9. What was the context?
<--- Score
10. What is a worst-case scenario for losses?
<--- Score
11. How do you gather Open management education requirements?
<--- Score
12. How did the Open management education manager receive input to the development of a Open management education improvement plan and the estimated completion dates/times of each activity?
<--- Score
13. Who defines (or who defined) the rules and roles?
<--- Score
14. Where can you gather more information?
<--- Score
15. What knowledge or experience is required?
<--- Score
16. Is data collected and displayed to better understand customer(s) critical needs and requirements.
<--- Score
17. How will the Open management education team and the group measure complete success of Open management education?
<--- Score
18. How and when will the baselines be defined?
<--- Score
19. How was the ‘as is’ process map developed, reviewed, verified and validated?
<--- Score
20. Is it clearly defined in and to your organization what you do?
<--- Score
21. Has the direction changed at all during the course of Open management education? If so, when did it change and why?
<--- Score
22. What is the scope of the Open management education work?
<--- Score
23. 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?
<--- Score
24. When is/was the Open management education start date?
<--- Score
25. What gets examined?
<--- Score
26. Are resources adequate for the scope?
<--- Score
27. How do you build the right business case?
<--- Score
28. What are the record-keeping requirements of Open management education activities?
<--- Score
29. Who approved the Open management education scope?
<--- Score
30. Are there any constraints known that bear on the ability to perform Open management education work? How is the team addressing them?
<--- Score
31. Has a high-level ‘as is’ process map been completed, verified and validated?
<--- Score
32. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
<--- Score
33. How are consistent Open management education definitions important?
<--- Score
34. How is the team tracking and documenting its work?
<--- Score
35. When are meeting minutes sent out? Who is on the distribution list?
<--- Score
36. What is out-of-scope initially?
<--- Score
37. Are improvement team members fully trained on Open management education?
<--- Score
38. Is Open management education linked to key stakeholder goals and objectives?
<--- Score
39. Are different versions of process maps needed to account for the different types of inputs?
<--- Score
40. Who is gathering Open management education information?
<--- Score
41. 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?
<--- Score
42. Is there any additional Open management education definition of success?
<--- Score
43. How do you gather the stories?
<--- Score
44. Have all of the relationships been defined properly?
<--- Score
45. How does the Open management education manager ensure against scope creep?
<--- Score
46. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
<--- Score
47. Will team members regularly document their Open management education work?
<--- Score
48. Are the Open management education requirements complete?
<--- Score
49. Is Open management education currently on schedule according to the plan?
<--- Score
50. Is the Open management education scope manageable?
<--- Score
51. Is special Open management education user knowledge required?
