Indigenous Cultural Competency Project Plan

The assignment focuses on developing a project plan for improving cultural competency in education within an institution. The plan must include a defined scope, objectives, timeline with start and end dates and tolerances for both time and cost. It also requires identifying previous lessons learned from similar projects and proposing actions to address them. Finally, the project requires approval signatures from relevant stakeholders.

ASSESSMENT TASK 2
PROJECT PLAN

Notes to the Author
[This document is a template. It has been tailored to suit the assessment. All fields within the template should be
completed as per the project scenario provided.
 Blue italicized text provides an explanation of what should be included for each section. Remove all blue text
prior to submission. Where there are two or more options for you to decide between, revert the option you are
keeping to black and remove the other.

1 PROJECT DESCRIPTION (7 MARKS)
1.1 PROJECT DESCRIPTION AND BACKGROUND (2 MARKS)
The School of Engineering and Technology (SET) Indigenisation Committee is interested in a
project where understanding of history, culture, language and protocols with respect to local
Aboriginal and Torres Strait Island can be promoted among students and staff members. Hence,
the aim of the project is to promote the understanding of indigenous perspective and cultural
awareness in the units and curriculum of SET. It can help in development of mutual respect and
understanding among indigenous and non-indigenous students and staff members. Adequate
deliverables require appropriate formation of strategies. To fulfil this requirement, committee
member has suggested to adopt training program on the same topic as it is the best method for
awareness. Adoption of project management techniques can certainly assist in understanding
pros and cons of the project that can have a stronger impact on its success. Hence, it is important
to understand its feasibility in different aspects and based upon it, further actions can be taken by
the management.
1.2 JUSTIFICATION
1.2.1 Output / Outcome / Benefit
Figure: Flow diagram of Prince2 Output, Outcome, Benefits retrieved on 30/06/17
http://prince2.wiki/Business_Case
Output Outcome Benefits
Better cultural awareness
among students and staff
members
Improvised understanding
level of history, culture,
language and protocols with
respect to local Aboriginal
Better cultural environment
and understand among
indigenous and non-
indigenous students and staff

and Torres Strait Island members
2 STAKEHOLDERS (10 MARKS)
2.1 Stakeholder List
Key Stakeholder List (6 MARKS)
Stakeholder Category
(i.e.
Sponsor /
Supplier /
User)
Description of Interest Description of Influence
1 Students User They are the people who
will take training sessions
Dependence of what kind of
deliverables will be
transferred in training
sessions
2 Staff members User They are the people who
will take training sessions
Dependence of what kind of
deliverables will be
transferred in training
sessions
3 Local Aboriginal
and Islander
communities
Suppliers They will supply training
to students and staff
members
High influence as they are
the professionals and
experts in this task.
4 Committee
members
Sponsors They are the organizers of
training and who have
formed aim and objectives
of the project
They are the caretakers of
deliverables in the training
sessions
5 Indigenous group User The facts being discussed
in the training will have
direct impact on this group
of the society
Facts and figures discussed
in the session can direct
impact their well-being in
the college. Hence,

influence is high
6
Non- Indigenous
group
User The facts being discussed
in the training will have
direct impact on their
thinking behaviour.
Influence is low as their role
is indirect I the course of
training.
2.2 Stakeholders Engagement Assessment Matrix (3 marks)
Stakeholders Engagement Assessment Matrix
Stakeholder Unaware Resistant Neutral Supportive Leading
1. Students 
2. Staff
members 
3. Local
Aboriginal
and Islander
communities

4. Committee
members 
5. Indigenous
group 
6. Non-
indigenous
group


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?
The best way to get the judgement from groups or individual is through feedback form and through
group meetings. In order to fulfil this aspect, risk assessment and management activities also play
an important role in delivering the best.
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.
The single stakeholder representing traditional owners of the land is present in the university in the
form of indigenous committee being set up by the university where advance support is provided by
the management to indigenous people. The main of this committee e is to develop long term and
respectful partnership with Aboriginals and Torres Strait Islander people.
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.
Appropriate opening line for the training programme will be “Welcome to country” since, the project
executive does not belong to Aboriginal or Torres Strait Islander descent
3.1.3 Requirements gathering for training package (1 mark)
(The Senior Supplier representing the company engaged to design, produce and implement cultural
awareness training program provides the following information to the project board:
One of their lead designers previously developed a Muslim cultural awareness training program for the local
community. The designer is confident they could access exactly the same training program and modify the
content accordingly to suit the language, customs and protocols - which he can research all online. Using this
desk top research and design would save both time and money, as there would be no need contact anyone
outside the current project team.)
QUESTION: Is the suggestion of using a previously developed cultural awareness training program an
appropriate method of requirements gathering? Briefly explain your answer.
It is not appropriate to use previously developed cultural awareness programme since, adequate changes are

required to be made as per the reactions and statement of employees and students during training sessions.
Gathering requirements is an important activity and hence to be modified as per the ongoing changes being
faced by this community while living in Australia. In that case, survey and interview format will be the
best suited method for gathering data
3.1.4 Requirements traceability (.5 mark)
As multiple campuses will be involved in the project, the project board has requested requirements be
tracked centrally.
QUESTION: What document could be used to track or ‘trace’ requirements throughout the project life
cycle?
Project management report will help in addressing the issues and development of the project.
3.1.5 Requirements prioritization process (1 mark)
The project board are concerned they may have competing requirements from a number of stakeholders. To
manage this they would like to define a requirement prioritisation process that can be shared with all
stakeholders prior to requirements gathering.
QUESTION: What is requirement prioritisation and why would it be important to communicate this process
to stakeholders?
The priority of training program is to deliver accurate and facts and figures to employees and students of the
college. Hence, priority stakeholders will be staff members and students, to whom training session is going
to be delivered. It is important to communicate the training process to the stakeholders for smooth flow of
requirements.
3.1.6 MoSCoW Technique (.5 mark)
The project board wants use the MoSCoW technique to assist with prioritising any requirements that are
gathered for this project.
QUESTION: List the five components of the MoSCoW technique
The five components related to MoSCoW technique are as follows:
Must have: Facts and figures related to indigenous community
Should have: Volunteers to deliver the project
Could have: Interview sessions with islander people
Would have: Cultural and language information
Won’t have: Duration extension

