BSBLDR812: Develop and Cultivate Collaborative Partnerships and Relationships<\/p>\n
Purpose of the Document
\nThe purpose of this document, referred to as the “Student Pack,” is to provide students with comprehensive information and guidelines to demonstrate competency in the course BSBLDR812: Develop and Cultivate Collaborative Partnerships and Relationships. The Student Pack serves as a reference tool, encompassing the context and conditions of the assessment, the specific tasks to be completed by the students, and an outline of the evidence required to be gathered for successful competency assessment.<\/p>\n
Assessment Information for Students
\n2.1 How You Will Be Assessed<\/p>\n
The assessment process for BSBLDR812 follows a competency-based approach, wherein the evaluation centers on measuring the students’ current skills and knowledge against national standards of best practice. This assessment goes beyond evaluating recent learning experiences and takes into account the application of skills and knowledge in both workplace and training room settings. As a Graduate Diploma-level course, the design, delivery, and assessment align with Level 8 of the Australian Qualifications Framework (AQF).<\/p>\n
Graduates of the Graduate Diploma program are expected to possess advanced knowledge within a coherent body of knowledge, displaying cognitive skills for critical thinking, problem-solving, and the ability to synthesize complex information. Furthermore, they are equipped with specialized technical and creative skills relevant to their field of expertise, as well as effective communication skills to convey complex knowledge to diverse audiences.<\/p>\n
2.2 Guide to Satisfactory Assessment Completion<\/p>\n
To achieve a satisfactory result in the assessment, students must meet specific criteria for each type of assessment task. The table below provides an overview of the assessment methods and the expected outcomes for each:<\/p>\n
Assessment Method\tSatisfactory Result\tNon-Satisfactory Result
\nQuestions\tAll questions answered correctly\tIncorrect answers for one or more questions
\nWritten Activity\tFollows guidelines\/instructions, addresses all requirements\tDoes not follow guidelines\/instructions, missing responses for areas
\nCase Study\tCorrectly answers all comprehension questions, demonstrates application of knowledge\tDemonstrates lack of comprehension, incorrect answers for one or more questions
\nAssessment Cover Sheet
\nThe assessment cover sheet ensures transparency and proper documentation of the assessment process. It includes essential details such as the student’s and assessor’s names, assessment date, and confirmation of the student’s readiness for assessment. The cover sheet also captures the completion status of each assessment task.<\/p>\n
Knowledge Test Instructions
\nThe knowledge test is an individual assessment comprising a series of written questions. To achieve a satisfactory outcome, students must provide accurate and concise responses, demonstrating a deep understanding and application of relevant concepts. Proper referencing of information sources is essential, following the Harvard Style as outlined in the Nova Institute’s guidelines.<\/p>\n
In conclusion, the Student Pack for BSBLDR812: Develop and Cultivate Collaborative Partnerships and Relationships offers students a comprehensive guide for demonstrating competency in the course. By adhering to the assessment guidelines and displaying their knowledge and skills effectively, students can progress successfully through the assessment process and achieve the desired learning outcomes.<\/p>\n
References:<\/p>\n
Australian Qualifications Framework (2013). Second Edition. Retrieved from https:\/\/www.aqf.edu.au\/sites\/aqf\/files\/aqf-2nd-edition-january-2013.pdf<\/p>\n
Nova Institute’s Complaints and Appeals Policy (n.d.). [Link to the policy should be provided by Nova Institute].<\/p>\n
[One relevant scholarly reference from 2016-2023]<\/p>\n
[One more relevant scholarly reference from 2016-2023]<\/p>\n
STUDENT PACK<\/p>\n
. What is the purpose of this document?
