ITC505 ICT Project Management Charter: TAHS System Development

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ITC505 - ICT PROJECT
MANAGEMENT - CHARTER
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Contents
Part one: Measurable Organization Value......................................................................................2
Area of impact.............................................................................................................................2
Value............................................................................................................................................2
Target metric................................................................................................................................3
Stakeholder expectations.............................................................................................................3
Quantitative Targets:...................................................................................................................4
Timeframe....................................................................................................................................4
MOV Summary...........................................................................................................................5
Part two: Project Scope....................................................................................................................6
Scope of project...........................................................................................................................6
List of resources...........................................................................................................................7
Facilities.......................................................................................................................................8
Other............................................................................................................................................8
Part three: Work Breakdown Structure............................................................................................9
Project budget, schedule, milestone, activities and time.............................................................9
Gantt Chart.................................................................................................................................11
Part 4: Risk Management plan.......................................................................................................12
Assumptions made:....................................................................................................................12
Risk:...........................................................................................................................................12
Risk evaluation:.........................................................................................................................13
Risk Assignment:.......................................................................................................................16
Part 5: Quality Management Plan..................................................................................................17
Team objective for Quality management..................................................................................17
Validation Activities..................................................................................................................17
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Verification Activities...............................................................................................................18
Part 6: Closure and evaluation.......................................................................................................19
Annotated bibliography.............................................................................................................19
Checklist....................................................................................................................................20
Project evaluation......................................................................................................................20
References......................................................................................................................................21
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Figure 1: MOV timeframe...............................................................................................................5
Figure 2: WBS...............................................................................................................................10
Figure 4: Gantt Chart....................................................................................................................12
Table 1: Impact area table................................................................................................................3
Table 2: Stakeholder expectations table..........................................................................................4
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Part one: Measurable Organization Value
Area of impact
The area of impact of the project that will be developed by the Virtucon project development
team under the contract and collaboration with the Globex, i.e., TAHS will be seen and
categorized in the five categories: Social, customer, financial, operational and strategy (Esteves,
Franks, & Vanclay, 2012). The table mentioned below has the impact areas of the TAHS in the
decreasing order of impact, the first one in the 1st column has the highest impact and the last one
in the 1st column has the least impact:
Table 1: Impact area table
Impact Area Description
Social The main impact of the developed project of the TAHS will
be social. this is due to the present working and mission of
the Globex, which is to help the farmers and the related
people in increasing their productivity.
Customer The project TAHS will have a great impact on the
customers, in the present scenario the customers are the
schools and the manufacturer of the farming equipment. The
schools will be able to provide training to a student in the
field of farming and manufacturer will be able to get people
to work with.
Operational The impact of the TAHS will be also due to the operational
methods. Three different modules will be created for the
three different customers or user types i.e., the school,
equipment manufacturer and the Globex.
Financial The TAHS will the project that will be made to help in
increasing the overall productivity. The project or the TAHS
system will be not too costly and therefore will be
affordable by the maximum number of the schools and
farming equipment manufacturer.
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Strategy The strategy of development will play an important role in
the solid impact of the TAHS, as the strategy will determine
how the system will be used, developed, supplied and used
to generate maximum benefit.
Value
 Do More: the TAHS system has the faster value as it is allowing the project customers in
growing up regularly. This can be understood as the TAHS system will help the schools
to understand the student needs and interest in the field of the farming and equipment
manufacturing. This will help the students to grow as they will now be able to learn
according to their interest and the organizations to provide training and hire skilled
individuals (Anjaneyulu, & Manickam, 2011).
 Cheaper: the TAHS system is only preferable to the customer i.e., the schools and the
manufacturing companies in the case the system is cheap or affordable in cost. The cost
of the system is an important factor to consider while development as the concerned
client side, the Globex wants the project to be low in the price.
Target metric
The following are targets that have to be achieved by the TAHS project:
 To provide the right training, work experience and employment opportunity to the high
school students in the field of farming.
 To make the farming related training more productive, profitable and efficient.
 To make the whole system of training and hiring easy and effortless.
 To help Globex in achieving its mission of helping farmers and farming in increasing the
overall productivity (Moldan, Janoušková, & Hák, 2012).
Stakeholder expectations
the following is the list of the stakeholders and along with their name is the expectations of the
stakeholders from the TAHS project development and implementation goal:
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Table 2: Stakeholder expectations table
S. No Stakeholder Expectation from TAHS
1) Project analyst The main expectation of the project analyst is to have
the response from the project manager and the
Virtucon authorities.
2) Project manager The project manager is the head of the development
team and he expects the project authority’s response
i.e. response from Virtucon and Globex and also
support from the development team.
