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60. What constraints exist that might impact the team?
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61. Is the team formed and are team leaders (Coaches and Management Leads) assigned?
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62. What sort of initial information to gather?
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63. Are customer(s) identified and segmented according to their different needs and requirements?
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64. What is the scope?
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65. What is in scope?
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66. Is there a clear Open management education case definition?
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67. Does the scope remain the same?
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68. How do you manage scope?
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69. Is the team equipped with available and reliable resources?
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70. The political context: who holds power?
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71. What scope do you want your strategy to cover?
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72. Is there a Open management education management charter, including stakeholder case, problem and goal statements, scope, milestones, roles and responsibilities, communication plan?
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73. Is the work to date meeting requirements?
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74. Are accountability and ownership for Open management education clearly defined?
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75. Who is gathering information?
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76. Is full participation by members in regularly held team meetings guaranteed?
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77. What information should you gather?
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78. Have the customer needs been translated into specific, measurable requirements? How?
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79. What are the Open management education use cases?
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80. How do you catch Open management education definition inconsistencies?
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81. Have all basic functions of Open management education been defined?
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82. Are approval levels defined for contracts and supplements to contracts?
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83. What is the scope of Open management education?
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84. How often are the team meetings?
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85. What sources do you use to gather information for a Open management education study?
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86. Will a Open management education production readiness review be required?
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87. Do the problem and goal statements meet the SMART criteria (specific, measurable, attainable, relevant, and time-bound)?
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88. Does the team have regular meetings?
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89. What critical content must be communicated – who, what, when, where, and how?
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90. Is the current ‘as is’ process being followed? If not, what are the discrepancies?
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91. Has everyone on the team, including the team leaders, been properly trained?
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92. How can the value of Open management education be defined?
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93. How do you hand over Open management education context?
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94. What are the rough order estimates on cost savings/opportunities that Open management education brings?
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95. What intelligence can you gather?
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96. What is the definition of Open management education excellence?
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97. What is in the scope and what is not in scope?
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98. What customer feedback methods were used to solicit their input?
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99. Will team members perform Open management education work when assigned and in a timely fashion?
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100. Has/have the customer(s) been identified?
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101. Who are the Open management education improvement team members, including Management Leads and Coaches?
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102. Has a project plan, Gantt chart, or similar been developed/completed?
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103. In what way can you redefine the criteria of choice clients have in your category in your favor?
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104. What happens if Open management education’s scope changes?
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105. Is the team sponsored by a champion or stakeholder leader?
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106. When is the estimated completion date?
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107. What specifically is the problem? Where does it occur? When does it occur? What is its extent?
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108. Has your scope been defined?
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109. Has the Open management 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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110. Is there a completed SIPOC representation, describing the Suppliers, Inputs, Process, Outputs, and Customers?
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111. What are the core elements of the Open management education business case?
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112. What scope to assess?
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113. How do you think the partners involved in Open management education would have defined success?
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114. Is Open management education required?
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