Is there a critical path to deliver School health education results?
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67. Has the School health 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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68. Who approved the School health education scope?
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69. What happens if School health education’s scope changes?
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70. Are accountability and ownership for School health education clearly defined?
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71. Are all requirements met?
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72. How often are the team meetings?
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73. What is the worst case scenario?
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74. How will the School health education team and the group measure complete success of School health education?
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75. What baselines are required to be defined and managed?
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76. How do you manage unclear School health education requirements?
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77. Who is gathering School health education information?
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78. Are the School health education requirements complete?
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79. How do you catch School health education definition inconsistencies?
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80. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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81. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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82. What knowledge or experience is required?
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83. Do you all define School health education in the same way?
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84. Where can you gather more information?
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85. Has the direction changed at all during the course of School health education? If so, when did it change and why?
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86. How is the team tracking and documenting its work?
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87. What School health education requirements should be gathered?
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88. Has a project plan, Gantt chart, or similar been developed/completed?
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89. Who is gathering information?
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90. Scope of sensitive information?
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91. Is School health education linked to key stakeholder goals and objectives?
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92. What are the boundaries of the scope? What is in bounds and what is not? What is the start point? What is the stop point?
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93. Do you have organizational privacy requirements?
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94. How and when will the baselines be defined?
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95. In what way can you redefine the criteria of choice clients have in your category in your favor?
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96. Why are you doing School health education and what is the scope?
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97. What information do you gather?
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98. Are there different segments of customers?
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99. Have all basic functions of School health education been defined?
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100. Is the School health education scope complete and appropriately sized?
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101. Are audit criteria, scope, frequency and methods defined?
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102. Is School health education required?
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103. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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104. What scope do you want your strategy to cover?
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105. Are roles and responsibilities formally defined?
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106. What are the requirements for audit information?
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107. What are the School health education use cases?
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108. Are task requirements clearly defined?
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109. Who are the School health education improvement team members, including Management Leads and Coaches?
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110. Are there any constraints known that bear on the ability to perform School health education work? How is the team addressing them?
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111. How would you define School health education leadership?
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112. Are approval levels defined for contracts and supplements to contracts?
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113. What is out of scope?
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114. How would you define the culture at your organization, how susceptible is it to School health education changes?
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115. How do you build the right business case?
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116. How have you defined all School health education requirements first?
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117. Are resources adequate for the scope?
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118. What is a worst-case scenario for losses?
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119. Is the School health education scope manageable?
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120. How do you manage changes in School health education requirements?
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121. How do you think the partners involved in School health education would have defined success?
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122. How do you hand over