\nThe Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.<\/p>\n
The information includes the following:<\/p>\n
1.\tInformation related to the unit of competency
\n2.\tGuidelines and instructions to complete each task and activity<\/p>\n
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.<\/p>\n
ASSESSMENT INFORMATION for students
\n1.1\tHow you will be assessed<\/p>\n
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.<\/p>\n
The Graduate Diploma is at Level 8 on the Australian Qualifications Framework. This means that course design, delivery and assessment must meet the specifications of Level 8 in the AQF \u2013 see https:\/\/www.aqf.edu.au\/sites\/aqf\/files\/aqf-2nd-edition-january-2013.pdf<\/p>\n
Graduates of a Graduate Diploma will have advanced 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.<\/p>\n
They will have:
\n\u2022 cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
\n\u2022 cognitive skills to think critically and to generate and evaluate complex ideas
\n\u2022 specialised technical and creative skills in a field of highly skilled and\/or professional practice
\n\u2022 communication skills to demonstrate an understanding of theoretical concepts \u2022 communication skills to transfer complex knowledge and ideas to a variety of audiences<\/p>\n
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at this standard.
\nYour assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example, a written activity, case study, or demonstration and observation.<\/p>\n
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.<\/p>\n
What happens if your result is \u2018Not Yet Satisfactory\u2019 for one or more assessment tasks?
\nOur assessment process is designed to answer the question \u201chas the desired learning outcome been achieved yet?\u201d If the answer is \u201cNot yet\u201d, then we work with you to see how we can get there.
\nIn the case that one or more of your assessments has been marked \u2018NYS\u2019, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.<\/p>\n
What if you disagree on the assessment outcome?
\nYou can appeal against the decision made on your assessment. An appeal should only be made if you have been assessed as \u2018Not Yet Competent\u2019 against a unit of competency and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.<\/p>\n
Your trainer will outline the appeals process, which is available to the student. Nova Institute\u2019s Complaints and Appeals Policy is on the Nova Institute website. You can request a form from Reception to make an appeal and submit it to your trainer, the course coordinator, or the Student Support Officer. Nova will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.<\/p>\n
What if I believe I am already competent before training?
\nIf you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).<\/p>\n
How should I format my assessments?
\nYour assessments should be typed in an 11 or 12 point size font for ease of reading. You must include a footer on each page with the complete student name (not just a first name), unit code and date. Your assessment needs to be submitted as an electronic copy as requested by your trainer. Your trainer will provide you with an email address to send it to.<\/p>\n
How long should my answers be?
\nThe length of your answers will be guided by the description in each assessment.<\/p>\n
Use the word count function in Microsoft Word to check the number of words in your answer. Your answers must not be too long or too short.<\/p>\n
How should I reference the sources of information I use in my assessments?
\nInclude a reference list at the end of your work on a separate page. You MUST reference the sources you have used in your assessments in the Harvard Style (see Nova Website) and provide a reference list.<\/p>\n
ASSESSMENTS THAT DO NOT HAVE APPROPRIATE REFERENCING WILL NOT BE ACCEPTED. If you have problems referencing your assessment, see your trainer or the Training and Compliance Manager for help.<\/p>\n
1.2\tGuide to satisfactory assessment completion<\/p>\n
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.<\/p>\n
Assessment Method\tSatisfactory Result\tNon-Satisfactory Result
\nYou will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
\nQuestions \tAll questions answered correctly\tIncorrect answers for one or more questions
\nAnswers address the question in full; referring to appropriate sources from your Learner Guide, textbooks and e-journals. and\/or workplace\tAnswers do not address the question in full. Does not refer to appropriate or correct sources.
\nAnswers address the question at the level of the qualification in the required domain, e.g. if asked to analyse, the answer contains analysis rather than a statement.\tAnswers do not address the question at the level of the qualification in the required domain, e.g. provides a list of factors when asked to analyse factors.
\nWritten Activity\tThe assessor will mark the activity against the detailed guidelines\/instructions\tDoes not follow guidelines\/instructions
\nAttachments if requested are attached \tRequested supplementary items are not attached
\nAll requirements of the written activity are addressed\/covered.\tResponse does not address the requirements in full; is missing a response for one or more areas.
\nResponses must refer to appropriate sources from your student workbook, textbooks and e-journals. and\/or workplace\tOne or more of the requirements are answered incorrectly.
\nDoes not refer to or utilise appropriate or correct sources of information
\nResponses must show the level of analysis required for a graduate diploma, rather than description, or merely quoting sources.\tResponses are descriptive rather than analytic.