4 SCOPE (10 MARKS)
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
Indigenous
languages and
protocols
Indigenous
history, culture
Group DiscussionPresentationTo know about
Indigenous
languages and
protocols
To know about
Indigenous history
and culture

4.3 WBS DICTIONARY (6 MARKS)
Note: This WBS is not intended to represent the full project scope of the training project.
< Indigenous history and culture >
WBS ID 1
Description of work To know about Indigenous history and culture
Cost Estimate AUD $2000-3000
Start and Finish Dates 8th July 2018 – 9th July 2018
< Indigenous languages and protocols >
WBS ID 2
Description of work To know about Indigenous languages and protocols
Cost Estimate AUD $2000-3000
Start and Finish Dates 10th July 2018 – 11th July 2018
< Presentation >
WBS ID 3
Description of work Delivery Mode- Presentation
Cost Estimate AUD $2000-3000
Start and Finish Dates 12th July 2018 – 13th July 2018
< Group Discussion >
WBS ID 4
Description of work Delivery Mode- Group Discussion
Cost Estimate AUD $2000-3000
Start and Finish Dates 12th July 2018 – 13th July 2018

< Indigenous history and culture >
WBS ID 5
Description of work Training Content - Indigenous history and culture
Cost Estimate AUD $2000-3000
Start and Finish Dates 14th July 2018 – 15th July 2018
< Indigenous languages and protocols >
WBS ID 6
Description of work Training Content - Indigenous languages and protocols
Cost Estimate AUD $2000-3000
Start and Finish Dates 14th July 2018 – 15th July 2018

5 SCHEDULE (5 MARKS)
5.1 SCHEDULE
< Indigenous history and culture >
Activity Description of work Start Date End Date Dura
tion
(days
)
Need Assessment To know about Indigenous history
and culture
8-07-2018 9-07-2018 1
< Indigenous languages and protocols >
Activity Description of work Start Date End Date Dur
atio
n
(day
s)
Need Assessment To know about Indigenous
languages and protocols
10-07-2018 11-07-2018 1
< Presentation >
Activity Description of work Start Date End Date Dur
atio
n
(day
s)
Delivery Mode Deliver information through
presentation method
12-07-2018 13-07-2018 1
< Indigenous history and culture >

Activity Description of work Start Date End Date Dur
atio
n
(day
s)
Training Content Training will be on Indigenous
history and culture
14-07-2018 15-07-2018 1
< Indigenous languages and protocols >
Activity Description of work Start Date End Date Dur
atio
n
(day
s)
Training Content Training will be on Indigenous
languages and protocols
14-07-2018 15-07-2018 1

6 BUDGET (5 MARKS)
QUESTION: What is the hourly AUD $ rate used in your calculations? <$17.70>
<WBS 1 and Indigenous history and culture >
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Need Assessment $424
2.
3.
<WBS 2 and Indigenous languages and protocols >
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Need Assessment $424
2.
3.
<WBS 3 and Presentation >
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Delivery Mode $424
2.
3.

< WBS 5 and Indigenous history and culture >
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Training Content $424
2.
3.
< WBS 6 and Indigenous languages and protocols >
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Training Content $424
2.
3.

7. RISKS (5 MARKS)
Risk Register
Name Description Likeliho
od
Impact Response
type
Mitigation strategy
Human
resource
risk
It might be
possible that
trainer fail to
involve skilled
employees in the
training
programs
medium high Reduce Involvement of persons
need to be done after
analysing their skills
properly.
Technical
risk
Lack of technical
devices or poor
technologies can
impact on quality
of training
program.
Low medium avoid Involvement of advance
technical devices
Financial
risk
Lack of funds
may cause
difficulty in the
training
programs
high high reduce Effective allocation of
financial resources
Time risk If scheduling is
not being done
properly then
training program
will not be
complete on
time.
medium high avoid Proper scheduling
Scope risk If there is poor
designing and
planning them
medium high reduce Scope management and
proper planning and

scope of the
training program
will not be
achieved
scheduling
8. TOLERENCES (1 MARK)
Tolerance Specific Tolerance allowed
Tolerance specified for time 2 day of planned completion (8-15 July)
Tolerance specified for cost 10% of planned budget is tolerances.

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.
Project sponsors and university authorities
should collect necessary information about
cross culture before scheduling the training
program and they have to involved skilled and
experienced people in the planning so that it can
meet with its objectives.
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.
Face to face training program need to be
organised rather than online. This can help in
minimising confusion and making students
aware with cross cultural aspects.
Project Submission Approval
The undersigned acknowledge that they have reviewed the Assessment Task 2 and agree with the
information presented within this document.
Signature: Date:
Print Name:
Title:
Organisation: [Consider who would have the authority to
approve the start of this project?]
REFERENCES