Stakeholders and Communication Plan
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1 Project Description 1.1 Project Description and Background The paper mainly reflects on the (SET) indigenous committee for providing proper opportunities for cultural as well as respectful cooperation and engagement with the people of Aboriginal and Torres strait Islander. The program of cultural engagement as well as collaboration is undertaken by SET indigenous committee in order improve knowledge of the CQU student and for raising awareness as well as understanding among both the staffs as well as students in context to indigenous culture as well as perspectives. The project mainly focuses on hosting the program of cultural collaboration as well as engagement for the staffs and students of CQU university for promoting awareness about the indigenous culture as well as for understanding the value of indigenous culture, languages as well as history of indigenous people. The SET indigenous committee is mainly engaged for hosting the program so that students as well as staffs of the university can able to understand the significance of the culture. The main objective of the project is to promote the significance of indigenous culture among the students who generally belong to other cultural background. 1.2 Justification
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2.1 Key Stakeholder List
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Stakeholder |
Category (i.e. Sponsor / Supplier / User) |
Description of Interest |
Description of Influence |
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1 |
ALB business consultancy |
Sponsor |
The ALB business consultancy is the sponsor of the project who mainly engages in raising cultural consciousness within the students as well as employees of the university (CliffordMcCalman, Bainbridge & Tsey, 2015, p. 90). |
Appropriate amount of fund is provided by the sponsor so that the training program can be arranged successfully and can be able to accomplish the project objectives. |
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2 |
Bambam Tagai |
Cultural faculty |
The cultural faculty is engaged with the project so that they can be able to provide proper understanding as well as knowledge to the students as well as staffs of the university so that they can be capable of knowing about the culture, history and languages of indigenous culture |
Both the students and university staffs get interested in the program and as a result they become eager to know about the history, languages as well as culture of the indigenous people (Bresnen, 2016, p. 328). |
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3 |
Lindy Tagai |
Team co-ordinator |
The team co-ordinator generally creates team for the participants who will get engaged within the project. |
The team co-ordinator must have proper understanding as well as knowledge about the culture of the indigenous people that they can be able to promote the program by reflecting its importance before the participants so that more people become curious for involving within the project. |
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4 |
Ethan Watson |
Program organizer |
The program manager is mainly responsible of executing the indigenous program successfully so that it will be executed within the expected budget and time (Ridani et al., 2015, p.111). |
The cultural awareness is generally raised among the staffs as well as employees in order to promote education in context to indigenous culture |
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5 |
SET indigenous committee |
Project co-ordinator |
The project coordinator who mainly engages in coordinating the entire indigenous project plays an important role in finishing the project within the expected deadline. |
Proper co-ordination within the project assists participants to successfully involve within the project for acquiring knowledge about the culture of indigenous people (Rose, 2013, p. 43) |
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6 |
Education suppliers Pvt. Ltd |
Suppliers |
The suppliers are the person who generally supplies all the raw materials as well as other needed resources that are required for finishing the project within the expected budget and time (Svejvig & Andersen, 2015, p.279). |
They suppliers generally provides all the necessary resources that are generally needed including blackboards, papers and more so that the program can be hoisted in time. |
2.2 Stakeholders Engagement Assessment Matrix (3 marks)
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Stakeholder |
Unaware |
Resistant |
Neutral |
Supportive |
Leading |
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1. Team coordinator |
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2. Sponsor |
ü |
ü |
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3. Project coordinator |
ü |
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4.Program organizer |
ü |
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5.Supplier |
ü |
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6. Cultural faculty |
ü |
2.3 Stakeholder Communication (1 mark)
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Communication method |
PULL or PUSH |
Justification |
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Meeting |
PULL |
The meeting is arranged to discuss about the methods that are helpful in enhancing the number of participants within the project. |
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Video conference |
PUSH |
The project manager motivates the project team members to work effectively for making the program successful. |
|
|
PUSH |
The team members are ordered to execute the project within the expected deadline. |
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Presentation |
PULL |
The benefits as well as important of indigenous program is discussed with the staffs of the CQU university for making them involved within the project. |
(5 marks)
Describe which approach is most appropriate and provide a brief explanation justifying your answer.
