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BSBLDR803 Develop and Cultivate Collaborative Partnerships and Relationships

BSB80515 Graduate Certificate of Management Learning

Assessment Resource Summary
Unit Details BSBLDR803 – Develop and cultivate collaborative partnerships and relationships
Assessment Type This is a summative assessment, which need adequate practice prior to undertaking this assessment.
Assessment Methods Written Questions Assessment 1
Written Report, Presentation and Feedback Assessment 2
Written Report and Research Activity Assessment 3

Assessment Resource – BSBLDR803 Develop and Cultivate collaborative partnerships and relationships
V 2.1: May 2020, Approved: QAC, Next Review: December 2020
International College of Tasmania Pty Ltd trading as: TasCollege
Unit Summary

This unit describes the skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders.
This unit covers communicating to influence others, cultivating new and existing partnerships, establishing positive collaborative relationships, leading the establishment of a partnership program and establishing reporting mechanisms.
It applies to people who use cognitive and creative skills to review, critically analyze, consolidate and synthesize knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.
Prerequisite Units
There are no recommended pre – requisite units for this competency.

ELEMENT PERFORMANCE CRITERIA
Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate to influence relevant individuals and stakeholders 1.1 Generate trust, confidence and support from relevant stakeholders by demonstrating a high standard of personal performance and conduct
1.2 Implement communication strategies to represent the organisation positively to media, local community and stakeholders
1.3 Make decisions in consultation with relevant stakeholders and relevant individuals where appropriate
1.4 Use a range of influencing strategies to increase commitment from staff and stakeholders to achieve organisational requirements and to contribute to desired cultur

1.5 Undertake selected community and/or professional engagements that project a positive image of the organisation to the broader community and stakeholders
2. Cultivate new and existing partnerships with stakeholders 2.1 Establish outcomes to be achieved from the partnership
2.2 Analyse and apply models for effective consultation and collaboration within partnerships
2.3 Cultivate collaborative communities and partnerships through application of a range of communication solutions
2.4 Forge relationships, collaborative communities or partnerships between organisations
3. Establish positive collaborative relationships 3.1 Establish processes that contribute to the creation and maintenance of a positive culture that embraces collaboration
3.2 Establish processes to resolve conflict in a fair, equitable and collaborative manner
3.3 Organise and allocate work activities in a cost effective and equitable manner with clear, quantifiable and agreed performance standards
3.4 Encourage staff to undertake activities that develop their personal competence and performance
3.5 Empower individuals to develop their own ways of working within agreed boundaries of competence, cultural, diversity and organisational and legal requirements
3.6 Establish indicators and feedback processes that can be used to evaluate the health of the work environment
4. Lead establishment of a partnership program 4.1 Identify and address relevant organisational policies and procedures in partnership plans
4.2 Identify and incorporate relevant legal requirements into planning
4.3 Form partnerships using collaborative and consultative processes involving public and/or private sector enterprises
4.4 Plan and allocate resource requirements to accomplish a partnership program
4.5 Establish relevant organisational policies and procedures relating to partnerships
5. Establish reporting mechanisms for partnership
program 5.1 Establish reporting systems for reporting results against planned partnership outcomes
5.2 Implement reporting systems to map progress against partnership outcomes

Foundation skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill Performance
Criteria Description
Reading 2.2 • Sources, evaluates and critiques ideas and information from a range of complex texts
Writing 2.1, 3.1, 3.2, 3.6,
4.4, 4.5, 5.1 • Develops texts dealing with complex concepts using specialised and detailed language to convey strategy context and intent and requirements in accordance organisational requirements
Oral
Communication 2.3, 3.4, 4.3 • Leads discussions using language and non-verbal features to suit the audience
• Uses active listening and questioning to seek the views and opinions of others
Numeracy 3.3 • Selects and uses familiar mathematical
techniques to determine costs and benefits associated with strategic resource decisions
Navigate the world of work 3.5, 4.1, 4.2 • Takes a lead role in the development of organisational goals, roles and responsibilities
• Leads adherence to organisational policies, procedures and legal requirements and considers own role in terms of its contribution to broader goals of the organisation
Interact with others 1.1, 1.4, 2.3, 2.4,
3.2, 3.4, 4.3 • Plays a lead role in building effective collaboration and trust, demonstrating high level conflict resolution skills and ability to engage and motivate others
• Identifies and uses a variety of appropriate conventions and protocols when communicating with colleagues and external stakeholders
Get the work done 1.2, 1.3, 1.5,
2.1, 3.1, 3.3,
3.6, 4.4, 5.2 • Develops flexible plans for complex, high impact activities with strategic implications that involve a diverse range of stakeholders with potentially competing demands
• Monitors agreed outcomes and required indicators

