Education Management Information System A Complete Guide - 2020 Edition. Gerardus Blokdyk

for this section

      Transfer your score to the Education management information system Index at the beginning of the Self-Assessment.

      CRITERION #2: DEFINE:

      INTENT: Formulate the stakeholder problem. Define the problem, needs and objectives.

      In my belief, the answer to this question is clearly defined:

      5 Strongly Agree

      4 Agree

      3 Neutral

      2 Disagree

      1 Strongly Disagree

      1. 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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      2. How will variation in the actual durations of each activity be dealt with to ensure that the expected Education management information system results are met?

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      3. What Education management information system requirements should be gathered?

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      4. Are accountability and ownership for Education management information system clearly defined?

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      5. Are audit criteria, scope, frequency and methods defined?

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      6. How do you gather Education management information system requirements?

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      7. Are all requirements met?

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      8. What are the record-keeping requirements of Education management information system activities?

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      9. Are there different segments of customers?

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      10. What happens if Education management information system’s scope changes?

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      11. What is out-of-scope initially?

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      12. In what way can you redefine the criteria of choice clients have in your category in your favor?

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      13. What are the compelling stakeholder reasons for embarking on Education management information system?

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      14. What is the scope of Education management information system?

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      15. What information do you gather?

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      16. How do you manage unclear Education management information system requirements?

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      17. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?

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      18. Is it clearly defined in and to your organization what you do?

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      19. Is special Education management information system user knowledge required?

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      20. Has/have the customer(s) been identified?

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      21. What specifically is the problem? Where does it occur? When does it occur? What is its extent?

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      22. What is the context?

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      23. Are task requirements clearly defined?

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      24. What defines best in class?

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      25. What are (control) requirements for Education management information system Information?

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      26. Is the current ‘as is’ process being followed? If not, what are the discrepancies?

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      27. Is the improvement team aware of the different versions of a process: what they think it is vs. what it actually is vs. what it should be vs. what it could be?

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      28. If substitutes have been appointed, have they been briefed on the Education management information system goals and received regular communications as to the progress to date?

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      29. Has the direction changed at all during the course of Education management information system? If so, when did it change and why?

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      30. When is/was the Education management information system start date?

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      31. Does the team have regular meetings?

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      32. Are there any constraints known that bear on the ability to perform Education management information system work? How is the team addressing them?

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      33. What are the requirements for audit information?

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      34. Has anyone else (internal or external to the group) attempted to solve this problem or a similar one before? If so, what knowledge can be leveraged from these previous efforts?

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      35. Is scope creep really all bad news?

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      36. What is the definition of success?

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      37. What are the Education management information system use cases?

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      38. How and when will the baselines be defined?

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      39. Is Education management information system required?

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      40. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?

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      41. 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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      42. What constraints exist that might impact the team?

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      43. What is in the scope and what is not in scope?

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      44. How did the Education management information system manager receive input to the development of a Education management information system improvement plan and the estimated completion dates/times of each activity?

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      45. How do you manage scope?

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      46. What customer feedback methods were used to solicit their input?

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      47. Are different versions of process maps needed to account for the different types of inputs?

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      48. What are the core elements of the Education