School Health And Nutrition Services A Complete Guide - 2020 Edition. Gerardus Blokdyk
#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 the work to date meeting requirements?
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2. Has a project plan, Gantt chart, or similar been developed/completed?
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3. Are audit criteria, scope, frequency and methods defined?
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4. What is the worst case scenario?
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5. What was the context?
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6. The political context: who holds power?
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7. What customer feedback methods were used to solicit their input?
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8. Are different versions of process maps needed to account for the different types of inputs?
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9. Does the team have regular meetings?
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10. How do you catch School health and nutrition services definition inconsistencies?
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11. What are the dynamics of the communication plan?
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12. Are roles and responsibilities formally defined?
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13. What is the definition of success?
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14. What are the compelling stakeholder reasons for embarking on School health and nutrition services?
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15. How do you hand over School health and nutrition services context?
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16. Is there a critical path to deliver School health and nutrition services results?
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17. How do you gather requirements?
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18. Has a high-level ‘as is’ process map been completed, verified and validated?
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19. Is the scope of School health and nutrition services defined?
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20. Have all of the relationships been defined properly?
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21. 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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22. What key stakeholder process output measure(s) does School health and nutrition services leverage and how?
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23. How have you defined all School health and nutrition services requirements first?
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24. Has/have the customer(s) been identified?
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25. How do you gather School health and nutrition services requirements?
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26. 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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27. Is there a clear School health and nutrition services case definition?
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28. Are there different segments of customers?
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29. Who defines (or who defined) the rules and roles?
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30. What is the scope of School health and nutrition services?
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31. Is School health and nutrition services currently on schedule according to the plan?
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32. When are meeting minutes sent out? Who is on the distribution list?
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33. Are required metrics defined, what are they?
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34. Has a School health and nutrition services requirement not been met?
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35. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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36. How do you manage changes in School health and nutrition services requirements?
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37. Have the customer needs been translated into specific, measurable requirements? How?
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38. Have specific policy objectives been defined?
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39. How do you manage scope?
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40. What critical content must be communicated – who, what, when, where, and how?
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41. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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42. When is the estimated completion date?
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43. How was the ‘as is’ process map developed, reviewed, verified and validated?
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44. How can the value of School health and nutrition services be defined?
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45. Is the School health and nutrition services scope manageable?
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46. What are the Roles and Responsibilities for each team member and its leadership? Where is this documented?
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47. What are the tasks and definitions?
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48. What are (control) requirements for School health and nutrition services Information?
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49. Who is gathering information?
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50. What is the scope of the School health and nutrition services work?
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51. Are accountability and ownership for School health and nutrition services clearly defined?
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52. Is there any additional School health and nutrition services definition of success?
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53. How