Cultural Awareness Training Program For CQ University Students And Staff | SET Indigenisation Committee

Purpose of the Project

Project Description

Project Description and Background

Main purpose of this project is to provide brief description about cultural factors. The demand of Cross-Cultural training has been increased dramatically over the years. This helps to establish an improved culture in the economy (Gilberthorpe and Hilson, 2016). Indigenization Committee of The School of Engineering and Technology (SET) has adapted an innovative initiative to promote cultural development factors. Main purpose of this committee is to make aware of the culture improvements to the staff and students. Therefore, a cultural awareness training programmed has been organized by SET. As per the comments of Fleming et al. (2015), cultural awareness is one of the innovative project management programs. This program is highly required because it helps to improve all the social factors. SET decided to organize this program because a strong communication system can be established between student, teacher and staff members. As stated by Kerzner and Kerzner (2017),

main pursuit of cultural awareness program is to ensure growth of any organization or institution. Apart from this, there are several numbers of components are there. These are highly required for cultural development. Therefore, the required foundation and tools can be established through this awareness-training program (Marchewka, 2014). A better understanding can be developed of all the cultural challenges that can be arrived in the multicultural workplace. The opportunities can be derived in order to enhance cultural sensitivity and compliances. As stated by Bennett et al. (2016), cross-cultural misunderstanding can be mitigated through this awareness program.

This committee has considered the idea of awareness programmed in order to make aware about local Aboriginal, culture, protocols, Torres Strait Island history and languages to the students and staff members.

1.2 Justification

Output

Outcome

Benefits

· Development of the overall project plan

· Verification of the project plan

· Maintenance of the overall project plan

· Confirmation of the benefits

To be accountable weather the project plan has became successful or not
Unified direction of the project can be arrived from verifying the overall project pan
The project manager and participation gets a rough idea about the overall planning process
Identification of resources and required authorized fund for the project
A visible and sustain support can be provided to the project manager
An effective communication can be built among the project team and external stakeholders

The benefits that can be achieved from this training program are a clear understanding of in-depth cultural awareness and to gain a clear concept on impact of cultural differences.
A clear understanding on local Aboriginal factors
Language barrier can be mitigated through this (Christopher et al. 2014)
Cultural barrier can be also mitigated through this training program
There are also huge number of inner complexities and this can be easily mitigated through this awareness training program
Torres Strait Island history is a part of cultural history and with the help of this cultural awareness program historic information can be discussed (Svejvig and Andersen, 2015)
Online training components can be introduced in this

2.1 Key Stakeholder List

	Stakeholder	Category (i.e. Sponsor / Supplier / User)	Description of Interest	Description of Influence
1	Project executives	Sponsor	Corporate or program management has appointed the executives of this project. As per the statement of Fanian et al. (2015), the area of interest of the project executive is to provide single point of accountability. Executive is also responsible for design the overall awareness program and appoint the project team as well	Other cultural program influences project executive. Distribution of the cultural knowledge is the main intention of the project and thus, spreading information of cultural factors in the main area of influence. There are also huge numbers of institutes that are highly involved in arranging such cultural program. Project executives are highly influenced from that and through to arrange such a cultural awareness program (Thomson et al. 2015).
2	Senior user	User	The area of interest of senior users are Identify and specify the needs of each of the user that are involved to use the products of the project (Freeman et al. 2014) Establishment of liaise among the project management team and the users Ensure the solution that are highly required to meet the needs of the users Ensure the quality of the project of each of the used products Supply information regarding benefits	The project executives influence the senior user. Mitigation of cultural differentiation is also an important influencing factor to the senior users of the program. Senior users of other project are also a matter of influence to the senior users of this program (Nicholas and Steyn, 2017).
3	Students	User	Grab the knowledge that is provided in the awareness program (Hornstein, 2015)	Students that are engaged in this cultural development program are highly influenced by the teachers. Gaining knowledge about different culture is also a matter of interest and students are influenced from that. Students of other institutions are also engaged to attend such awareness program. The students are also highly influenced from the other students as well (Luthans and Doh, 2018).
4	Senior supplier	Supplier	Senior supplier is responsible for designing, facilitating, developing and implementing products of the projects Resources has been sent to the supplier under the observation of senior suppliers (Jackson and Douglas, 2015)	Senior suppliers are mainly engaged in order to make design of the program. The senior suppliers are highly influenced by watching design of the other project programs (Todorovi? et al. 2015)
5	Teachers	User	Analyse and evaluate the overall awareness training program (Ridani et al. 2015)	Teachers are always interested to gain knowledge about different factors. This is a cultural program and teachers will be highly able to gain and spread knowledge about important cultural factors. On the basis of this it can be mentioned that teachers are highly influenced by this factor (Thomson et al. 2015)
6	Staff	User	Engaged in different departments as per the distribution of jobs (Serra and Kunc, 2015)	Staff are influenced by the project manager (Svejvig and Andersen, 2015)

2.2 Stakeholders Engagement Assessment Matrix

The Project Board has asked you to complete a ‘Stakeholders Engagement Assessment Matrix’. Please complete the matrix below for the six stakeholders previously identified.

