Project Description
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The Indigenisation Committee of SET (The School of Engineering and Technology) is showing an active interest in promoting the understanding of indigenous perspective and cultural awareness among the students and the staffs. Therefore, the committee is planning to embark on a project that deals with planning and implementing an awareness-training program during 8th to 15th July 2018. This training program aims at providing a better knowledge and understanding about the culture, history and protocol of the local Aboriginal and Torres Strait Island. However, it is the decision of committee to review and verify the requirements of the project and its success criteria. Therefore, a project plan is developed according to the requirements of the project to gain an idea about the success criteria and outcome of the project (Snyder, 2014). The training program will include face to face training and online training as well. One of the key stakeholders of this project is the members of the local Aborginal and Islander community.
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Stakeholder |
Category (i.e. Sponsor / Supplier / User) |
Description of Interest |
Description of Influence |
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|
1 |
Local Aboriginal and Islander Community |
Supplier |
The community is an active stakeholder of the project that will assist CQU in implementing the project successfully by providing relevant information about the Aboriginal culture and history. |
The influence of the community is high, as they will be supplying the necessary information and contents of the training program. |
|
2 |
SET( Project Executive) |
Sponsor |
The project executive is associated with proper planning and implementation of the project. SET is responsible for approving the project plan. |
SET has a high influence on the project as the implementation of the project depends on the decision of SET |
|
3 |
NAIDOC Committee |
Sponsor |
The training program will be coinciding with the NAIDOC week. |
Influence of this committee on the project is medium. However, this committee is responsible for supervising the entire project. |
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4 |
Trainer |
Supplier |
The online and face to face training will be given by the trainer. |
Influence is medium but the success of the project is highly dependent on trainer. |
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5 |
Students and staffs of all the CQU campuses |
User |
Interest of this stakeholder is not high; however, they are the targeted audience of the project. |
Low influence However, it is compulsory for them to attend the training program. |
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6 |
CQU University |
Sponsor |
Has a high interest in the project, as the program will benefit the students and staffs of the university. |
Has a high influence on the project, as the project will be implemented on all the campuses of the university. |
|
Stakeholder |
Unaware |
Resistant |
Neutral |
Supportive |
Leading |
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1. Local Aboriginal and Islander Community |
ü |
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2. SET( Project Executive) |
ü |
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3. NAIDOC Committee |
ü |
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4. Trainer |
ü |
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5. Students and staffs of all the CQU campuses |
ü |
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6. CQU University |
ü |
Obtaining expert judgement
QUESTION: Briefly explain at least two different methods or techniques to obtain this expert judgement from groups and/or individuals?
ANSWER: One of the common methods of seeking expert judgement is to properly frame the problem and present it to the different experts. The opinions thus obtained can be analysed and combined to take an effective decision.
Another method of obtaining expert judgment from a group of expert is to provide an online or offline survey and documenting the results of the survey for analysing when required.
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.
ANSWER: No, it may not be appropriate to have a single stakeholder for representing all the traditional owners of the land on which the campuses are located because it would be a problem for a single stakeholder to manage all the necessary works related to the project for all the campuses simultaneously.
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.
ANSWER: I think it would be appropriate for the project executive to use the stamen ‘Welcome to Country’ for the inaugural of the cultural awareness program, as the training program aims at generating awareness about the Aboriginal and Torres Strait island history.
QUESTION: Is the suggestion of using a previously developed cultural awareness training program an appropriate method of requirements gathering? Briefly explain your answer.
ANSWER: No, this suggestion is not an appropriate method of requirement gathering as the Muslim cultural awareness-training program is completely different from this project. The designer should research about the local Aboriginal and Torres Strait Island history and design the training program precisely.
QUESTION: What document could be used to track or ‘trace’ requirements throughout the project life cycle?
ANSWER: The project life cycle document, that is to be updated regularly throughout the project implementation. This document should include all the details about the project from its initiation phase and should be available online (Pandey & Pandey, 2012).
QUESTION: What is requirement prioritisation and why would it be important to communicate this process to stakeholders?
ANSWER: Requirement prioritization is a process of determining which requirement of a project should be fulfilled in a certain release. This minimizes the risk of improper scheduling of the project deliverables.
Justification
It is important to communicate the requirement prioritization process to the stakeholders because requirement prioritization aims at managing the importance and urgency of the different requirements of the project (Achimugu et al., 2014).
