Project Plan For Development Of A Cultural Awareness-Training Program
- December 21, 2023/ Uncategorized
Project Description (7 Marks)
|
1 Project Description (7 Marks) 1.1 Project Description and Background(2 marks) The project is based on implementing a training program for the students and staffs of Central Queensland University. The project aims at generating awareness among the students and staffs of the university about the culture and history of local Aboriginal and Torres Strait Island. The School of Engineering and Technology has shown an active interest in leading this project. The project is decided to coincide with the NAIDOC Week 2019 and a project plan is to be prepared accordingly. The project work will start only after the approval of the project plan by the project executive (Mirza, Pourzolfaghar & Shahnazari, 2013). 1.2 Justification 1.2.1 Output / Outcome / Benefit
|
2.1 Stakeholder List
|
Stakeholder |
Category (i.e. Sponsor / Supplier / User) |
Descriptionof Interest |
Descriptionof Influence |
|
|
1 |
CQ University |
Sponsor |
CQ University has a high interest in the project as the project targets the students and staffs of the CQ university in generating awareness about the local Aboriginal culture and history |
Has a high influence on the project as the program will be taking place in the CQU campuses and the responsibility of successful implementation of the project is on CQ university as well |
|
2 |
NAIDOC |
Supplier |
Has medium interest in the project. The project is expected to coincide with the NAIDOC week 2019 |
Has a medium influence in the project. However, this committee is an important stakeholder of the project. |
|
3 |
Member of local Aboriginal and Torres Strait Islander community |
Supplier |
Has a high interest in the project as the project deals with generating awareness among the students about the local Aboriginal and Torres Strait Islander history. |
Has a low influence in the project, as the community is responsible for providing necessary information to the project team. |
|
4 |
Students and Staffs |
User |
Has a low medium interest in the project |
Has a low influence on the project as they are the target audience of the project |
|
5 |
SET committee |
Sponsor |
Has a high interest in the project as the SET committee is leading this project |
Has a high influence in the project as this committee is responsible for approving the project |
|
6 |
Project team |
Supplier |
Has a medium interest in the project as it is responsible for implementation of the project according to the project plan. |
Has a medium influence on the project. However, successful implementation of the project largely depends on the project team. |
2.2 Stakeholders Engagement Assessment Matrix
|
Stakeholder |
Unaware |
Resistant |
Neutral |
Supportive |
Leading |
|
1. CQ University |
ü |
||||
|
2. NAIDOC |
ü |
||||
|
3. Member of local Aboriginal and Torres Strait Islander community |
ü |
||||
|
4. Students and Staffs |
ü |
||||
|
5. SET committee |
ü |
||||
|
6. Project team |
ü |
2.2 Obtaining expert judgement (1 mark)
QUESTION: Briefly explain at least two different methods or techniques to obtain this expert judgement from groups and/or individuals?
Obtaining expert judgement is necessary in this project, as this training project is a new venture for the university. The two methods of obtaining expert judgement for the project are as follows-
- Setting up an interview session with the experts after collecting the requirements on which the expert judgement is needed, such as the need of stakeholder management plan and so on. This might include a face to face interview session that will incorporate a discussion on the different project needs and scope of the project.
- An online survey questionnaire can be prepared incorporating the problems on which expert judgement is required. A group of experts can participate in the survey. The results collected can be evaluated for a proper decision-making process and selection of a proper stakeholder management plan.
QUESTION:State whether it is appropriate to have a single key stakeholder representing the Traditional Owners of the land on which Central Queensland Campuses are located. Provide an explanation for your response.
It is not appropriate to have a single key stakeholder for representing all the traditional owners of the land on which the Central Queensland Campuses are located, as it will be difficult for a single stakeholder to track and manage the requirements of all the campuses at a time.
QUESTION: Which of the two opening statement styles‘Welcome to Country’ or ‘Acknowledgement of Country’ is appropriate for the Project Executive to use and provide a brief explanation justifying your answer.
