CQU School of Engineering Indigenous Cultural Training Project Plan

This project plan, submitted by Ratna Prasad Kancharla, outlines the implementation of an indigenous cultural awareness training program at Central Queensland University (CQU) by the School of Engineering and Technology (SET) Indigenisation Committee. The project aims to raise cultural awareness among students from diverse backgrounds. The plan details the project's justification, including outputs, outcomes, and benefits, and identifies key stakeholders such as CQU, project coordinators, program organizers, and suppliers. It addresses requirements management, including stakeholder representation, opening statement styles, and requirement gathering methods. The scope of the project is defined through a work breakdown structure (WBS) and WBS dictionary, outlining various activities related to spreading indigenous culture, raising cultural awareness, and promoting cultural unity. The plan also includes a detailed schedule and budget, providing timelines and cost estimations for each activity. The project utilizes techniques like quantitative and qualitative analysis for expert judgment and employs the MoSCoW technique for prioritizing requirements.

INDIGENOUS CULTURAL AWARENESS TRAINING
PROJECT
ASSESSMENT TASK 2
PROJECT PLAN
Student name and student number:
Ratna Prasad Kancharla, 12068870.
Campus: Distance
Tutor: Shane Doyle
Tutorial number: PPMP20008.

1 PROJECT DESCRIPTION (7 MARKS)
1.1 PROJECT DESCRIPTION AND BACKGROUND (2 MARKS)
This project is based on hosting an indigenous cultural training program in the CQU (Central
Queensland University) campus and this project will be undertaken by the School of Engineering
and Technology (SET) Indigenisation Committee. The main objective of this project is to raise
indigenous cultural awareness among the students of the university who are from different
cultural backgrounds.
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
The project needs to be justified by the three courses of actions that will be beneficial for the
organization for a long period of time. The three courses of actions are as follows.
Output – Output is the immediate end product that is to be gained as a result of the execution of
the project (Project Management Institute, 1987). The output generated will ultimately determine
the actual benefits that will be gained from the project.
Outcome – Project outcome defines the achievement gained from the project. In other words,
the outcome of the project is the effect on the organization made by the output.
Benefits – Benefits are the ultimate advantages gained by the organization from the project in
terms of some variables like cost, time and others (Axelos, 2009).
In the following table, the output, outcome and benefits of the project in terms of the
organizational requirements are defined.
Output Outcome Benefits
Raised indigenous cultural
awareness among the
faculties and the students of
the University (Clifford et al.,
2015)
A diverse cultural mix in the
campus, resulting in more
unity among the students and
faculties
More indigenous students are
interesting in joining the
university resulting in the
educational development
among the indigenous people
(Christopher et al., 2014)
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 CQU(Central
Queensland
University)
Sponsor Promotion of the
company resulting in
increase of client base
This stakeholder group will
provide sufficient funding
that is required for cultural
training program
2 Lindy Smith Project
Coordinator
Enhancement of
personal work and job
profile
Lindy will arrange the
project and manage it so
that the project is executed
according to plan
3 SET
Indigenisation
Committee
Program
Organizer
Organize and execute
the project as per the
plan
Will raise cultural
awareness among the
students, development and
promotion of education
among the indigenous
people of Australia (Nasir et
al., 2016)
4 Bambam Tagai Cultural
Faculty of
Indigenous
Origin
Spread and Educate
Torres Strait Indigenous
Culture among the
program participants
Bambam has an indigenous
origin, and he has an in-
depth knowledge regarding
the culture of the
indigenous people of Torres
Strait Islands
5 Ethan Williams Team
Coordinator
Will need to organize the
teams of the participants
for the program
Ethan has sufficient team
management skills and he,
will be able to divide the
teams for the program
6 Education
Supplies Pvt. Ltd.
Supplier Profit from the supply of
the education supplies
required for the training
program
They will supply tools
including projectors,
blackboards, markers,
papers, pens and others
required for the awareness
training program (West et
al., 2014)
2.2 Stakeholders Engagement Assessment Matrix (3 marks)
Stakeholders Engagement Assessment Matrix
Stakeholder Unaware Resistant Neutral Supportive Leading
1. Sponsor 
2. Project
Coordinator

3. Program
Organizer

4. Cultural
Faculty of
Indigenous
Origin


5. Team
Coordinator

6. Supplier 

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?
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.
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 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.
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.
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.