QUESTION: List the five components of the MoSCoW technique
ANSWER: The components of MoSCoW technique include, Must Have requirements, Should Have requirements, Could Have requirement and Won’t Have requirements of the project.
The project deals with the generation of cultural awareness among the students and staffs of Central Queensland University about the importance of having a good understanding and knowledge of Aboriginal and Torres Strait Island’s culture and language. The project is expected to be live on NAIDOC week 2019 and therefore, all the planning and designing phases of the project are needed to be finalized within 30th March 2018.
The project is broadly divided in three phases, which are, Assessment of the needs of the project, deciding the delivery mode of the project and planning the content of the training (Mirza, Pourzolfaghar & Shahnazari, 2013). The assessment of needs requires proper primary and secondary research about the local Aboriginal culture and languages. Proper documentation of the same is required for designing and planning the project. Both face to face and online mode of imparting the training has been chosen for this project in order to reach a wider mass. The project planning, approval and designing is set to be completed within July 2019, and if successfully implemented, the project is expected to serve its purpose (Kononenko, Fadeyev & Kolisnyk, 2012).
Note: This WBS is not intended to represent the full project scope of the training project.
|
Research |
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|
WBS ID |
1.1.1 |
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Description of work |
Proper research about the history, culture protocol and languages of the local Aboriginal and Torres Strait Island history is performed in this phase. It is necessary for properly designing the training program. |
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Cost Estimate |
$18000 |
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Start and Finish Dates |
Fri 01-06-18 to Thu 02-08-18 |
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Planning and designing |
|
|
WBS ID |
1.1.2 |
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Description of work |
After gathering the contents of the research, the training program is to be planned. This includes proper designing of the speech and planning the mode of delivery of the training (Larson & Gray, 2013). |
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Cost Estimate |
$11800 |
|
Start and Finish Dates |
Fri 03-08-18 to Thu 13-09-18 |
|
Face to Face |
|
|
WBS ID |
1.2.1. |
|
Description of work |
The delivery mode of the training is Face to face. This will help in generating awareness among the campus staffs. This phase deals with planning and designing the process of face to face training (Schwalbe, 2015). |
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Cost Estimate |
$14000 |
|
Start and Finish Dates |
Fri 14-09-18 to Thu 01-11-18 |
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Online |
|
|
WBS ID |
1.2.2 |
|
Description of work |
Apart from face to face interview, online training will also be implemented for reaching a wider audience. This phase deals with planning and designing the process of imparting the online training about the culture of Aboriginal and Torres Strait Island |
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Cost Estimate |
$18000 |
|
Start and Finish Dates |
Fri 02-11-18 to Thu 03-01-19 |
|
History and Culture |
|
|
WBS ID |
1.3.1 |
|
Description of work |
The content of the training includes the history and culture of the Aboriginal and Torres Strait Island. Proper arrangement of the data collected in the research stage and planning its delivery in the program |
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Cost Estimate |
$10800 |
|
Start and Finish Dates |
Fri 04-01-19 to Mon 11-02-19 |
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Languages and Protocols |
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|
WBS ID |
1.3.2 |
|
Description of work |
The content of training should include languages and protocols of Aboriginal and Torres Strait Island. This phase deals with planning the structure and content of the same. |
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Cost Estimate |
$10000 |
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Start and Finish Dates |
Tue 12-02-19 to 29-03-19 |
Research
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Setting up a project team |
A research team is set up, who will be responsible for researching about the culture, language and protocols of local Aboriginal and Torres Strait Island. |
Fri 01-06-18 |
Thu 14-06-18 |
10 |
|
Meeting the local population |
In order to understand the Aboriginal culture, language and protocol, it is essential to gain information from the local population itself |
Fri 15-06-18 |
Thu 26-07-18 |
30 |
|
Documenting the findings |
In order to design the project work effectively, it is important to document all the findings of the research. |
Fri 27-07-18 |
Thu 02-08-18 |
5 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Planning the project schedule |
The entire project is divided into number of phases in order to plan the project according to the time available |
Fri 03-08-18 |
Thu 09-08-18 |
5 |
|
Designing the trailing content (face to face) |
With the data gathered from the research, the content of the training program is designed. |
Fri 10-08-18 |
Tue 28-08-18 |
13 |
|
Designing the trailing content (online) |
Along with face to face training, designing the online training materials is done that will further need sponsors approval |
Wed 29-08-18 |
Thu 13-09-18 |
