Developing A Project Plan For Stakeholder Analysis And Duty Allocation

Obtaining expert judgement

QUESTION: Briefly explain at least two different methods or techniques to obtain this expert judgement from groups and/or individuals?

In order to obtain expert judgement from groups and individuals regarding stakeholder analysis and duty allocation, two different techniques are applicable. These are as follows:

Quantitative Technique – This technique is used to analyse whether the stakeholder is able to perform the amount of duties assigned to him efficiently within the schedule time given (Lowe, 2015). Furthermore, it can be used to analyse the performance of the stakeholder according to the workload assigned to him.

Qualitative Technique – This technique is used to analyse the performance of stakeholders in terms of quality of output provided as a part of duty in the project.

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 representing the Traditional Owners of the land mainly because one person cannot solely represent various campuses at a time. This is because the chosen key stakeholder can evaluate and represent of one particular campus at a time only (Truong, Paradies & Priest, 2014). If they are to represent all the lands, they will have to analyse the conditions of all campuses using data from other sources, therefore they will not have accurate data and information. It is preferable to choose one stakeholder from each one of the campus so that they represent only one land ownership only.

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.

Acknowledgement of Country will be more appropriate for the opening statement of the program to show awareness and respect for Aboriginal or Torres strait islander owners to land where the training program is being held and recognising the continuing connection of Aboriginal & Torres strait islander peoples to their country (Walker, Schultz & Sonn, 2014). This is because “welcome to country” is a more appropriate for the foreigners and not the indigenous people who only prefer acknowledgement of their existence in the country.

QUESTION: Is the suggestion of using a previously developed cultural awareness training program an appropriate method of requirements gathering? Briefly explain your answer.

Using a previously developed cultural awareness training program for the new program is not a very good idea (Smylie et al., 2016). The previous model can only be used as a template for new one. However, the contents of the two programs are entirely different and each detail must be changed that is not possible by mere searching the internet.

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

QUESTION: What document could be used to track or ‘trace’ requirements throughout the project life cycle?

A central resource log database can used and uses the cloud platform (Rose, 2013). Once initial resources are utilized, the site manager will enter the same in the server and it will automatically update the central resource log set up in the central cloud system.

QUESTION: What is requirement prioritisation and why would it be important to communicate this process to stakeholders?

Requirement prioritisation is the process by which resources are provided to the stakeholder based on the priority of their duty in the project (Jeffery et al., 2014). Hence, if competing requirements arise, a priority plan should be created where the tasks will be arranged in terms of priority. Resources will then be provided to the task with the highest priority first.

QUESTION: List the five components of the MoSCoW technique

The five components of MoSCoW are as follows.

1. M= Must have
2. S= Should have
3. C= Could have
4. W= Would have
5. o= are used for easing the pronunciation

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

The scope of this project includes the following.

• Implementation of a cultural training program for indigenous cultural awareness among the students is within the scope of this project.
• Using the training for raising cultural awareness among national and international students is within the scope of the project.
• National acknowledgement of indigenous culture from this program is within the scope of the project.
• Analysing cultural diversity of the country is within the scope of the project.
• Promoting cultural unity within the college campus is within the scope of the project.

The WBS must comprise 3 levels and 6 work packages (see diagram below. Please note: The third level comprises work packages. You need to insert a name in each of these work packages.

Note: This WBS is not intended to represent the full project scope of the training project.

Note:

Spreading indigenous culture

QUESTION: What is the hourly AUD $ rate used in your calculations? AUD $ 250

Indigenous Cultural Awareness Training Project

The undersigned acknowledge that they have reviewed the Indigenous Cultural Awareness Training Project and agree with the information presented within this document.

References

Axelos (2009). Managing Successful Projects with PRINCE2® 2009 Edition. Axelos Global Best Practice, 100-120.

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

Clifford, A., McCalman, J., Bainbridge, R., & Tsey, K. (2015). Interventions to improve cultural competency in health care for Indigenous peoples of Australia, New Zealand, Canada and the USA: a systematic review. International Journal for Quality in Health Care, 27(2), 89-98.

Jeffery, C. A., Mitchell, M. L., Henderson, A., Lenthall, S., Knight, S., Glover, P., … & Groves, M. (2014). The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting. Rural and remote health, 14(3), 2469-1.

Lowe, S. C. (2015). Teaching indigenous students: Cultural awareness and classroom strategies for improving learning outcomes [Book Review]. Australian Aboriginal Studies, (2), 79.

Nasir, B. F., Black, E., Ranmuthugala, G., Nicholson, G. C., Hides, L., Toombs, M., … & Kisely, S. (2016). The need for a culturally-tailored gatekeeper training intervention program in preventing suicide among Indigenous peoples: a systematic review. BMC psychiatry, 16(1), 357.

Project Management Institute. (1987). Project Management Body of Knowledge (PMBOK). Project Management Institute.

Rose, K. H. (2013). A Guide to the Project Management Body of Knowledge (PMBOK® Guide)—Fifth Edition. Project management journal, 44(3).

Smylie, J., Kirst, M., McShane, K., Firestone, M., Wolfe, S., & O’Campo, P. (2016). Understanding the role of Indigenous community participation in Indigenous prenatal and infant-toddler health promotion programs in Canada: A realist review. Social Science & Medicine, 150, 128-143.

Truong, M., Paradies, Y., & Priest, N. (2014). Interventions to improve cultural competency in healthcare: a systematic review of reviews. BMC health services research, 14(1), 99.

Walker, R., Schultz, C., & Sonn, C. (2014). Cultural competence–Transforming policy, services, programs and practice. Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, 195-220.

West, R., Usher, K., Foster, K., & Stewart, L. (2014). Academic staff perceptions of factors underlying program completion by Australian Indigenous nursing students. The Qualitative Report, 19(12), 1.

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