team tracking and documenting its work?
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128. How are consistent Education and social mobility definitions important?
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129. What gets examined?
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130. Why are you doing Education and social mobility and what is the scope?
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131. What is out-of-scope initially?
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132. What is the scope of the Education and social mobility effort?
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133. Have specific policy objectives been defined?
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134. What is in the scope and what is not in scope?
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Add up total points for this section: _____ = Total points for this section
Divided by: ______ (number of statements answered) = ______ Average score for this section
Transfer your score to the Education and social mobility Index at the beginning of the Self-Assessment.
CRITERION #3: MEASURE:
INTENT: Gather the correct data. Measure the current performance and evolution of the situation.
In my belief, the answer to this question is clearly defined:
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
1. How will effects be measured?