It is not proper to have one single project stakeholder who will generally takes the entire responsibility of reflecting various lands of the traditional owners on which the campuses of the college is present. This is generally die to the fact that it is not possible for one single person to takes the entre responsibility of all the campuses successfully at one single time. Therefore, the project stakeholders must be presented as the project land owners so that each of the individual can be able to analyze or determine the conditions associated with the campus appropriately. Proper time must be spent on collection of data as well as information and if an individual does not spent proper time then it can analyzed that the procedure of data collection is not done in an appropriate way (Walker, Schultz & Sonn, 2014, p. 196). Hence, one stakeholder must be selected for one specific campus of the CQ University.
State which of the two opening statement styles ‘Welcome to Country’ or ‘Acknowledgement of Country’ is appropriate for the campus leaders to use and provide a brief explanation justifying your answer.
It is identified that “acknowledgement of country” is considered appropriate for the leaders of the campus for utilizing as the opening statement of the program. However, the opening style by mentioning welcome to country is not appropriate for the foreigners who came for studying in the CQU university and this is because those people only wants to acknowledge by the names of their country.
State whether the suggestion of using the previous event program and desktop research for the NAIDOC week events is an appropriate method of requirements gathering? Briefly explain your answer.
It is identified that is not suitable method of requirement collecting because both the project are different in context to the requirements as well as needs. Therefore, it is very much needed to analyze the requirements of the project effectively and utilizes it for arranging that event. It is necessary for the designer to change the idea of the event as per the project needs because if same activities are utilized for both projects then there are chances of problem creation (Nasir et al., 2016, p.357)
Approach to Representing Traditional Owners
What document is used to track or ‘trace’ requirements throughout the project life cycle?
Central resource log database is useful in the cloud platform in order to trace the project requirements within the entire project lifecycle. It is found that one the project related resources are used, project site manager generally enters the server in order to update the database that is cloud based (Truong, Paradies & Priest, 2014, p. 99)
. List the four components of the MoSCoW technique
The four different components of the MoSCoW techniques are as follows:
- Must have
- Could have
- Would have
- oS for making pronunciation easy
- Should have
Figure 1: WBS
(Created by Author)
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Involving students and staffs of CQU |
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WBS ID |
1.1.1 |
|
Description of work |
Involving students and staffs of CQU to hoist the program on indigenous culture |
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Cost Estimate |
$1680.00 |
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Start and Finish Dates |
Start- 19-04-18 Finish 23-04-18 |
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Arrangement for the program |
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WBS ID |
1.1.2 |
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Description of work |
Arranging the program of indigenous culture for promoting cultural awareness among the students of CQU university |
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Cost Estimate |
$4880.00 |
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Start and Finish Dates |
Start: 30-04-18 Finish 02-05-2018 |
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Indigenous cultural program |
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WBS ID |
1.2.1 |
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Description of work |
Indigenous cultural program is undertake n for raising awareness among the people. |
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Cost Estimate |
$4920.00 |
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Start and Finish Dates |
Start:10-5-18 Finish- 21-05-18 |
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Creating content for cultural awareness |
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|
WBS ID |
1.2.2 |
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Description of work |
The program is undertaken for raising cultural awareness |
|
Cost Estimate |
$4960 |
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Start and Finish Dates |
Start:22-05-2018 Finish: 30-05-2018 |
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Training |
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WBS ID |