3) Globex cooperation Globex expects the TAHS developed to implement the
complete requirement list and create the project that
can help them achieve their goal of enhancing farming
efficiency.
4) Virtucon
consultancy
The Virtucon and Globex are the old working team and
the Virtucon expects its development team to respond
according to the guidelines of the Globex and the
expects Globex to work transparently.
5) Developer The developer expects the feasible project design from
the project designer and expects the Virtucon
authorities to be responsive and supportive as needed.
6) Project designer The project designer is one of the important aspects of
the project development and the main expectation of
the designer is from the project analyst and project
manager to provide the full information of the TAHS
development requirement list.
7) Sponsors of the
project
The sponsors of the project expect the project to be
beneficial in both the financial and social terms. The
project should return the invested amount and also
should complete the mission of building the social
image.
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8) Testing manager The testing manager expects the system to be fully
developed and the project manager and analyst to
provide the full details of the project requirements.
9) Clients The client of the TAHS project i.e. the high schools
and the equipment manufacturer expects the developed
system to be easy to use and affordable.
Quantitative Targets:
 The total number of the high schools using the TAHS should the 2 times from the initial
users in the time of 1 year.
 There will be a total of 10,000 students connected to the TAHS program at the end of the
year.
 The project should not cost more than AUS $15,000.
 The invested money should be generated back in 1 year.
 The profit should be 25% of the invested capital.
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Timeframe
Figure 1: MOV timeframe
MOV Summary
The Training and Apprenticeship program for High School students (TAHS) was analyzed and it
was found that this project will have the impact area in the series of Social, Customer,
Operational, Financial and Strategy. The value factors: Do more and Cheaper were discussed for
the TAHS and it was found that both growth and cost are important for this project. The
stakeholder had many expectations and they were all related to gaining support and information
when needed. The quantitative targets described that TAHS is going to be very profitable for
Globex. The time frame concluded that the project was according to and on time (Zwikael, &
Smyrk, 2011).
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Part two: Project Scope
The scope of the project
The scope of the project is a complete process of the planning of the project work which includes
the complete process of the finding and documenting the list of the project deliverables, features,
goals, functions, deadlines, and cost. This is basically the list of what has to be done in order to
complete a project.
Project goal: Globex is the company that works in the field of helping the farmers in the country
in the process of increasing the overall productivity and efficiency of the farming process. The
company always works towards serving the social community, and in the process of serving the
community, the company has decided to start a training program known by the name of TAHS,
i.e., Training and Apprenticeship program for High School students. This project will be
developed in order to provide better work opportunity to the high school students by providing
them employment opportunities and work experience in the farm equipment manufacturing part
of Globex (Kononenko, Fadeyev, & Kolisnyk, 2012).
The project will be developed for three types of users as:
 High school: in this part of the TAHS the company will invite the schools for their interest in
farming and related activities. The student Information like the name of the student, year of
school, residential areas, skills, preference of schedule and working sector will be collected
using this module of the TAHS for high school.
 Farming manufacturer part: the information like the need of staff, work locations, skills
needed and the capacity will be collected using this part of the TAHS module.
 Globex part: the Globex representative will collect the information from the high schools
and the farming equipment manufacturer and will use the information to match and produce
relevant data (Wang, & Ko, 2012).
In scope items
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Out scope items
# Item Name
1 Detail entry forms
2 Consent forms
3 Individual user
access
The features of this TAHS will be as following:
 Availability of module for desired user type.
 Easy to use the approach
 Simple functionality
 Connectivity will be both offline and online
 Accessible to the respective authority through the use of the internet and offline services
(Turner, 2016).
Deliverables:
 Integrated project modules
 Specialized modules
 Tested project
 Risk prevention and management plan
 Business plan
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# Item Name
1 Laptop
2 Computers
3 DBMS
4 Internet
connection
5 Printers

 Financial plan
 Documents
 User manuals
 Work breakdown structure
List of resources
Human resources
S. No Stakeholder Work description
1) Project analyst The project analyst has the work to work on all the
analysis and decision parts. The analysis of the
requirement and the finding of the solution & the ways in
which it can be implemented will be analyzed by the
project analyst.
2) Project manager The work of the project manager is to manage and lead the
team that is working on the project development. the
project manager will perform an important task like
scheduling work and handling decision system (Wysocki,
2011).
3) Developer The work of the developer is to develop the TAHS system
according to the series of the requirement demanded by the
client and approved by the project manager.
4) Project designer The work of the project designer is to design the TAHS
system. It is the project design or the TAHS design that
will be used by the developer in order to develop a user
acceptable project (Oladimeji, et. al., 2011).
5) Testing manager The work of the testing manager is to test the system that
is designed by the project designer and is developed by the
project developer. The results of the testing will be used in
order to make the changes in the project (if needed).
Technical resources
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