Increasing Cultural Competence In CQU University – A Project Description

Project Description and Background

1 Project Description

1.1 Project Description and Background

The main requirements of the project are to create awareness among the students of CQU University and the employees associated to it. The main objectives of this project is to aware the intended audience about the history of the indigenous people, language, culture and protocols associated to them. The School of engineering and technology (SET) indigenisation committee is been showing interests in the understandings of cultural diversities and indigenous perspectives. This will be associated in the curriculum of the SET unit. For the better understanding of the local culture and the regional tribes of the Torres Strait island history, the CQ university is aiming for the development of a cultural awareness training program. Along with this, the branch heads will be responsible for the accepting and adopting the project curriculum in all the respective campuses.

1.2 Justification

1.2.1 Output / Outcome / Benefit

Output	Outcome	Benefits
Policy acknowledgements	Better cultural awareness training	Diversity in cultural training and acceptance of the indigenous society

2.1 Stakeholder List

Key Stakeholder List

	Stakeholder	Category (i.e. Sponsor / Supplier / User)	Description of Interest	Description of Influence
1	University head CEO	Sponsor	Cultural awareness development	The decision of the university head will be considered by the manager of the project
2	Branch heads	Sponsor	Development of campus training	The branch heads will apply the project in their specified campuses.
2	Indigenous communities	Supplier	Spreading of the indigenous culture	Influential to the project making decisions
3	Government	Sponsor	Better engagement on the indigenous communities	Government is responsible for better promotions and acceptance by the society
4	Students	User	Learning of the indigenous cultures	The students will be responsible for spreading awareness
5	Teachers	User	Learning of cultures	Teaching of the culture to students
6	Parents	User	Better societal growth	Positively influential to the students

2.2 Stakeholders Engagement Assessment Matrix

Stakeholder	Unaware	Resistant	Neutral	Supportive	Leading
1. University head CEO					C D
2. Indigenous communities				C	D
3. Branch heads			C		D
4. Government				C D
5. Students			C	D
6. Teachers			C	D
7. Parents			C	D

The main methods of data collections are the qualitative and quantitative methods of data collections. The qualitative methods are the research interviews which aims to get data from each individual persons and then analyses them accordingly. The quantitative method of data collection involves collecting information from statistical data available.

For only one stakeholder representing an aspect, it can be considered good for the project. This is mainly because all the concerns regarding the aspects can be handled by only one person alone. This however raises the pressure on them for representing a single aspect. Thus, for a single stakeholder, it is advisable to enlist a team under them for supervisions.

The statement ‘Welcome to Country’ is appreciable. This is because if the other phrase is used, it might give an impression of not acknowledging the indigenous people in the country.

This method of collecting previous information data is termed as the quantitative method of data collection. However, the process suggested can be a good way as it reduces the time and money needed for the project (Christopher et al., 2014). But it will not have general implementations in the market. This means that constantly understanding the needs of the populace by interviewing or surveying will not be present. Hence, the qualitative method is to be applied.

The progress growth report is to be made central in the system. This will help in tracking and tracing the document as it will be present in the central server of the University.

Requirements prioritisation refers to the analysis of the requirements of all the stakeholders and assigning priorities on the basis of that. This will give an idea about the requirements of each stakeholder which must be met by the project.

The MoSCoW technique includes the following components:

M- Must have the presence of business requirements for meeting the needs

S- Should have the requirements which may or may not have impacts on the business

C- Could have the needed requirements if there is not possible impacts on business

W- Would need the requirements, but the delivery will not be possible this time

Note: This WBS is not intended to represent the full project scope of the training project.

Identification of issues
WBS ID	1.1.1
Description of work	Identifying the issues and barriers related to the project
Cost Estimate	300$
Start and Finish Dates	1st June, 2018 – 1^st July, 2018

Awareness of the issues
WBS ID	1.1.2
Description of work	Spreading of awareness of the issues and barriers related to the project
Cost Estimate	300$
Start and Finish Dates	2^nd July, 2018- 1^st August, 2018

Ownership of the region
WBS ID	1.2.1
Description of work	Getting the permit from the government for the development of the project
Cost Estimate	1000$
Start and Finish Dates	2^nd August, 2018 – 30^th September, 2018

Understanding the community
WBS ID	1.2.2
Description of work	Building and understanding of indigenous cultures and the difference among them
Cost Estimate	1000$
Start and Finish Dates	1^st October, 2018 – 30^th December, 2018

Development of cultural traits
WBS ID	1.3.1
Description of work	Encouraging a cultural way of working with the indigenous communities
Cost Estimate	500$
Start and Finish Dates	1^st January, 2019 – 1^st March, 2019

Encouragement of combined working
WBS ID	1.3.2
Description of work	Engaging effectively while developing the cross-cultural skills on communications
Cost Estimate	1500$
Start and Finish Dates	2^nd March, 2019 – 25^th July, 2019

Identification of issues

Activity	Description of work	Start Date	End Date	Duration (days)
Identifying the issues	The major issues related to the project is to be identified	1^st June	10^th June	10
Identifying the barriers	The major barriers to this project is also to be identified	11^th June	20^th June	10
Identifying the challenges to be faced	The challenges in `the organizational level is also to be identified	21^st June	1^st July	10

