How are consistent School health and nutrition services definitions important?
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107. What scope to assess?
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108. How do you keep key subject matter experts in the loop?
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109. Is School health and nutrition services required?
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110. 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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111. What is a worst-case scenario for losses?
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112. Are the School health and nutrition services requirements complete?
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113. What is the definition of School health and nutrition services excellence?
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114. Is special School health and nutrition services user knowledge required?
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115. What intelligence can you gather?
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116. What system do you use for gathering School health and nutrition services information?
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117. Do you all define School health and nutrition services in the same way?
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118. Is the School health and nutrition services scope complete and appropriately sized?
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119. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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120. How is the team tracking and documenting its work?
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121. How do you manage unclear School health and nutrition services requirements?
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122. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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123. If substitutes have been appointed, have they been briefed on the School health and nutrition services goals and received regular communications as to the progress to date?
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124. What sources do you use to gather information for a School health and nutrition services study?
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125. Has everyone on the team, including the team leaders, been properly trained?
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126. Will a School health and nutrition services production readiness review be required?
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127. What would be the goal or target for a School health and nutrition services’s improvement team?
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128. What are the rough order estimates on cost savings/opportunities that School health and nutrition services brings?
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129. What is the context?
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130. How do you think the partners involved in School health and nutrition services would have defined success?
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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 School health and nutrition services 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. Do you have a flow diagram of what happens?
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2. How do you prevent mis-estimating cost?
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3. Are there competing School health and nutrition services priorities?
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4. How is the value delivered by School health and nutrition services being measured?
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5. What causes extra work or rework?
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6. How will you measure your School health and nutrition services effectiveness?
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7. Is the solution cost-effective?
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8. How do you verify and develop ideas and innovations?
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9. What are the costs of delaying School health and nutrition services action?
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10. What does a Test Case verify?
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11. What are the costs of reform?
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12. How will the School health and nutrition services data be analyzed?
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13. Are the units of measure consistent?
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14. How do you verify School health and nutrition services completeness and accuracy?
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15. Are supply costs steady or fluctuating?
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16. What could cause delays in the schedule?
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17. Why do the measurements/indicators matter?
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18. How do you aggregate measures across priorities?
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19. What are the current costs of the School health and nutrition services process?
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20. Is a follow-up focused external School health and nutrition services review required?
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21. What drives O&M cost?
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22. What are the operational costs after School health and nutrition services deployment?
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23. How do you measure lifecycle phases?
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24. What are your customers expectations and measures?
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25. How are you verifying it?
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