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6. What are the compelling stakeholder reasons for embarking on Open management education?
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7. What information do you gather?
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8. What are the Open management education tasks and definitions?
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9. What was the context?
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10. What is a worst-case scenario for losses?
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11. How do you gather Open management education requirements?
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12. How did the Open management education manager receive input to the development of a Open management education improvement plan and the estimated completion dates/times of each activity?
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13. Who defines (or who defined) the rules and roles?
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14. Where can you gather more information?
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15. What knowledge or experience is required?
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16. Is data collected and displayed to better understand customer(s) critical needs and requirements.
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17. How will the Open management education team and the group measure complete success of Open management education?
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18. How and when will the baselines be defined?
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19. How was the ‘as is’ process map developed, reviewed, verified and validated?
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20. Is it clearly defined in and to your organization what you do?
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21. Has the direction changed at all during the course of Open management education? If so, when did it change and why?
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22. What is the scope of the Open management education work?
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23. 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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24. When is/was the Open management education start date?
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25. What gets examined?
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26. Are resources adequate for the scope?
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27. How do you build the right business case?
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28. What are the record-keeping requirements of Open management education activities?
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29. Who approved the Open management education scope?
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30. Are there any constraints known that bear on the ability to perform Open management education work? How is the team addressing them?
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31. Has a high-level ‘as is’ process map been completed, verified and validated?
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32. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?
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33. How are consistent Open management education definitions important?
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34. How is the team tracking and documenting its work?
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35. When are meeting minutes sent out? Who is on the distribution list?
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36. What is out-of-scope initially?
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37. Are improvement team members fully trained on Open management education?
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38. Is Open management education linked to key stakeholder goals and objectives?
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39. Are different versions of process maps needed to account for the different types of inputs?
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40. Who is gathering Open management education information?
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41. 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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42. Is there any additional Open management education definition of success?
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43. How do you gather the stories?
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44. Have all of the relationships been defined properly?
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45. How does the Open management education manager ensure against scope creep?
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46. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?
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47. Will team members regularly document their Open management education work?
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48. Are the Open management education requirements complete?
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49. Is Open management education currently on schedule according to the plan?
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50. Is the Open management education scope manageable?
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51. Is special Open management education user knowledge required?
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52. Why are you doing Open management education and what is the scope?
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53. Is the scope of Open management education defined?
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54. What are the requirements for audit information?
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55. What are the dynamics of the communication plan?
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56. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?
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57. Have specific policy objectives been defined?
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58. How would you define Open management education leadership?
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59. If substitutes have been appointed, have they