\nUses material from other sources but does not use it in analysis or to develop an argument to support an opinion.
\nCase Study \tAll comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.\tLack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
\nAnswers address the question in full; referring to appropriate sources from your student workbook, textbooks and e-journals. and\/or workplace\tAnswers do not address the question in full; do not refer to appropriate sources.
\nAttachments if requested are attached \tRequested supplementary items are not attached<\/p>\n
1.3\tIf your assessment is NYC<\/p>\n
\u2022\tWhere a student\u2019s answers are deemed not yet satisfactory after the first attempt, a resubmission attempt will be allowed.
\n\u2022\tIf a third submission is required, the student must pay the reassessment fee of $200<\/p>\n
Assessment Cover Sheet BSBLDR812 Develop and cultivate collaborative partnerships and relationships
\nAssessment Cover Sheet
\nStudent\u2019s name:
\nAssessors Name:\t\tDate:
\nIs the Student ready for assessment?\tYes\tNo
\nHas the assessment process been explained?\tYes\tNo
\nDoes the Student understand which evidence is to be collected and how?\tYes\tNo
\nHave the Student\u2019s rights and the appeal system been fully explained?\tYes\tNo
\nHave you discussed any special needs to be considered during assessment?\tYes\tNo
\nThe following documents must be completed and attached
\n\uf06f Knowledge Test Checklist
\nThe student will complete the written activity provided to them by the assessor.
\nThe Written Activity Checklist will be completed by the assessor.\tS\tNYS
\n\uf06f Task 2 – Project Checklist
\nThe student will complete the practical activity provided to them by the assessor.
\nThe Practical Activity Checklist will be completed by the assessor.\tS\tNYS
\n\uf06f Task 3 \u2013 Skills Checklist
\nThe student will answer a range of questions.
\nThe Questioning Checklist will be completed by the assessor.\tS\tNYS<\/p>\n
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
\nOverall Outcome \t\t\t\uf06fCompetent\t\t\uf06fNot yet Competent
\nStudent Signature:\tDate:
\nAssessor Signature:\tDate:<\/p>\n
Result and Feedback<\/p>\n
Feedback to Student:<\/p>\n
Overall Outcome \t\t\t\uf06fCompetent\t\t\t\uf06fNot yet Competent
\nAssessor Signature:\t\tDate:<\/p>\n
Assessment method-based instructions and guidelines: Knowledge Test
\n\u2022\t.<\/p>\n
Assessment Task 1: Knowledge Test<\/p>\n
Instructions for answering the written questions:<\/p>\n
\u2022\tThis is an individual assessment.
\n\u2022\tTo ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
\n\u2022\tComplete a written assessment consisting of a series of questions.
\n\u2022\tYou will be required to answer all the questions correctly.
\n\u2022\tDo not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
\n\u2022\tYour answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
\n\u2022\tBe concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
\n\u2022\tYou must write your responses in your own words.
\n\u2022\tUse non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
\n\u2022\tWhen you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source<\/p>\n
Provide your response to each question in the box below.<\/p>\n
Q1:\tAnswer the following question:
\nExplain the legislative and regulatory requirements to establish a partnership agreement in 200-250 words.<\/p>\n
Q2: Answer the following question:
\nWhat are the legislative and regulatory requirements for registering a partnership business? Write your answer in 100-150 words.<\/p>\n
Q3:\tScenario:
\nYou are working on a project. As per the project task requirements, you are required to integrate a risk management plan into your project.
\nQ: Explain the seven (7) risk management principles that you would consider when integrating a risk management plan in your project in 300-350 words.<\/p>\n
Q4:\tExplain the purpose of an organisation\u2019s mission, vision and value statements. Write your answer in 100-150 words.<\/p>\n
Q5: How does the mission, vision and values guide the strategic direction and objectives of the organization? Write your answer in 200-250 words.<\/p>\n
Q6: What is the purpose of an organisational purpose statement? Why is it important? Write your answer in 350-400 words.<\/p>\n
Q7: Why is it important to align your organisation\u2019s and partner organisation\u2019s mission, purpose, values, objectives and strategies? Write your answer in 150-200 words.<\/p>\n
Q8:\tWhat is the difference between collaboration and participation? Write your answer in 100-150 words.<\/p>\n
Q9:. Explain any five (5) techniques that cultivate collaborative relationships and partnerships in 250-300 words.<\/p>\n
Q10:\tExplain the following common data collection methods relevant to the development of a collaborative partnership in 250-300 words.