• demonstrate and model skills and knowledge to foster partnerships, conduct stakeholder consultation and use strategic and personally enhancing communication skills
• develop collaborative approaches to enhance individual, team and organisational outcomes
• initiate and implement partnerships in line with relevant regulatory,
employment and organisational requirements.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

• outline the legislative and regulatory context of the organisation
• outline the organisation’s mission, purpose, values, objectives and strategies
• explain techniques that cultivate collaborative relationships and partnerships
• describe data collection methods
• explain the external context including social, political, economic and technological developments
• explain emotional intelligence and its relationship to individual and team effectiveness
• explain organisational transformation and the management of the stages of change.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk compliance field of work and include access to:
• relevant legislation, regulations, standards and codes
• workplace documents including business strategic plans, policies and procedures
• case studies and, where possible, real situations • interaction with others.

Re-assessment of Result & Academic Appeal Procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Re-assessment:
If a student does not qualify for resubmission or is still deemed Not Yet Competent (NYC) after the resubmission, they will need to go through the reassessment process. To qualify for reassessment the student must have completed and submitted the required assessments for the unit of competency as per the unit assessment schedule. Student will get three reassessments attempt, without any additional penalty/ fee.
Reassessment will occur only for those assessment tasks in which the student is deemed NYC. Reassessment is a formal process and student must apply for reassessment through Request for Reassessment Form available from the reception. ON approval and payment of reassessment fees, a reassessment schedule will be advised.
If still failed in three reassessment attempts, the student will need to repeat (re-sit) the unit.
Re-sit (or Repeat):
The student will need to re-sit the unit in the following term/semester if they are not deemed eligible for any of the above post-assessment options; i.e., both the options of resubmission and reassessment have been exhausted. The student will also need to re-sit the unit if the result from reassessment is still Not Yet Competent (NYC). Resit may result in extension of course duration and may affect student’s original completion date of the course. Student will need to pay a pro rata fee of the course fee to re-sit for the unit. Student should contact the admin department if he/she remains NYC after 3 attempts of reassessment. Admin team/ student support officer will liaise with accounts and academic team and issue the special training plan and the invoice for the resit attempt to the student. Student will be advised if there is a need to amend the COE at this stage.
If a course is extended by an academic term, a pro-rata term fee based on total course fee will apply as per the course fees specified in the International Student Agreement. to be reliable, fair, practical and valid.
Resit mean repeating the entire unit of competency. Resit is a formal process and student will be advised of their resit options once all the term results are published. In the event where a student has been deemed NYC in 50% or more units within a study period, they will be asked to attend a course progress interview and go through the course progress process according to college’s Course Progress Policy.
Late Submission Fee:
A late fee of $100 per unit will be charged if students fail to submit assessments on due dates.
Absentees:
Students are absent on the day of the assessment without prior approval or a valid reason (e.g. medical certificate) will be marked Not Yet Competent and will be subject to college’s Course Progress Policy.
Academic Appeals
A student may appeal against a decision in writing to the Academic Manager within 2 (two) weeks of publication of the final results.
If the appeal is in respect of an assessment or an outcome from the reassessment process, a review of available information/data is conducted within a reasonable timeframe by the course coordinator in consultation with CEO. The appellant will be given the opportunity to formally present his/her case. This is designed to ensure fairness and consistency and underpins the continuous improvement process.
If the appeal is to dispute the outcome of a complaint other than an assessment, the appeal will be scheduled to be heard by an independent person or panel, inviting the appellant to formally present his/her case.
Upon a decision being made, the appellant is provided with a written statement of the appeal outcomes, including reasons for the decision. Please refer to the Complaints & Appeals Policy for further details.