The statement ‘Welcome to Country’ will be appropriate as an opening sentence for the cultural awareness program. This is because the project aims at generating awareness among the students and staffs of CQ University. The training program will incorporate the history, culture languages and protocols of local Aboriginal and Torres Strait Island and therefore, ‘Welcome to Country’ will be appropriate opening statement.
QUESTION: Is the suggestion of using a previously developed cultural awareness training program an appropriate method of requirements gathering? Briefly explain your answer.
No, the suggestion of using a previously developed Muslim cultural awareness-training program for this project cannot be used in this project. This is a new venture for the University and completely different from the Muslim cultural awareness training program. Therefore modifying the content of that training program will not be of any help for this project. Apart from the desktop research, it is essential to meet the local Aboriginal Community to collect necessary information about the contents of the training program. With the gathered information, the content of the training would be custom designed. This process although will take a longer time for project implementation, it will increase the possibility of project success by many folds.
QUESTION: What document could be used to track or ‘trace’ requirements throughout the project life cycle?
The document that can be used for tracking the requirements centrally throughout the project lie cycle is the soft copy of the project requirements specification and the progress report. The progress report is to be updated at regular interval so that all the stakeholders involved with the project gets a clear idea of the project progress. The document should be maintained in a soft copy so that it can be traced and accessed centrally without any time or geographical barrier (Pandey & Pandey, 2012).
1.1 Project Description and Background(2 marks)
QUESTION: What is requirement prioritisation and why would it be important to communicate this process to stakeholders?
Requirement prioritization is a process of selection of the most important requirement of a project that is needed to be fulfilled in a certain release (Achimugu et al., 2014). This process helps in proper management of the resources that in turn helps in successful implementation of the project even with limited resources.
It is important to communicate this process with the stakeholders associated with the project, as it is one of the common issues about the stakeholder to consider all the requirements to be important. The requirement prioritization process identifies the most important requirement that needs immediate attention. Furthermore, it is important to keep the stakeholders informed about the requirements that are included in a certain release.
QUESTION: List the five components of the MoSCoW technique
The MoSCoW is an effective technique of requirement prioritization. The different components of MoSCoW technique helps in identifying the most important requirements of the project for a certain release (Schwalbe, 2015). The components of MoSCoW includes the must need requirements, should need requirements, could need requirements and would not or would need requirements of the project.
The project is associated with the development of a cultural awareness-training program for staffs and students of CQ University with an aim of increasing their knowledge and understanding about the Aboriginal culture and protocol. Since the project is scheduled to coincide with NAIDOC week 2019, the project team will get an ample amount of time to undergo a proper research and designing the training program in such a way to attract the interest of staffs and students (Kononenko, Fadeyev & Kolisnyk, 2012). In order to implement the project successfully, a proper project plan is developed at the beginning of the project (Kerzner, 2013). The entire project is divided into a number of stages and the project is decided to follow a waterfall approach (Balaji & Murugaiyan, 2012). The project plan will need the approval of SET committee before proceeding with the training program.
Note: This WBS is not intended to represent the full project scope of the training project.
Note: This WBS is not intended to represent the full project scope of the training project.