12 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Finalizing the contents of face to face training |
Choosing an appropriate design for face to face mode of training delivery |
Fri 14-09-18 |
Thu 27-09-18 |
10 |
|
Finalizing the place for face to face training |
The face to face training, needs selection of an appropriate place for making arrangements for the training |
Fri 28-09-18 |
Thu 11-10-18 |
10 |
|
Necessary works for setting up the training structure |
It is important to prepare the place for training program |
Fri 12-10-18 |
Thu 01-11-18 |
15 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Finalizing the contents of Online training |
The online training program should incorporate digitalized contents for easy impart of the training in online platform |
Fri 02-11-18 |
Fri 23-11-18 |
16 |
|
Designing the invites of the online training |
Students and staffs will be sent online invitation for participating in the training program |
Mon 26-11-18 |
Fri 21-12-18 |
20 |
|
Making the list of invites to be send |
The invites are to be sent only to the registered students and staffs and therefore, it is needed to prepare a list of the same |
Mon 24-12-18 |
Thu 03-01-19 |
9 |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
Trainer selection |
It is important to choose a trainer who has a good knowledge about the Aboriginal history and culture |
Fri 04-01-19 |
Thu 24-01-19 |
15 |
|
Approval of the training contents |
The training content associated with history and culture of the Aboriginal and Torres Strait needs approval |
Fri 25-01-19 |
Mon 04-02-19 |
7 |
|
Documentation |
Documentation of the findings |
Tue 05-02-19 |
Mon 11-02-19 |
5 |
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. Setting up a project team |
$4000 |
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2. Meeting the local population |
$12000 |
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3. Documenting the findings |
$2000 |
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Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Planning the project schedule |
$2000 |
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|
2. Designing the trailing content (face to face) |
$5200 |
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3. Designing the trailing content (online) |
$4800 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Finalizing the contents of face to face training |
$4000 |
|||||||||
|
2. Finalizing the place for face to face training |
$4000 |
|||||||||
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3. Necessary works for setting up the training structure |
$6000 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Finalizing the contents of Online training |
$6400 |
|||||||||
|
2. Designing the invites of the online training |
$8000 |
|||||||||
|
3. Making the list of invites to be send |
$3000 |
$600 |
|
Activity/Deliverables |
June |
July |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
|
1. Trainer selection |
$6000 |
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|
2. Approval of the training contents |
$2000 |
$800 |
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3. Documentng the findings |
$2000 |
Indigenous Cultural Awareness Training Project
|
Name |
Description |
Likelihood |
Impact |
Response type |
Mitigation strategy |
|
Risk 1 |
Improper designing of the training materials |
High |
High |
Avoid |
Proper research is done about the local Aboriginal culture |
|
Risk 2 |
Technical difficulties in online training (Vatn, 2013) |
Medium |
High |
Transfer |
A technical expert is to be hired to will make sure that no technical difficulties are faced while imparting the training online |
|
Risk 3 |
The project fails to complete within the scheduled time |
Medium |
High |
Mitigate |
Supervision of regular project progress must be ensured |
|
Risk 4 |
Students and staffs fails to co-operate |
Low |
High |
Mitigate |
Making it compulsory for the staffs and students to attend training program |
|
Opportunity |
The project becomes successful in gaining a good response from the audiences |
Medium |
High |
Exploit |
Designing the training components in such a way to tailor the interest of the students towards the training program |
|
Tolerance |
Specific Tolerance allowed |
|
Tolerance specified for time |
+30 days |
|
Tolerance specified for cost |
+$20000 |
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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. |
The current project will not follow an off the shelf approach and the idea of accessing contents from a previously developed Muslim cultural awareness program has been dropped as well. |
|
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. |
One of the major phases of this project life cycle is deploying a considerable amount of time in researching about the project needs and requirements. This will ensure in developing a correct content for the project, which in turn will ensure project success (Kerzner, 2013). |
The undersigned acknowledge that they have reviewed the Indigenous Cultural Awareness Training Project and agree with the information presented within this document.
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Signature: |
Please insert |
Date: |
Please insert |
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Print Name: |
Please insert |
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Title: |
Board Member |
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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.
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 Institute.
Vatn, J. (2013). Project Risk Analysis. Norwegian University of Science and Technology.
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