Reasonable adjustments
TasCollege enables reasonable adjustments to be made to assessment procedures for students with special needs, such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed through written or oral, short‑answer tests where assessors seek to determine the extent of the student’s knowledge. However, you may need to do the following for a student with disability:

• Ask questions orally instead of in a written format
• Provide equipment such as text enlargers, image enhancers, and voice recorders.
• Give the student more time to complete the assessment;
• Allocate a different time for completion of the assessment; • Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible
• Providing additional support to student where necessary
• Customizing resources and activities within the training package or accredited course
• Monitoring the adjustments to ensure student needs continue to be met

Student Declaration

“I understand all the above rules and guidelines for the assessment”.

Full Name Signature Date (dd/mm/yyyy)

VERSION HISTORY
Version Number Date Reason for revision Who Approved By
TAS-GCAT-V125062018 25-06-2018 New Course A.C CEO
TAS-GCAT-V206092018 06-09-2018 Reviewed Assessment tools on Industry consultation suggestion and re-formatted A.C CEO
V2.1 20 May
2020 Updated Assessment Tool as Audit
Rectification AC CEO

Your Trainer/Assessor will advise you of your rights before and after assessments, including the right to appeal.
Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.

You will be informed of the outcome of your assessment as soon as possible from the date the assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment. Feedback will be delivered in written and where possible, verbal form to you.

This assessment is set in accordance with the criteria for AQF Level 8. Graduate Certificate qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and the Graduate Certificate descriptor.

Summary
Graduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning
Knowledge
Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
Skills
Graduates of a Graduate Certificate will have:
• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide
• solutions to complex problems
• cognitive skills to think critically and to generate and evaluate complex ideas
• specialised technical and creative skills in a field of highly skilled and/or professional practice
• communication skills to demonstrate an understanding of theoretical concepts
• communication skills to transfer complex knowledge and ideas to a variety of audiences

Application
Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:
• to make high level, independent judgements in a range of technical or management functions in varied
• specialised contexts
• to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or
• creative contexts
• with responsibility and accountability for personal outputs and all aspects of the work or function of
• others within broad parameters

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in this assessment.

To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the practical assessment, including demonstrating communication skills during the practical activities. If you do not answer some questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you may be asked supplementary questions or given alternative activities to determine competence, which will be documented in your student file. After you have demonstrated consistency in performance you will be awarded this unit.
As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with your assessor all options that are available to you to enable you to complete the assessment.

You should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing.

All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.

There are three (3) outcomes of assessments: Satisfactory, Unsatisfactory (requires to include feedback and improvise as Trainer/Assessor suggestions) and Fail Non Submission (FNS).
You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria. If you fail to meet this requirement you will receive the result of Not Yet Competent or Withdrawn and will be eligible to be re-assessed.

Students will be allowed two (2) further attempts at an assessment for which the outcome is Unsatisfactory, within the timeframe of the unit delivery and in this time they can request a coaching session as required. No additional fees will be charged.
Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request additional time to resubmit and in this time, they can also request a coaching session as required. After that, students will be charged a reassessment fee.

RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:
• ensuring that course activities are sufficiently flexible;
• providing additional support where necessary; and
• offering a reasonable substitute within the context of the course where a student cannot participate
Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability
Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’.
Reasonable adjustment as it applies to participation in learning and assessment activities may include:
• customising resources or activities within a training package or accredited course;
• modifying a presentation medium;
• providing additional support;
• providing assistive or adaptive technologies;
• making additional information accessible both before enrolment and during the course; and
• monitoring these adjustments to ensure that the student’s needs continue to be met

Category Possible issue Possible Strategies

LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of support documents such as word lists

Indigenous
• Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery & using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and • knowledge.

Non-English-
Speaking
Background

• Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information and clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the candidate
• Ensure that the time available to complete the assessment, takes account of the student’s needs

Age •

• Educational background Age of the assessor Limited study skills •

• Make sure font size is not too small
Assessor should refer to the student’s experience
Ensure that the time available to complete the assessment takes account of the student’s needs

Educational background •



• Reading
Writing
Numeracy
Limited study skills and /or learning strategies •
• Discuss with the student their previous learning experience
Ensure learning and assessment methods meet the learner’s individual need

Disability •



• Speaking
Reading
Writing
Numeracy
Learning
Strategies •


• Identify the Issues
Create a climate of support & ensure access
Appropriately structured assessment
Using other’s expertise

An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.
When assessing people with disabilities, trainer/assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.
The assessment process must:
• Provide for valid, reliable, flexible and fair assessment
• Provide for judgement to be made on the basis of sufficient evidence • Offer valid, authentic and current evidence

Please speak to your trainer/assessor if you require assistance with any access and equity concerns you may have.

