Indigenous Cultural Awareness Training Project

This assessment task focuses on designing a custom Indigenous Cultural Awareness Training package for a university project. It emphasizes avoiding generic packages and underscores the importance of research and innovation in tailoring the training to the specific needs of various indigenous groups across different geographical locations. The document details lessons learned from a previous attempt using a generic package, emphasizing its failure to address cultural nuances. It concludes with a section for project approval signatures.

INDIGENOUS CULTURAL AWARENESS TRAINING
PROJECT
ASSESSMENT TASK 2
PROJECT PLAN
Student name and student number:
Please Insert
Campus: Please Insert
Tutor: Please Insert
Tutorial number: Please Insert

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
Output Outcome Benefits
Training program targeting the
staffs and students of CQ
University in generating
awareness about the history
and culture of the local
Aboriginal and Torres Strait
Island
The training program becomes
successful in generating
awareness and increasing the
knowledge of the students and
staffs about the local Aboriginal
and Torres Strait Islander history
and culture
The training program leaves a
positive influence on the
masses. Successful
implementation of the same can
act as a positive example for
other organizations in
undertaking such projects.
2 STAKEHOLDERS (10 MARKS)
2.1 Stakeholder List
Key Stakeholder List (6 MARKS)
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
Supplier Has a high interest in the
project as the project
deals with generating
Has a low influence in the
project, as the community is
responsible for providing

Islander
community
awareness among the
students about the local
Aboriginal and Torres
Strait Islander history.
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 (3 marks)
Stakeholders Engagement Assessment Matrix
Stakeholder Unaware Resistant Neutral Supportive Leading
1. CQ
University

2. NAIDOC 
3. Member of
local Aboriginal
and Torres
Strait Islander
community

4. Students and
Staffs

5. SET
committee

6. Project team 
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-
1. 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.
2. 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.
3 REQUIREMENTS MANAGEMENT (5 MARKS)
3.1.1 Traditional Owner/s of the land on which CQ University campuses are located (1
mark).
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.
3.1.2 Opening statement style (1 mark)
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.
3.1.3 Requirements gathering for training package (1 mark)
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.
3.1.4 Requirements traceability (.5 mark)
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).
3.1.5 Requirements prioritization process (1 mark)
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.
3.1.6 MoSCoW Technique (.5 mark)
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.

4 SCOPE (10 MARKS)
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.
4.2 WORK BREAKDOWN STRUCTURE (3 MARKS)
Note: This WBS is not intended to represent the full project scope of the training project.
1.0 Indigenous Cultural
Awareness Training
Project
1.3 Training
Content
1.2 Delivery
Mode
1.1 Needs
Assessment
1.3.2. Selection
and finalizing the
content: language
and protocol
1.3.1. Selection
and finalizing the
content: culture
and History
1.2.2. Online
Training-
1.2.1. Offline
Training-
requirements
gathering
1.1.2. Online and
offline research-
meeting the local
people
1.1.1.
Identification
of Project
requirements

4.3 WBS DICTIONARY (6 MARKS)
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

5 SCHEDULE (5 MARKS)
5.1 SCHEDULE
Identification of Project requirements
Activity Description of work Start Date End Date Duratio
n
(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
Online and offline research- meeting the local people
Activity Description of work Start Date End Date Duratio
n
(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
Offline Training-Requirements gathering
Activity Description of work Start Date End Date Duratio
n
(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
Online Training-Preparation
Activity Description of work Start Date End Date Duratio
n
(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
Selection and finalizing the content: Culture and History
Activity Description of work Start Date End Date Duratio
n
(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

6 BUDGET (5 MARKS)
QUESTION: What is the hourly AUD $ rate used in your calculations? $25
1.1.1. Identification of Project requirements
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
1.1.2. Online and offline research- meeting the local people
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
1.2.1. Offline Training-requirements gathering
Activity/
Deliverables
Jun
e
Jul
y
Aug Sept Oct Nov D
ec
Ja
n
Fe
b
Ma
r
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

1.2.2. Online Training-Preparation
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
1.3.1. Selection and finalizing the content: culture and History
Activity/
Deliverables
Jun
e
Jul
y
Au
g
Sep
t
Oc
t
No
v
Dec Jan Feb Ma
r
1. Content
selection
$3,00
0
$5,00
0
2. Template design $5,00
0
$5,00
0
3. Sharing the
documents with
stakeholders
$1,60
0

7 RISKS (5 MARKS)
Indigenous Cultural Awareness Training Project
Risk Register
Name Description Likelihoo
d
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.
8 TOLERENCES (1 MARK)
Tolerance Specific Tolerance allowed
Tolerance specified for time +15days
Tolerance specified for cost +$20000

9 LESSONS (2 MARKS)
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.
Project Submission Approval
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 Institute.
Vatn, J. (2013). Project Risk Analysis. Norwegian University of Science and Technology.