Education And Social Mobility A Complete Guide - 2020 Edition. Gerardus Blokdyk

ensure against scope creep?

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      116. Has the direction changed at all during the course of Education and social mobility? If so, when did it change and why?

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      117. How do you catch Education and social mobility definition inconsistencies?

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      118. What intelligence can you gather?

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      119. Are there any constraints known that bear on the ability to perform Education and social mobility work? How is the team addressing them?

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      120. What are the tasks and definitions?

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

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      123. How do you manage scope?

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      124. Are task requirements clearly defined?

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      125. How and when will the baselines be defined?

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      126. What was the context?

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      127. How is the team tracking and documenting its work?

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      128. How are consistent Education and social mobility definitions important?

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      129. What gets examined?

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      130. Why are you doing Education and social mobility and what is the scope?

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      131. What is out-of-scope initially?

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      132. What is the scope of the Education and social mobility effort?

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      133. Have specific policy objectives been defined?

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

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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 Education and social mobility 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 effects be measured?

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      2. How will you measure success?

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      3. What are hidden Education and social mobility quality costs?

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      4. What is an unallowable cost?

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      5. What is the Education and social mobility business impact?

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      6. What does a Test Case verify?

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      7. What is the root cause(s) of the problem?

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      8. How is performance measured?

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      9. What do you measure and why?

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      10. Do the benefits outweigh the costs?

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      11. How do you aggregate measures across priorities?

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      12. Do you effectively measure and reward individual and team performance?

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      13. Are you aware of what could cause a problem?

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      14. What does your operating model cost?

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      15. Are indirect costs charged to the Education and social mobility program?

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      16. Do you aggressively reward and promote the people who have the biggest impact on creating excellent Education and social mobility services/products?

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      17. What measurements are possible, practicable and meaningful?

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      18. What causes extra work or rework?

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      19. Are missed Education and social mobility opportunities costing your organization money?

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      20. What could cause delays in the schedule?

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      21. How do you verify performance?

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      22. Have design-to-cost goals been established?

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      23. What would be a real cause for concern?

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      24. How do you verify the Education and social mobility requirements quality?

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      25. Has a cost center been established?

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      26. What causes mismanagement?

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      27. How do you control the overall costs of your work processes?

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      28. What does losing customers cost your organization?

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      29. What is the total cost related to deploying Education and social mobility, including any consulting or professional services?

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      30. Is the cost worth the Education and social mobility effort ?

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      31. Are the measurements objective?

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      32. Is it possible to estimate the impact of unanticipated complexity such as wrong or failed assumptions, feedback, etcetera on proposed reforms?

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      33. Who should receive measurement reports?

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      34.