|
Identification of Project requirements |
|
|
WBS ID |
1.1.1 |
|
Description of work |
The project requirements are identified at the project initiation phase for development of a proper project plan |
|
Cost Estimate |
$10,400 |
|
Start and Finish Dates |
Fri 01-06-18 to Fri 06-07-18 |
|
Online and offline research- Meeting the local people |
|
|
WBS ID |
1.1.2. |
|
Description of work |
Meeting the Aboriginal community member for fetching the information about the history, culture language and protocol of the local Aboriginal and Torres Strait Islander community |
|
Cost Estimate |
$13,600 |
|
Start and Finish Dates |
Mon 09-07-18 to Thu 23-08-18 |
|
Offline Training-requirements gathering |
|
|
WBS ID |
1.2.1. |
|
Description of work |
Hiring a trainer and selection of an area for setting up the training venue |
|
Cost Estimate |
$21,200 |
|
Start and Finish Dates |
Fri 24-08-18 to Tue 06-11-18 |
|
Online Training-Preparation |
|
|
WBS ID |
1.2.2. |
|
Description of work |
Hiring a technician and designing the contents |
|
Cost Estimate |
$13,200 |
|
Start and Finish Dates |
Wed 07-11-18 to Fri 21-12-18 |
|
Selection and finalizing the content: culture and History |
|
|
WBS ID |
1.3.1. |
|
Description of work |
Finalizing the training content and designing the template accordingly |
|
Cost Estimate |
$19,600 |
|
Start and Finish Dates |
Mon 24-12-18 to Thu 28-02-19 |
|
Selection and finalizing the content: language and protocol |
|
|
WBS ID |
1.3.2. |
|
Description of work |
Finalizing the content and template design for approval |
|
Cost Estimate |
$15,000 |
|
Start and Finish Dates |
Fri 01-03-19 to Fri 29-03-19 |
Identification of Project requirements
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Listing requirements |
The requirement gathering plan is made according to the project objectives (Larson & Gray, 2013) |
Fri 01-06-18 |
Tue 19-06-18 |
13 |
|
Communication Plan |
Communication Plan is made that would be followed throughout project implementation (Snyder, 2014) |
Wed 20-06-18 |
Tue 03-07-18 |
10 |
|
Documentation |
Documenting the information gathered to be shared with the stakeholders |
Wed 04-07-18 |
Fri 06-07-18 |
3 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Meeting with local Aboriginal and Islander community |
For fetching the information about their culture, history, language and protocol |
Mon 09-07-18 |
Mon 13-08-18 |
26 |
|
Documentation |
Documenting the information gathered for designing the contents |
Tue 14-08-18 |
Thu 16-08-18 |
3 |
|
Sharing the documents with project stakeholders |
As a part of communication plan, the collected information is shared with the stakeholders for their approval |
Fri 17-08-18 |
Thu 23-08-18 |
5 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Scheduling |
Scheduling the face to face training program that will coincide with the NAIDOC week 2019 |
Fri 24-08-18 |
Thu 06-09-18 |
10 |
|
Selecting an area in CQU campus |
This is associated with the setting up of program venue |
Fri 07-09-18 |
Thu 04-10-18 |
20 |
|
Trainer and Design |
Designing the program structure and choosing trainers for training program |
Fri 05-10-18 |
Tue 06-11-18 |
23 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Hiring Technicians |
This is a part of risk transfer strategy. The technicians will supervise the online training program |
Wed 07-11-18 |
Tue 20-11-18 |
10 |
|
Design |
Designing the structure of the training and finalizing the time schedule. |
Wed 21-11-18 |
Wed 19-12-18 |
21 |
|
Sharing design with the stakeholders |
As a part of communication and risk management plan, stakeholders are needed to be informed about the project progress |
Thu 20-12-18 |
Fri 21-12-18 |
2 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Content selection |
With the data gathered from the research, the content for the training is finalized |
Mon 24-12-18 |
Fri 18-01-19 |
20 |
|
Template design |
Template design for approval |
Mon 21-01-19 |
Fri 22-02-19 |
25 |
|
Sharing the documents with stakeholders |
This is a part of communication plan and approval of the template designed |
Mon 25-02-19 |
Thu 28-02-19 |
4 |
QUESTION: What is the hourly AUD $ rate used in your calculations? $25
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Listing requirements |
$5,200 |
|||||||||
|
2. Communication Plan |
$3000 |
$1000 |
||||||||
|
3. Documentation |
$1,200 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Meeting with local Aboriginal and Islander community |
$8,400 |
$2,000 |
||||||||
|
2. Documentation |