\na)\tInterviews
\nb)\tFocus groups
\nc)\tQuestionnaires and surveys<\/p>\n
Q11:\tExplain any following communication techniques to conduct stakeholder consultations in 150-200 words.
\na)\tScheduling a meeting
\nb)\tSend out a newsletter.
\nc)\tProject summary report<\/p>\n
Q12: Discuss the communication techniques to foster collaborative partnerships in 250-300 words.<\/p>\n
Q13:\tWhat is emotional intelligence? What is its relationship to individual and team effectiveness? Write your answer in 250-300 words.<\/p>\n
Q14:\tWhat are the four (4) four stages of transformational change in an organisation? How can these stages be managed? Write your answer in 200-250 words.<\/p>\n
Q15\tExplain the different stages of change management in 450-500 words.<\/p>\n
BSBLDR812 Develop and cultivate collaborative partnerships and relationships<\/p>\n
ASSESSMENT 1 \u2013 Knowledge Test Checklist
\nStudent\u2019s Name
\nAssessor\u2019s name:
\nSatisfactory response:\tYes\tNo
\n1\tExplain the legislative and regulatory requirements to establish a partnership agreement\t\uf0a3\t\uf0a3
\n2\tExplain the legislative and regulatory requirements for registering a partnership business?\t\uf0a3\t\uf0a3
\n3\tExplain the seven (7) risk management principles that you would consider when integrating a risk management plan in your project\t\uf0a3\t\uf0a3
\n4\tExplain the purpose of an organisation\u2019s mission, vision and value statements.
\n\uf0a3\t\uf0a3
\n5\tHow does the mission, vision and values guide the strategic direction and objectives of the organisation?\t\uf0a3\t\uf0a3
\n6\tWhat is the purpose of an organisational purpose statement? Why is it important?\t\uf0a3\t\uf0a3
\n7\tWhy is it important to align your organisation\u2019s and partner organisation\u2019s mission, purpose, values, objectives and strategies?\t\uf0a3\t\uf0a3
\n8\tWhat is the difference between collaboration and participation?\t\uf0a3\t\uf0a3
\n9\tExplain any five (5) techniques that cultivate collaborative relationships and partnerships\t\uf0a3\t\uf0a3
\n10\t Explain the following common data collection methods relevant to the development of a collaborative partnership:
\na)\t Interviews
\nb)\t Focus groups
\nc)\t Questionnaires and surveys \t\uf0a3\t\uf0a3
\n11\t Explain the following communication techniques to conduct stakeholder consultations in 150-200 words.
\na)\t Scheduling a meeting
\nb)\t Sending out a newsletter.
\nc)\t Project summary reporting \t\uf0a3\t\uf0a3
\n12\tDiscuss the communication techniques to foster collaborative partnerships.\t\uf0a3\t\uf0a3
\n13\tWhat is emotional intelligence? \t\uf0a3\t\uf0a3
\nWhat is its relationship to individual and team effectiveness?\t\uf0a3\t\uf0a3
\n14\tWhat are the four (4) four stages of transformational change in an organisation??\t\uf0a3\t\uf0a3
\n15\tHow can these stages be managed?\t\uf0a3\t\uf0a3
\n16\tExplain the different stages of change management\t\uf0a3\t\uf0a3
\nFeedback to Student:<\/p>\n
Result\t \t\uf06f Satisfactory\t\t\uf06f Not Yet Satisfactory
\nAssessor\u2019s Signature:\tDate:<\/p>\n
Pre-Assessment Checklist: Task 2 – Skills Test \u2013 Research Report
\nThe purpose of this checklist<\/p>\n
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2610 Make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2610 Make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2610 Make sure you understand what evidence is required to be collected and how.
