Are different versions of process maps needed to account for the different types of inputs?
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116. What are the dynamics of the communication plan?
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117. Will team members regularly document their Social class and education work?
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118. What customer feedback methods were used to solicit their input?
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119. How would you define Social class and education leadership?
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120. Is the Social class and education scope manageable?
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121. Is the team equipped with available and reliable resources?
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122. Are all requirements met?
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123. Do you all define Social class and education in the same way?
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124. What information should you gather?
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125. Where can you gather more information?
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126. Are required metrics defined, what are they?
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127. What is the scope of the Social class and education effort?
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128. When are meeting minutes sent out? Who is on the distribution list?
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129. What key stakeholder process output measure(s) does Social class and education leverage and how?
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130. Are there different segments of customers?
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131. What critical content must be communicated – who, what, when, where, and how?
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132. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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133. What is the scope of the Social class and education work?
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134. Are audit criteria, scope, frequency and methods defined?
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135. What is the scope?
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136. In what way can you redefine the criteria of choice clients have in your category in your favor?
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137. Are approval levels defined for contracts and supplements to contracts?
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138. Who defines (or who defined) the rules and roles?
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139. Is Social class and education required?
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140. Does the team have regular meetings?
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141. Is there any additional Social class and education definition of success?
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142. What are the compelling stakeholder reasons for embarking on Social class and education?
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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 Social class and education 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 success or failure be measured?
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2. What drives O&M cost?
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3. Do you have an issue in getting priority?
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4. How do you aggregate measures across priorities?
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5. What causes extra work or rework?
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6. How do you measure efficient delivery of Social class and education services?
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7. How do your measurements capture actionable Social class and education information for use in exceeding your customers expectations and securing your customers engagement?
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8. What methods are feasible and acceptable to estimate the impact of reforms?
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9. What are the Social class and education key cost drivers?
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10. Have you included everything in your Social class and education cost models?
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11. What would be a real cause for concern?
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12. What is the Social class and education business impact?
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13. How are measurements made?
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14. How is performance measured?
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15. What is an unallowable cost?
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16. Which Social class and education impacts are significant?
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17. Is the cost worth the Social class and education effort ?
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18. What disadvantage does this cause for the user?
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19. What causes investor action?
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20. Are Social class and education vulnerabilities categorized and prioritized?
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21. How do you verify your resources?
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22. How can you manage cost down?
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23. How are costs allocated?
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24. What causes mismanagement?
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25. What tests verify requirements?
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26.