1.3.1 |
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Description of work |
Training is arranged proper providing proper knowledge |
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Cost Estimate |
$5520 |
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Start and Finish Dates |
Start-31-05-18 Finish-11-06-18 |
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Developing knowledge on indigenous culture |
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WBS ID |
1.3.2 |
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Description of work |
Providing proper education and knowledge to the staffs and students of CQU university |
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Cost Estimate |
$9920.00 |
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Start and Finish Dates |
Start:12-06-18 Finish: 27-06-18 |
Involving students and staffs of CQU
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Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
1.1.1 |
Gathering information about indigenous culture |
Thu 19-04-18 |
Thu 19-04-18 |
3 days |
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1.1.2 |
Announcing about the indigenous program |
Tue 24-04-18 |
Tue 24-04-18 |
2 days |
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1.1.3 |
Insisting students and staffs to join the program |
Thu 26-04-18 |
Thu 26-04-18 |
2 days |
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Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
1.2.1 |
Developing program |
Fri 27-04-18 |
Tue 01-05-18 |
3 days |
|
1.2.2 |
Identifying methods for raising cultural awareness |
Wed 02-05-18 |
Thu 03-05-18 |
2 days |
|
1.2.3 |
Conducting cultural awareness program |
Fri 04-05-18 |
Tue 08-05-18 |
3 days |
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Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
2.1.1 |
Developing groups |
Thu 10-05-18 |
Fri 11-05-18 |
2 days |
|
2.1.2 |
Providing proper details about the program |
Mon 14-05-18 |
Wed 16-05-18 |
3 days |
|
2.1.3 |
Reflecting importance of cultural content |
Thu 17-05-18 |
Mon 21-05-18 |
3 days |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
2.2.1 |
Dividing people into teams |
Tue 22-05-18 |
Wed 23-05-18 |
2 days |
|
2.2.2 |
Utilizing different methods for communication |
Thu 24-05-18 |
Mon 28-05-18 |
3 days |
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2.2.3 |
Updating information about cultural diversity |
Tue 29-05-18 |
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Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
3.1.1 |
Developing groups |
Thu 31-05-18 |
Thu 31-05-18 |
1 day |
|
3.1.2 |
Giving appropriate study materials |
Fri 01-06-18 |
Wed 06-06-18 |
4 days |
|
3.1.3 |
Arranging seminars |
Thu 07-06-18 |
Mon 11-06-18 |
3 days |
|
Activity |
Description of work |
Start Date |
End Date |
Duration (days) |
|
3.2.1 |
Creating teams |
Tue 12-06-18 |
Wed 13-06-18 |
2 days |
|
3.2.2 |
Assigning study rooms |
Thu 14-06-18 |
Wed 20-06-18 |
5 days |
|
3.2.3 |
Providing details about indigenous culture |
Thu 21-06-18 |
Wed 27-06-18 |
5 days |
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Weeks |
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WBS id |
Activity name |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
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1.1.1 |
Gathering information about indigenous culture |
$720 |
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1.1.2 |
Announcing about the indigenous program |
$480 |
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1.1.3 |
Insisting students and staffs to join the program |
$480 |
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1.2.1 |
Developing program |
$1320 |
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1.2.2 |
Identifying methods for raising cultural awareness |
$1280 |
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1.2.3 |
Conducting cultural awareness program |
$2280 |
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2.1.1 |
Developing groups |
$1440 |
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2.1.2 |
Providing proper details about the program |
$2040 |
|||||||||
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2.1.3 |
Reflecting importance of cultural content |
$1440 |
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|
2.2.1 |
Dividing people into teams |
$1520 |
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2.2.2 |
Utilizing different methods for communication |
$2160 |
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2.2.3 |
Updating information about cultural diversity |
$1280 |
|||||||||
|
3.1.1 |
Developing groups |
$480 |
|||||||||
|
3.1.2 |
Giving appropriate study materials |
$2880 |
|||||||||
|
3.1.3 |
Arranging seminars |
$2160 |
|||||||||
|
3.2.1 |
Creating teams |
$1520 |
|||||||||
|
3.2.2 |
Assigning study rooms |
$3600 |
|||||||||
|
3.2.3 |
Providing details about indigenous culture |
$4800 |
