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51. What are the tasks and definitions?
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52. The political context: who holds power?
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53. How do you hand over Social class and education context?
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54. Has the Social class and education work been fairly and/or equitably divided and delegated among team members who are qualified and capable to perform the work? Has everyone contributed?
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55. What are (control) requirements for Social class and education Information?
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56. What baselines are required to be defined and managed?
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57. How often are the team meetings?
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58. How do you manage scope?
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59. How is the team tracking and documenting its work?
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60. What is the definition of success?
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61. What scope do you want your strategy to cover?
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62. Are improvement team members fully trained on Social class and education?
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63. Has a team charter been developed and communicated?
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64. What happens if Social class and education’s scope changes?
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65. What sort of initial information to gather?
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66. Is the Social class and education scope complete and appropriately sized?
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67. What is in the scope and what is not in scope?
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68. What was the context?
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69. Are the Social class and education requirements testable?
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70. Will team members perform Social class and education work when assigned and in a timely fashion?
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71. Is Social class and education currently on schedule according to the plan?
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72. What would be the goal or target for a Social class and education’s improvement team?
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73. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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74. How do you manage changes in Social class and education requirements?
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75. How do you build the right business case?
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76. Are customer(s) identified and segmented according to their different needs and requirements?
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77. How do you gather the stories?
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78. What is the scope of Social class and education?
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79. How does the Social class and education manager ensure against scope creep?
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80. What are the requirements for audit information?
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81. Is special Social class and education user knowledge required?
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82. Has your scope been defined?
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83. What Social class and education services do you require?
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84. How do you think the partners involved in Social class and education would have defined success?
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85. How do you catch Social class and education definition inconsistencies?
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86. What system do you use for gathering Social class and education information?
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87. Has a Social class and education requirement not been met?
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88. Are resources adequate for the scope?
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89. Who is gathering information?
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90. What is in scope?
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91. How and when will the baselines be defined?
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92. What intelligence can you gather?
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93. Are accountability and ownership for Social class and education clearly defined?
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94. Has/have the customer(s) been identified?
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95. What are the rough order estimates on cost savings/opportunities that Social class and education brings?
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96.