Stakeholders Engagement Assessment Matrix

Stakeholder	Unaware	Resistant	Neutral	Supportive	Leading
Project executives	Outcome of the project	Yes	Yes	No	Yes
2. Senior user	Total number of students	Yes	Yes	yes	No
3. Students	Total cost of the project	Yes	No	no	No
4. Senior supplier	Total team members	Yes	Yes	Yes	No
5. Teachers	Total cost of the project	Yes	No	No	No
6. Staff	Total number of students	No	No	Yes	No

2.3 Stakeholder Communication

Communication method

INTERACTIVE, PULL or PUSH

Justification

Direct communication method

This is an interactive method

This communication method is able to set interpersonal skill and management skill. The overall project plan helps to reduce the conflict among management skill (Kivilä et al. 2017)

2.4 Obtaining expert judgement

The communication can be formed in two ways such as oral communication and written communication. As stated by Too and Weaver (2014), Storytelling is the most effective tool in order to form verbal communication. On the other hand, Social media, e-mail are effective mode ort technique of effective written communication. Both the method is important in order to from expert judgment (Egerton et al. 2018) .

3.1 Traditional Owner/s of the land on which CQ University campuses are located

In this context, it has been observed that the senior supplier of the respective organisation has asked whether there may be one single stakeholder who will be representing the typical traditional owners of land in which the Central Queensland Campuses have been located. On the other hand, the Project Executive has suggested that they will require more than one stakeholder. It helps in going to represent the traditional owners of the respective land in which the campuses of Central Queensland have been located.

3.2. Opening statement style

It has been noted that the board named Project Board has been observed to ask that the corresponding leaders of the campus open an event in their respective campus. After that, they will ask for advice regarding which statement must be utilised at the time of opening each and every event. It has been observed in this connection that this board is sure that the fact it must be Acknowledgement of Country as the leaders of the campus is not at all of the Aboriginal descent. The students who are of Aboriginal descent may not get a true welcome as those of others.

3.3 Requirements gathering for training package

In this context, it can be said that the earlier training program of cultural awareness is truly an appropriate method for the purpose of gathering all sorts of requirements. This can be stated because of the fact that the previous training program of cultural awareness has incorporated all the requirements needed for doing the overall analysis (Geia et al. 2018).

3.4 Requirements traceability

According to Reese et al. (2017), requirement traceability matrix is basically a table which mainly shows that if each and every requirement has possessed a test case. In this case, it is for making sure whether the requirement or the need is covered for the purpose of testing or not.

Justification

3.5 Requirements prioritization process

The requirement prioritization can be defined as a fact, which is utilised in the product management of software to determine which of the candidates’ needs, or requirements of a particular software commodity must be included in a particular release. It must be remembered in this connection that all the requirements are also prioritized in order to minimize the risks at the time of development.

3.6 MoSCoW Technique

The Moscow method can be defined as a unique prioritization tool or technique which is usually used in the field of management and analysis of a business. It is used as a software developer for reaching a very common understanding along with the stakeholder as well (Agilebusiness.org, 2017). Such management process can be thought of as a project manager as well.

It is known that all of the requirements are very important but the requirements are prioritized for delivering the greatest benefits of business early (Islam et al. 2017).

Such requirements mainly labeled as must have, Should have, Could have and finally won’t have. Must have requirements are basically critical to present delivery time box for its success. Should have requirements are important but not necessary to deliver in the present delivery outbox.

The scope needs to address both the work breakdown structure (WBS) and the WBS dictionary.

4.1 Introduction to scope

The demand of Cross-Cultural training has been increased dramatically over the years. This helps to establish an improved culture in the economy Indigenization Committee of The School of Engineering and Technology (SET) has adapted an innovative initiative to promote cultural .

<Insert work package name>
WBS ID	xxxx
Description of work	Cross cultural program
Cost Estimate	1500 dollars
Start and Finish Dates	1/10/18 to 1/12/18

Schedule

5.1 Schedule

Cross culture programme>

Activity	Description of work	Start Date	End Date	Duration (days)
Project plan	Entire planning of the project from first to end	1/10/18	31/10/18	1 month
Project application	Implementation of cross cultural programme	1/11/18	30/110/18	1 month
Project review	Need to review Whether the programme is running effectively or not	1/12/18	31/11/18	1 month

The cost balance is decided by the requirements of the programme

Activity Name	Sept	Oct	Nov	Dec	Jan	Feb	Mar	April	May	June
1. Group meeting
2.Implementation of the strategy
3.Reviewing process

Risk Register

Name	Description	Likelihood	Impact	Response type	Mitigation strategy
Risk 1	Cultural gap between the students	Medium risk	effective	immediate	Group meeting
Risk 2	Issues in budget	Low risk	effective	immediate	Right budget allocation
Opportunity	Open cultural connection	Medium risk	effective	strategic	Discussion among group member

In the table below indicate what tolerance is specified in the project for cost and time only.