If you can demonstrate that you have the skills and knowledge within this unit, you should speak to your trainer/assessor about this and apply for recognition of prior learning.
Assessments
There are Four (4) forms of assessment or evidence gathering methods for this unit of competency. Students are required to complete them all. Your assessor will advise when assessments are due.
Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list the sources of the information. 1. Written Question
This assessment task consists of nine (9) questions to assess the student’s knowledge of BSBLDR803 Develop and cultivate collaborative partnerships and relationships unit of competency. Students must answer all questions. The questions require a detailed response and all answers should be written in your own words. Students are also required to provide proper referencing wherever applicable.
2. Written Report, Presentation and Feedback
In this assessment task, you will be required to research and compile information in form of report on at least two specific strategic Partnership used by private and public sectors respectively. You will also be required to prepare a Presentation for up to 1015 minutes covering main points of your written report and obtain feedback from stakeholder (students and trainer/assessor).
3. Written Report and Research Activity
In this assessment task you are required to plan and prepare a reference document report that provides a justification or rationale for selecting and joining the Partnership that you have identified for your role. You will also be required to research and compile information on communication and conflict resolution principles as knowledge reference for your colleagues or co-workers. Lastly, you are also required to conduct a research activity to establish an online business network that can act as a partnership venture.

Student Assessment Instructions
To demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks. The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor.
All questions must be answered correctly for each assessment task to be completed satisfactorily. There is no time restriction in completing the assessments, unless specified.
You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed.  

Students are to answer all written questions.
What do students need in order to complete this assessment?
 Access to textbooks and other learning materials.  Access to a computer and the Internet.
When and where do students need to do this?
 This task may be done in the student’s own time as homework or they may be given time to do this task in class (where applicable).
 Provide students with the due date for this assessment so they can write it in their Student Assessment Booklet.
What do students have to submit?
 Their answers to each question.
Instructions to students:
 This is an open book test – students can use their learning materials as reference.
 Students need to answer all 9 questions correctly.
 Students must answer the questions by writing in the space provided.
 If students need more space, they can use extra paper. All additional sheets of paper must include their name and the question number/s they are answering.
Students may prefer to use their computer to type their answers. Advise students if they can email their answers as a Word file, or if they must print and submit hard copies.

QUESTION 1
Outline the legislative and regulatory context of the organisation. Answer in 350-400 words.

QUESTION 2
Outline the organisation’s:
• Mission
• Purpose
• Values • Objectives
• Strategies.
Answer in 150-200 words for each of these.

3
Explain techniques that cultivate collaborative relationships and partnerships. Answer in no more than 250-300 words.

4
Describe data collection methods. Answer in 350-450 words.

5
Explain the external context including:
• Social developments
• Political developments
• Economic developments
• Technological developments
Answer in 200-250 words for each of these.

6
Explain emotional intelligence. Answer in 300-350 words.

7 Explain emotional intelligence’s relationship to individual and team effectiveness.
Answer in 350-400 words.

8
Explain organisational transformation. Answer in 200-250 words.

9
Explain the management of the stages of change. Answer in 300-350 words.

ASSESSMENT 2 - Written Report, Presentation and Feedback
In this assessment task, you will be required to research and compile information in form of report on at least two specific strategic Partnership used by private and public sectors respectively. You will also be required to prepare a Presentation for up to 1015 minutes covering main points of your written report and obtain feedback from stakeholder (students and trainer/assessor).
This assessment is to be completed in the simulated work environment in the RTO.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
 Access to textbooks/other learning materials
 Computer with Microsoft Office and internet access
 Projector for presentation
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
 Your trainer/assessor will advise you of due date of this assessment. The student is to demonstrate this task in class.
WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE?
 Written Report
 Presentation
 Feedback Form