$1,200 |
|||||||||
|
3. Sharing the documents with project stakeholders |
$2,000 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Scheduling |
$2,000 |
$2,000 |
||||||||
|
2. Selecting an area in CQU campus |
$6,000 |
$2,000 |
||||||||
|
3. Trainer and Design |
$7,200 |
$2,000 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Hiring Technicians |
$4,000 |
|||||||||
|
2. Design |
$2,400 |
$6,000 |
||||||||
|
3. Sharing design with the stakeholders |
$8,00 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Content selection |
$3,000 |
$5,000 |
||||||||
|
2. Template design |
$5,000 |
$5,000 |
||||||||
|
3. Sharing the documents with stakeholders |
$1,600 |
Indigenous Cultural Awareness Training Project
|
Name |
Description |
Likelihood |
Impact |
Response type |
Mitigation strategy |
|
Risk 1 |
Ill defined scope |
Medium |
High |
Avoid |
Identification of the project scope is done at the beginning of the project, which abides by the identified objectives of the project |
|
Risk 2 |
Inaccurate cost forecasts |
High |
Medium |
Mitigate |
The cost estimation is done at project initiation phase considering all the possible price hike in labour and materials cost |
|
Risk 3 |
Technical risk for online training (Vatn, 2013) |
Medium |
High |
Transfer |
Hiring professional technical experts for supervising the training program |
|
Risk 4 |
Stakeholder Conflict |
Low |
High |
Mitigate |
Development of a proper communication plan o keep all the stakeholders informed about the project progress |
|
Opportunity |
Apart from students and staffs of the University, the training program can be extended to the public as well |
Low |
High |
Exploit |
The online training program can be allowed to be accessed by public as well. |
|
Tolerance |
Specific Tolerance allowed |
|
Tolerance specified for time |
+15days |
|
Tolerance specified for cost |
+$20000 |
|
Previous lessons learned |
Proposed action to address (in current project) |
|
Lesson 1 The first lesson involved an ‘off-the-shelf’ online training program which failed to properly interface with the universities learning system. |
Off the shelf, approach will not be considered for this project and the contents of the project will be custom designed. This is subjected to an extensive research and use of innovative approach. |
|
Lesson 2: The second lesson involved the use of a generic cross cultural training package which failed to properly address the nuances which exists between different indigenous groups located in various geographical areas. |
The idea of using a generic cross-cultural training package is dropped in this project. Since it is completely a new venture for the University, proper time is allocated for designing the custom training package for the project. |
The undersigned acknowledge that they have reviewed Indigenous Cultural Awareness Training Project Assessment Task 2 and agree with the information presented within this document.
|
Signature: |
Please Insert |
Date: |
Please Insert |
|
Print Name: |
Please Insert |
||
|
Title: |
Project Executive |
||
|
Organisation: |
SET |
References
Achimugu, P., Selamat, A., Ibrahim, R., & Mahrin, M. N. R. (2014). A systematic literature review of software requirements prioritization research. Information and software technology, 56(6), 568-585.
Balaji, S., & Murugaiyan, M. S. (2012). Waterfall vs. V-Model vs. Agile: A comparative study on SDLC. International Journal of Information Technology and Business Management, 2(1), 26-30.
Kerzner, H. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.
Kononenko, I. V., Fadeyev, V. A., & Kolisnyk, M. E. (2012, October). Project scope optimization model and method on criteria profit, time, cost, quality, risk. In 26th IPMA World Congress Proceedings.–Conference Centre Creta Maris, Hersonissos, Crete, Grece (pp. 287-293).
Larson, E. W., & Gray, C. (2013). Project Management: The Managerial Process with MS Project. McGraw-Hill.
Mirza, M. N., Pourzolfaghar, Z., & Shahnazari, M. (2013). Significance of scope in project success. Procedia Technology, 9, 722-729.
Pandey, D., & Pandey, V. (2012). Importance of Requirement Management: A Requirement Engineering Concern. Int. J. Res. Dev. A Manag. Rev, 1(1), 66-70.
Schwalbe, K. (2015). Information technology project management. Cengage Learning.
Snyder, C. S. (2014). A Guide to the Project Management Body of Knowledge: PMBOK (®) Guide. Project Management Institu<tabte.
Vatn, J. (2013). Project Risk Analysis. Norwegian University of Science and Technology.