\n\u2610 Make sure you know your rights and the Complaints and Appeal process.
\n\u2610 Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2610 Make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2610 Make sure that you have all the required resources needed to complete this assessment task.
\n\u2610 The due date of this assessment task is in accordance with your timetable.
\n\u2610 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2610 The request for an extension to submit your assessment work must be made before the due date.
\nSection 2: Reasonable adjustments
\nI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
\n\u2610 I do require reasonable adjustment
\n\u2610 I do not require reasonable adjustment<\/p>\n
Declaration (Student to complete)
\n\u2610 I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
\n\u2610 I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
\n\u2610 I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
\n\u2610 I confirm I have accessed and understand the assessment information as provided in the Training Organisation\u2019s Student Handbook.
\n\u2610 I confirm I have been given fair notice of the date, time, venue and\/or other arrangements for this assessment.
\n\u2610 I confirm I am ready for assessment.<\/p>\n
Student Name: ______________________________________<\/p>\n
Student Signature: ___________________________________<\/p>\n
Assessment method-based instructions and guidelines: Skills Test \u2013 Research Report
\nAssessment type<\/p>\n
\u2022\tSkills Test – Research Report
\nInstructions provided to the student:<\/p>\n
Assessment task description:<\/p>\n
\u2022\tThis is the second (2) task you must successfully complete to be deemed competent in this unit of competency.
\n\u2022\tThis assessment task comprises a research report.
\n\u2022\tThe student is required to complete a research report on potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tYou must attempt all criteria to the required level, e.g. the assessment criteria mentioned in the performance checklist needs to be deemed satisfactory in this task.
\n\u2022\tFor your trainer\/assessor to assess your competency in this assessment task, you must prepare your report by following all instructions outlined.
\n\u2022\tYou will receive your feedback within two weeks, and you will be notified by your trainer\/assessor when results are available.<\/p>\n
Applicable conditions:<\/p>\n
\u2022\tYou will be assessed independently on this assessment task.
\n\u2022\tNo marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022\tAs you complete this assessment task, you are predominately demonstrating your knowledge and skills to your trainer\/assessor.
\n\u2022\tThe trainer\/assessor may ask you relevant questions during this assessment task.<\/p>\n
Resubmissions and reattempts:<\/p>\n
\u2022\tWhere a student\u2019s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
\n\u2022\tThe student may speak to their trainer\/assessor if they have any difficulty in completing this task and require reasonable adjustments.
\n\u2022\tFor more information, please refer to the Training Organisation\u2019s Student Handbook.<\/p>\n
Location:<\/p>\n
\u2022\tThis assessment task may be completed in:<\/p>\n
\u2610 a classroom
\n\u2610 learning management system (i.e. Moodle),
\n\u2610 workplace,
\n\u2610 or an independent learning environment.<\/p>\n
\u2022\tYour Trainer\/Assessor will provide student further information regarding the location for completing this assessment task.<\/p>\n
Purpose of the assessment<\/p>\n
The purpose of this assessment task is to assess the students\u2019 knowledge and skills essential to prepare a research report on potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.<\/p>\n
\u2022\tSkills to research and assess legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tSkills to define risk management principles related to the development of collaborative partnerships and relationships and evaluate potential risks.
\n\u2022\tSkills to assess the relationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\n\u2022\tSkills to evaluate and define techniques that cultivate collaborative relationships and partnerships
\n\u2022\tSkills to research and define common data collection methods to gather information regarding the potential collaborative partnerships and relationships.
\n\u2022\tSkills to evaluate and define communication techniques to foster partnership and conduct stakeholder consultations
\n\u2022\tSkills to assess the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness
\n\u2022\tSkills to research and define the organisational transformation and the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\nTask instructions<\/p>\n
\u2022\tThis assessment task aims to assess the students\u2019 skills to prepare a research report on potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tThe student will take on the Operations Manager in the training organisation.
\n\u2022\tThe trainer\/assessor can either provide the training organisation\u2019s strategic plan to the student or can provide the strategic plan given in Appendix C.
\n\u2022\tThe trainer\/assessor will familiarise you with the training organisation\u2019s operations and provide you with information regarding the strategic objectives.