Spreading awareness of the issues

Activity	Description of work	Start Date	End Date	Duration (days)
Spreading awareness by involving community members	Working with the community members for better understanding	2^nd July	22^nd July	20
Understanding the needs of the population	Knowing the needs of the population	23^rd July	25^th July	2
Analysing data	Analysing the statistical data	26^th July	1^st Aug	5

Activity	Description of work	Start Date	End Date	Duration (days)
Getting government permit	Getting permit from the government	2^nd Aug	20^th Aug	18
Getting Stakeholder priorities	Analysing the needs of the stakeholders	21^th Aug	10^thSep	20
Getting land requisitions	Acquiring the land papers	11^th Sep	30^th Sep	20

Activity	Description of work	Start Date	End Date	Duration (days)
Meeting with indigenous communities	Meeting the indigenous communities	1st Oct	20^th Oct	20
Analysing statistical data	Analysing the data	21^st Oct	5^th Nov	15
Cultural indulgence	Indulging with the cultures	10^th Nov	30^th Dec	50

Activity	Description of work	Start Date	End Date	Duration (days)
Cultural teachings	Cultural teachings adoptions	2^nd Mar	31^st Mar	29
Teaching the employees	Teaching about the culture to the employees	1^st Apr	1^st May	31
Demonstrating to the students	Teaching about the culture to the students	2^nd May	25^th July	54

QUESTION: What is the hourly AUD $ rate used in your calculations? 5$ for 10 hours a day

Activity/Deliverables	June	July	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar
1. Identifying the issues	100$
2. Identifying the barriers	100$
3. Identifying the challenges to be faced		100$

Activity/Deliverables	June	July	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar
1. Spreading awareness by involving community members		100$
2. Understanding the population needs		100$
3. Analyzing data		100$

Activity/Deliverables	June	July	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar
1. Getting government permit			300$
2. getting stakeholder priorities			300$
3. Acquiring the land				400$

Activity/Deliverables	June	July	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar
1. Meeting with indigenous communities					200$
2. Analyzing statistical data						300$
3. Cultural indulgence							500$

Activity/Deliverables	June	July	Aug	Sept	Oct	Nov	Dec	Jan	Feb	Mar
1. Cultural teachings										500$
2. Teaching the employees										250$
3. Teaching the students										250$

Indigenous CUltural Awareness training project

Name	Description	Likelihood	Impact	Response type	Mitigation strategy
Risk 1	Poor conditions	High	Medium	Low	Need to increase the economic conditions
Risk 2	Early school dropouts	Low	Medium	Low	Need to determine the necessary conditions
Risk 3	Racism	Medium	High	Low	Presence of strong cultural policy
Risk 4	Historical dispossession	Low	Medium	Low	Historical and cultural growth in education
Opportunity	Cultural growth	High	Medium	Medium

Tolerance	Specific Tolerance allowed
Tolerance specified for time	Tolerance is allowed for project deadline. The project managers must not lose the deadline in anyways.
Tolerance specified for cost	Tolerance is allowed for project budget. The budget must be met so that additional costs are not required.

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.

The main requirements include analysing the training program first before purchasing. This can be done by requesting a demo of the product (Truong, Paradies & Priest, 2014). In case of any detected problems, it could have been rejected.

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.

A cross-cultural training package needs to be effective enough to understand the requirements of a University. As such, it should have been tested with the methods available elsewhere (Kowal, Franklin & Paradies, 2013). In addition the university need to properly analyse the presence of the cultural groups and bring only those packages that have the proper significance about them.

The undersigned acknowledge that they have reviewed the Indigenous Cultural Awareness Training for Central Queensland University (CQU) Assessment Task 2 and agree with the information presented within this document.

Signature:		Date:
Print Name:
Title:
Organisation:

References

[Include your reference list and ensure that you have used in-text referencing as per the APA style.]

Ballestas, H. C., & Roller, M. C. (2013). The effectiveness of a study abroad program for increasing students’ cultural competence. Journal of Nursing Education and Practice, 3(6), 125.

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.

Freeman, T., Edwards, T., Baum, F., Lawless, A., Jolley, G., Javanparast, S., & Francis, T. (2014). Cultural respect strategies in Australian Aboriginal primary health care services: beyond education and training of practitioners. Australian and New Zealand journal of public health, 38(4), 355-361.

Herring, S., Spangaro, J., Lauw, M., & McNamara, L. (2013). The intersection of trauma, racism, and cultural competence in effective work with aboriginal people: Waiting for trust. Australian Social Work, 66(1), 104-117.

Kowal, E., Franklin, H., & Paradies, Y. (2013). Reflexive antiracism: a novel approach to diversity training. Ethnicities, 13(3), 316-337.

Pedersen, P. B., Lonner, W. J., Draguns, J. G., Trimble, J. E., & Scharron-del Rio, M. R. (Eds.). (2015). Counseling across cultures. Sage.

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.

Wendt, D. C., & Gone, J. P. (2012). Rethinking cultural competence: Insights from indigenous community treatment settings. Transcultural Psychiatry, 49(2), 206-222.

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