Tolerance	Specific Tolerance allowed
Tolerance specified for time	SIX MONTHS
Tolerance specified for cost	3000 Dollars

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.

Make the online program effective

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.

Need to make the training package as effective as possible

Project Submission Approval

The undersigned acknowledge that they have reviewed the Cross cultural programme and agree with the information presented within this document.

Signature:	xxxx	Date:	xxxx
Print Name:	xxxx
Title:	xxxx
Organisation:	xxxx

Reference List

Books

Fleming, Q. W., and Koppelman, J. M. 2016, December. Earned value project management. Project Management Institute.

Gilberthorpe, E. and Hilson, G. eds., 2016. Natural resource extraction and indigenous livelihoods: Development challenges in an era of globalization. Routledge.

Kerzner, H. and Kerzner, H.R., 2017. Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.

Marchewka, J. T. (2014). Information technology project management. John Wiley & Sons.

Key Stakeholder List

Journals

Bennett, D., Power, A., Thomson, C., Mason, B. and Bartleet, B.L., 2016. Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education. Journal of University Teaching & Learning Practice, 13(2), p.7.

Christopher, J.C., Wendt, D.C., Marecek, J. and Goodman, D.M., 2014. Critical cultural awareness: Contributions to a globalizing psychology. American Psychologist, 69(7), p.645.

Fanian, S., Young, S.K., Mantla, M., Daniels, A. and Chatwood, S., 2015. Evaluation of the K ts’ iìht?a (“We Light the Fire”) Project: building resiliency and connections through strengths-based creative arts programming for Indigenous youth. International journal of circumpolar health, 74(1), p.27672.

Freeman, T., Edwards, T., Baum, F., Lawless, A., Jolley, G., Javanparast, S. and Francis, T., 2014. Cultural respect strategies in Australian Aboriginal primary health care services: beyond education and training of practitioners. Australian and New Zealand Journal of Public Health, 38(4), pp.355-361.

Geia, L., Broadfield, K., Grainger, D., Day, A. and Watkin?Lui, F., 2018. Adolescent and young adult substance use in Australian Indigenous communities: a systematic review of demand control program outcomes. Australian and New Zealand journal of public health, 42(3), pp.254-261.

Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity. International Journal of Project Management, 33(2), pp.291-298.

Islam, D., Zurba, M., Rogalski, A. and Berkes, F., 2017. Engaging Indigenous youth to revitalize Cree culture through participatory education. Diaspora, Indigenous, and Minority Education, 11(3), pp.124-138.

Jackson, S.E. and Douglas, M., 2015. Indigenous engagement in tropical river research in Australia: the TRaCK program. The International Indigenous Policy Journal, 6(2), p.3.

Reese, D.J., Buila, S., Cox, S., Davis, J., Olsen, M. and Jurkowski, E., 2017. University–community–hospice partnership to address organizational barriers to cultural competence. American Journal of Hospice and Palliative Medicine®, 34(1), pp.64-78.

Ridani, R., Shand, F.L., Christensen, H., McKay, K., Tighe, J., Burns, J. and Hunter, E., 2015. Suicide prevention in Australian Aboriginal communities: a review of past and present programs. Suicide and Life?Threatening Behavior, 45(1), pp.111-140.

Serra, C.E.M. and Kunc, M., 2015. Benefits realisation management and its influence on project success and on the execution of business strategies. International Journal of Project Management, 33(1), pp.53-66.

Svejvig, P. and Andersen, P., 2015. Rethinking project management: A structured literature review with a critical look at the brave new world. International Journal of Project Management, 33(2), pp.278-290.

Thomson, C., Bennett, D., Johnston, M. and Mason, B., 2015. Why the where matters: A sense of place imperative for teaching better Indigenous affairs reporting. Pacific Journalism Review, 21(2), p.141.

Todorovi?, M.L., Petrovi?, D.?., Mihi?, M.M., Obradovi?, V.L. and Bushuyev, S.D., 2015. Project success analysis framework: A knowledge-based approach in project management. International Journal of Project Management, 33(4), pp.772-783.

Too, E.G. and Weaver, P., 2014. The management of project management: A conceptual framework for project governance. International Journal of Project Management, 32(8), pp.1382-1394.

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