Question
Case Study You have been brought in by senior administration as the lead business analyst for a very high-stake project at BABOK university. This project
Case Study
You have been brought in by senior administration as the lead business analyst for a very high-stake project at BABOK university. This project is an institution re-engineering project that will affect the overall organization.
The university president, Mr. Grey, is very interested in the success of this project, because it is expected to bring the institution closer to "Decolonial Indigenization," as outlined in the article:Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy(you will need to login to your library account using yourUMnetID, and then click onSage CRKN Collection).
The project is still in the planning phase and your task is to develop a stakeholder engagement approach for the project. The first day on the project, the PM emailed you the project charter and the below stakeholder analysis chart and stakeholder list.
While reviewing the stakeholder analysis chart, you discovered all the stakeholders are positive and supportive of the project and your understanding is if they are not engaged appropriately, the interest will diminish.
You are required to develop a stakeholder engagement approach to help get buy-ins and keep the identified stakeholders engaged during the project. Consider the collaboration expectations for each stakeholder and their communication needs. Ensure you provide explanations for your reasoning for your chosen methods.
Your stakeholder engagement plan should be organized within a table that is clear, has logical sequencing, and has minimal spelling and grammar mistakes.
Stakeholder Name | Role |
---|---|
Mr. Grey | University President |
Mrs. Paul | University Project Management Office (PMO) President |
Ms. Cook | Project Manager |
Mr. Kevin | Leader, Non-Indigenous Community |
Mr. Ford | Leader, Indigenous Community |
Christine | Faculty Member |
Mr. Good | Indigenous Community Member |
Betty Red | Non-Indigenous Community Member |
Best Ottawa | Student Union Rep for Indigenous |
Paul James | Student Union Rep for Non-Indigenous |
Mr. Rondeau | Elder |
Brian Fun | Support staff |
Joe Jones | Support staff |
Grading
Criteria | 5 points | 4 points | 3 points | 2 points | 1 point |
---|---|---|---|---|---|
Stakeholder Attitude | Plan accurately states each stakeholder's attitude towards the project from the given chart. | Plan states 80% of each stakeholder's attitude towards the project from the given chart accurately. | Plan state 60% of each stakeholder's attitude towards the project from the given chart accurately. | Plan states 50% of each stakeholder's attitude towards the project from the given chart accurately. | Plan states less than 50% of each stakeholder's attitude towards the project from the given chart accurately. |
Define Stakeholder Collaboration | Plan clearly states a defined time and frequency of collaboration for each stakeholder group, and states the delivery method and also provides thorough and interesting reasons for the stated points. | Plan states the defined time and frequency of collaboration for each stakeholder group, and states the delivery method and also provide reasons, although they may not be thoroughly described. | Plan states the defined time and frequency of collaboration for each stakeholder group and states the delivery method and the reasons, but the reasons provided are confusing, lacking depth, or lacking flow. | Plan defines time and frequency of collaboration for each stakeholder group and states the delivery method, and does address 50% of the group's need. | Plan defines time and frequency of collaboration for each stakeholder group and states the delivery method, but does not address the group's need. |
Stakeholder Communication Needs | Plan clearly defines the communication needs for each stakeholder group and provides thorough and interesting reasons for the stated points. | Plan states the communication needs for each stakeholder group and states reasons, but they are not thoroughly described. | Plan states the communication needs for each stakeholder group and states the reasons, but the reasons provided are confusing, lacking depth, or lacking flow. | Plan defines stakeholder communication needs and addresses the group's need about 50%. | Plan defines stakeholder communication needs, but does not address the group's need. |
Presentation and Summary | Plan is well organized and demonstrates logical sequencing and clear thoughts. There are few spelling and grammar errors. | Plan is well organized and demonstrates illogical sequencing or clear thoughts. There are few spelling and grammar errors. | Plan is well organized and demonstrates illogical sequencing and clear thoughts. There are several spelling and grammar errors. | Plan is weakly organized and demonstrates illogical sequencing and clear thoughts. There are several spelling and grammar errors. | Plan is not thoroughly organized. There are many spelling and grammar errors. |
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