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Total weekly cost |
$1200 |
$1800 |
$3560 |
$3480 |
$2960 |
$3440 |
$3360 |
$3680 |
$3600 |
$4800 |
|
|
Cumulative cost |
$1200 |
$3000 |
$6560 |
$10040 |
$13000 |
$16440 |
$19800 |
$23480 |
$27,080 |
$31,880 |
Risk Register
|
Name |
Description |
Likelihood |
Impact |
Response type |
Mitigation strategy |
|
Threat |
Lack of appropriate knowledge |
High |
High |
Mitigate |
For mitigating this issue, it is quite essential to reflect the significance of indigenous culture among the students as well as employees of the CQU university so that their level of interest in the program grows. |
|
Threat |
Racism |
Medium |
Medium |
Avoid |
This type of risk can be avoided by implementing proper rules and regulations. |
|
Opportunity |
Difficulty in tracking project weekly |
High |
high |
resolve |
Weekly tracking of project helps in keeping proper track on the project and thus helps the project managers to sure that the entire project will be finished within the expected deadline. |
|
Tolerance |
Specific Tolerance allowed |
|
Tolerance specified for time |
50 days |
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Tolerance specified for cost |
$31,880 |
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Previous lessons learned |
Proposed activity to address (in current project) |
Work package which activity will be added |
|
Lesson Previously there have been problems with attendance of students and staff at campus events. Attendance was low when students and staff perceived that the event did not relate to them or they had little interest in the event theme. |
The program was arranged in a different way so that the staffs as well as students of the university will generate interest in the project get involved within it. The presentation for the program was done on projector by reflecting the necessary audio as well as images. This technique is useful and assists student to involve within the project. |
The activities that are added include: Ø Developing groups Ø Giving appropriate study materials Ø Arranging seminars |
The undersigned acknowledge that they have reviewed the <Project Name> Assessment Task 2 and agree with the information presented within this document.
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Signature: |
< Please Fill> |
Date: |
< Please Fill> |
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Print Name: |
< Please Fill> |
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Title: |
< Please Fill> |
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Organisation: |
[Consider who would have the authority to approve the start of this project?] |
References
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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.
Cicmil, S., Cooke-Davies, T., Crawford, L., & Richardson, K. (2017, April). Exploring the complexity of projects: Implications of complexity theory for project management practice. Project Management Institute.
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.
Fleming, Q. W., & Koppelman, J. M. (2016, December). Earned value project management. Project Management Institute.
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.
Leach, L. P. (2014). Critical chain project management. Artech House.
Lock, M. D. (2014). The essentials of project management. Ashgate Publishing, Ltd..
Lowe, S. C. (2015). Teaching indigenous students: Cultural awareness and classroom strategies for improving learning outcomes [Book Review]. Australian Aboriginal Studies, (2), 79.
Mir, F. A., & Pinnington, A. H. (2014). Exploring the value of project management: linking project management performance and project success. International journal of project management, 32(2), 202-217.
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.
Ridani, R., Shand, F. L., Christensen, H., McKay, K., Tighe, J., Burns, J., & Hunter, E. (2015). Suicide prevention in Australian Aboriginal communities: a review of past and present programs. Suicide and life-threatening behavior, 45(1), 111-140.
Riol, H., & Thuillier, D. (2015). Project management for academic research projects: balancing structure and flexibility. International Journal of Project Organisation and Management, 7(3), 251-269.
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.
Snyder, C. S. (2014). A Guide to the Project Management Body of Knowledge: PMBOK (®) Guide. Project Management Institute.
Svejvig, P., & 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), 278-290.
Todorovi?, M. L., Petrovi?, D. ?., Mihi?, M. M., Obradovi?, V. L., & Bushuyev, S. D. (2015). Project success analysis framework: A knowledge-based approach in project management. International Journal of Project Management, 33(4), 772-783.
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.
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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.
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