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.
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.
3.1.4 Requirements traceability (.5 mark)
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.
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 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.
3.1.6 MoSCoW Technique (.5 mark)
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

4 SCOPE (10 MARKS)
[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.
4.2 WORK BREAKDOWN STRUCTURE (3 MARKS)
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.
1.0 Indigenous Cultural
Awareness Training
Project
1.3 Training
Content
1.2 Delivery
Mode
1.1 Needs
Assessment
1.3.2 Cultural
unity
1.3.1 Cultural
diversity
1.2.2 Indigenous
culture
acknowledgement
1.2.1 Cultural
awareness
program
1.1.2 Raise
cultural
awareness
1.1.1 Spreading
indigenous
culture

4.3 WBS DICTIONARY (6 MARKS)
Note: This WBS is not intended to represent the full project scope of the training project.
Spreading indigenous culture
WBS ID 1.1.1
Description of work To spread indigenous culture among other native and
foreign students
Cost Estimate $5000
Start and Finish Dates 1/7/2018 – 15/7/2018
Raise cultural awareness
WBS ID 1.1.2
Description of work To raise cultural awareness among the faculties and
students
Cost Estimate $5000
Start and Finish Dates 8/7/2018 – 15/7/2018
Cultural awareness program
WBS ID 1.2.1
Description of work To conduct cultural awareness program
Cost Estimate $8000
Start and Finish Dates 8/7/2018 – 15/7/2018
Indigenous culture acknowledgement
WBS ID 1.2.2
Description of work To acknowledge indigenous culture through the
program
Cost Estimate $4000
Start and Finish Dates 8/7/2018 – 15/7/2018

Cultural diversity
WBS ID 1.3.1
Description of work To let the students and faculties know about cultural
diversity in Australia
Cost Estimate $4000
Start and Finish Dates 8/7/2018 – 15/7/2018
Cultural unity
WBS ID 1.3.2
Description of work To bring cultural unity among the students and
faculties
Cost Estimate $4000
Start and Finish Dates 8/7/2018 – 15/7/2018

5 SCHEDULE (5 MARKS)
5.1 SCHEDULE
Spreading indigenous culture
Activity Description of work Start Date End Date Duration
(days)
1 Prepare program plan 1/7/18 5/7/18 5
2 Invite faculty of indigenous origin 5/7/18 7/7/18 2
3 Introduce him to the program 7/7/18 8/7/18 1
Raise cultural awareness
Activity Description of work Start Date End Date Duration
(days)
1 Divide teams 8/7/18 9/7/18 1
2 Assign study rooms 9/7/18 10/7/18 1
3 Conduct cultural awareness training 11/7/18 11/7/18 5
Cultural awareness program
Activity Description of work Start Date End Date Duration
(days)
1 Divide teams 8/7/18 9/7/18 1
2 Assign study rooms 9/7/18 10/7/18 1
3 Acknowledge indigenous culture
throughout program
11/7/18 11/7/18 5
Cultural diversity
Activity Description of work Start Date End Date Duration
(days)
1 Divide teams 8/7/18 9/7/18 1
2 Assign study rooms 9/7/18 10/7/18 1
3 Teach the advantages of cultural
diversity
11/7/18 11/7/18 5
Cultural unity
Activity Description of work Start Date End Date Duration
(days)
1 Divide teams 8/7/18 9/7/18 1
2 Assign study rooms 9/7/18 10/7/18 1
3 Prepare participants to embrace cultural
unity
11/7/18 11/7/18 5

6 BUDGET (5 MARKS)
QUESTION: What is the hourly AUD $ rate used in your calculations? AUD $ 250
Spreading indigenous culture
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Prepare program plan $3000
2. Invite faculty of
indigenous origin
$3000
3. Introduce him to the
program
-
Raise cultural awareness
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Divide teams $500
2. Assign study rooms $500
3. Conduct cultural
awareness training
$5000
Cultural awareness program
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Divide teams $500
2. Assign study rooms $500
3. Acknowledge
indigenous culture
throughout program
$5000
Cultural diversity
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Divide teams $500
2. Assign study rooms $500
3. Teach the advantages
of cultural diversity
$5000
Cultural unity
Activity/Deliverables June July Aug Sept Oct Nov Dec Jan Feb Mar
1. Divide teams $500
2. Assign study rooms $500
3. Prepare participants
to embrace cultural unity
$5000

7 RISKS (5 MARKS)
Indigenous Cultural Awareness Training Project
Risk Register
Name Description Likelihood Impact Response
type
Mitigation strategy
Risk 1 Lack of interest High Very
High
Internal Raise awareness
regarding the need to
raise cultural awareness
Risk 2 Racism Very High Extreme Internal Strictly punish racist
participants in the
program
Risk 3 Lack of cultural
knowledge
Medium Medium Internal Appoint the one who
has in-depth cultural
knowledge
Risk 4 Resistance from
indigenous
people
Very High High External Acknowledge
indigenous culture
Opportunit
y
Lack of cultural
unity
High Medium Internal Teach the importance of
cultural unity
8 TOLERENCES (1 MARK)
Tolerance Specific Tolerance allowed
Tolerance specified for time 7 Days
Tolerance specified for cost AUD $ 1000

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.
Install information system in the
organization with high speed internet
connection
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.
Invite people from various indigenous
cultural backgrounds having in-depth
cultural knowledge
Project Submission Approval
The undersigned acknowledge that they have reviewed the Indigenous Cultural Awareness
Training Project and agree with the information presented within this document.
Signature: Ratna Prasad Kancharla Date: 12/01/2018
Print Name: RATNA PRASAD KANCHARLA
Title: Project Manager - Indigenous Cultural
Awareness Training
Organisation: Central Queensland University (CQU)

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