Who approved the School health services scope?
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66. How do you gather the stories?
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67. Who defines (or who defined) the rules and roles?
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68. Is School health services required?
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69. Is scope creep really all bad news?
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70. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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71. Has a high-level ‘as is’ process map been completed, verified and validated?
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72. How do you gather requirements?
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73. What is in scope?
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74. What sort of initial information to gather?
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75. What constraints exist that might impact the team?
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76. Are there different segments of customers?
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77. Are approval levels defined for contracts and supplements to contracts?
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78. How would you define the culture at your organization, how susceptible is it to School health services changes?
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79. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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80. How do you manage changes in School health services requirements?
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81. Is there a School health services management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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82. How do you hand over School health services context?
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83. Are task requirements clearly defined?
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84. What gets examined?
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85. Are the School health services requirements complete?
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86. What customer feedback methods were used to solicit their input?
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87. Are there any constraints known that bear on the ability to perform School health services work? How is the team addressing them?
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88. When is the estimated completion date?
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89. Has your scope been defined?
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90. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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91. How often are the team meetings?
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92. How do you catch School health services definition inconsistencies?
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93. Is it clearly defined in and to your organization what you do?
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94. If substitutes have been appointed, have they been briefed on the School health services goals and received regular communications as to the progress to date?
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95. Do you have a School health services success story or case study ready to tell and share?
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96. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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97. How does the School health services manager ensure against scope creep?
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98. What is the scope of School health services?
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99. Scope of sensitive information?
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100. Does the scope remain the same?
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101. Are resources adequate for the scope?
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102. Is special School health services user knowledge required?
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103. Has/have the customer(s) been identified?
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104. Will a School health services production readiness review be required?
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105. What baselines are required to be defined and managed?
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106. Have all basic functions of School health services been defined?
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107. What intelligence can you gather?
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108. What key stakeholder process output measure(s) does School health services leverage and how?
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109. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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110. What critical content must be communicated – who, what, when, where, and how?
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111. The political context: who holds power?
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112. Has a project plan, Gantt chart, or similar been developed/completed?
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113. What is a worst-case scenario for losses?
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114. What are the compelling stakeholder reasons for embarking on School health services?
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115. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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116. What are the School health services use cases?
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117. Is the scope of School health services defined?
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118. Are accountability and ownership for School health services clearly defined?
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119. What is out of scope?
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120. How do you manage scope?
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121. What are the boundaries of the scope? What is in bounds and what is not? What is