Task A- Written Report
In this assessment task, you will be required to research and compile information in form of report on at least two specific strategic Partnership used by private and public sectors respectively.
Partnership may include formal or informal Partnership, circulation lists, e-Partnership, virtual communities and mailing lists. Public sector Partnership may differ from private sector Partnership as they tend to focus on a close group of internal and external stakeholders.
Research and identify two distinctive Collaborative Partnership each in public sector and private sector and compile the following information on them to be included in your report;
Type of Partnership and its key features should include:
 Organisation Goal, Mission and Vision
 Information management system
 Likely stakeholders and their profile (internal and/or external)
 Strategic values and likely benefits for individual stakeholders
 Strategic values and likely benefits for organisations
 Communication methods used (e.g. Meeting, forum, functions etc.)  Interpersonal and communication skill to negotiate.
 Code of conduct, policy and procedure or any other legal requirements (including WHS)
 Problem solving and Feedback Methods.
Note: you do not have to restrict yourself to online Partnership. A large number of professional and strategic partnership rely on face-to-face contacts and networking events to create added values for their members. Your research should include both online and face-to-face partnership.
Prepare a word report summarising each Partnership as per the above information/instructions.
Your report should have following sections:
● Title page
● Table of contents
● Executive summary
● Body of the report o Organisation Goal, Mission and Vision
o Information management system
o Likely stakeholders and their profile (internal and/or external) o Strategic values and likely benefits for individual stakeholders o Strategic values and likely benefits for organisations
o Communication methods used (e.g. Meeting, forum, functions etc.)
o Interpersonal and communication skill to negotiate. o Code of conduct, policy and procedure or any other legal requirements
(including OHS) o Problem solving and Feedback Methods o Conclusion.

Task B – Presentation and Feedback
Prepare a Presentation for up to 10-15 minutes covering main points of your report prepared in the previous Task A.
Your presentation should not include more than 10 to 12 slides and you should have a process to obtain feedback from stakeholders (your trainer and or other students in the class can act as stakeholders who will provide you with constructive feedback regarding your report and contents included in this presentation)
Obtain feedback from stakeholders (students and trainer) regarding your report and presentation. You can use the feedback form provided below or can design your own.
Note: You have to submit your presentation slides and completed Stakeholder Report Feedback Form (attached separately) as part of this assessment evidence to your trainer/assessor.

ASSESSMENT 3 - Written Report and Research Activity
INSTRUCTIONS FOR STUDENTS:
In this assessment task you are required to plan and prepare a reference document report that provides a justification or rationale for selecting and joining the Partnership that you have identified for your role. You will also be required to research and compile information on communication and conflict resolution principles as knowledge reference for your colleagues or co-workers. Lastly, you are also required to conduct a research activity to establish an online business network that can act as a partnership venture.
This assessment is to be completed in the simulated work environment in the RTO.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
 Access to textbooks/other learning materials
 Computer with Microsoft Office and internet access
 Projector for presentation
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
 Your trainer/assessor will advise you of due date of this assessment. The student is to demonstrate this task in class.
WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE?
 Written Report
 Research Activity Observation Checklist

TASK A – Written Report
Information collected and compiled in Assessment 2 can be useful in identifying and selecting appropriate Partnership. As you may have some constraints joining some of the Partnership (e.g. government Partnership and especially internal Partnership).
Assume that you are working for a Government Agency. Your role requires you to interact and connect with many stakeholders.
You have realised the importance and need for strategic partnership and have accordingly selected internal and external Partnership to join and maintain.
Plan and prepare a reference document report that provides a justification or rationale for selecting and joining the Partnership that you have identified for your role. You will also be required to research and compile information on communication and conflict resolution principles as knowledge reference for your colleagues or co-workers.
Your report should have following sections:
● Title page
● Table of contents
● Executive summary
● Body of the report o Aims and Objectives
o An Overview of the Proposed Strategic Partnership
o Expected Benefits and Outcomes for Self and for the Organisation o Perceived Strategic Values o Key Stakeholders
o Communication Methods and Strategies o Working in Public Sector in NSW (legislation and protocols) o Key legal and policy requirements (including OHS requirements) o Key Principles, Interpersonal, group and inter-agency communication and Conflict resolution in a strategic context, Equal employment
opportunity, equity and diversity principles
o Further Resources
● Conclusion
TASK B - Research Activity
In this part you must establish an online business network that can act as a partnership venture. You may use existing networking tools provided by LinkedIn, Rapportive and Alternatives, Lifograph, Let’s Lunch, Circle Back/ScanBizCards etc to complete this task. Once you have completed this task and have set up your online partnership you will need to provide your access login to your trainer/assessor who will check your setup and assess you in this task. Feel free to ask your trainer or refer to any online help tools to complete this task.

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