\n\u2022\tThe student must use the templates provided to document their responses.
\n\u2022\tWord-limit to complete the research report is 1500-1800 words.
\n\u2022\tThe trainer\/assessor must assess the student using the performance checklist provided.<\/p>\n
Assessment Task 2: Skills Test \u2013 Research Report<\/p>\n
Skills Test \u2013 Research Report
\nThis assessment requires you to take on the role of an Operations Manager in your training organisation.
\nYou are required to complete a research report on potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders for your training organisation.
\nBefore the preparation of the research report, you must analyse the training organisation\u2019s strategic plan.
\nFor trainer\/assessor:
\nThe trainer\/assessor can either provide the training organisation\u2019s strategic plan to the student or can provide the strategic plan given in Appendix C.<\/p>\n
During the preparation of the research report, you will be required to:
\n\u2022\tConsult a range of internal stakeholders to identify the training organisation\u2019s business strategic direction and objectives.
\n\u2022\tConduct online research and analyse the procedures that the training organisation can use to develop and maintain strategic business networks.
\nNote: The purpose of this research report to participate and carry out workplace-related activities and tasks, using your training organisation as an example of existing workplace and workplace personnel such as trainers\/assessors and other nominated individuals by them as the stakeholders required to complete this assessment task.
\nThe research report should be based on the information provided in the scenario and description sections.
\nScenario
\nTo be a successful and sustainable training organisation, all training organisations should look into opportunities to establish collaborative partnerships and relationships with business and industry stakeholders. This helps the training organisation to achieve their desired strategic objectives and open up opportunities for further growth.
\nThe training organisation has assessed that developing and cultivating collaborative partnerships are essential for the achievement of its strategic objectives and future growth. The training organisation wants to analyse the potential to develop collaborative partnerships and relationships with business and industry stakeholders.
\nThe training organisation has hired you as the Operations Manager, and the General Manager has allocated you with the task to analyse potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders and prepare a report based on the analysis conducted. As an Operations Manager, your job role requires you to:
\n\u2022\tResearch and assess legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tDefine risk management principles related to the development of collaborative partnerships and relationships and evaluate potential risks.
\n\u2022\tAssess the relationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\n\u2022\tEvaluate and define techniques that cultivate collaborative relationships and partnerships
\n\u2022\tResearch and define common data collection methods to gather information regarding the potential collaborative partnerships and relationships.
\n\u2022\tEvaluate and define communication techniques to foster partnership and conduct stakeholder consultations
\n\u2022\tAssess the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness
\n\u2022\tResearch and define the organisational transformation and the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.<\/p>\n
Description of the activity:
\nThis activity requires the student to prepare a research report on potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders for your training organisation.
\nYou will take on the role of the Operations Manager in your training organisation.
\nYour report must follow the below-given guidelines:
\n\u2022\tThe report must be prepared using Template 1 provided. The word limit to complete the report is 1500-1800 words.
\n\u2022\tStart with an introduction, then move on to supporting body paragraphs. Write a conclusion and cite your sources.
\n\u2022\tYou must only use authentic and verifiable information.
\n\u2022\tThe report should be presented in the provided format.
\n\u2022\tProofread it.
\n\u2022\tAlways make sure to run your ideas by your trainer\/assessor to make sure that it is okay that you approach the report in this way.
\n\u2022\tYour report must contain original content and should not be a \u201ccopy\u201d of someone else\u2019s work.
\n\u2022\tYou must use Harvard style referencing in the report.<\/p>\n
To prepare the report, you must use Template 1 and follow the steps given below:
\n\u2022\tStep 1: Analyse the strategic plan of the training organisation and define potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\no\tAnalyse and define the strategic objectives of the training organisation.
\no\tDefine two (2) potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tStep 2: Research and assess legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\no\tConduct online research and assess legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\no\tDefine the legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tStep 3: Define risk management principles related to the development of collaborative partnerships and relationships and evaluate potential risks.
\no\tResearch and define risk management principles applicable to the development of collaborative partnerships and relationships.
\no\tIdentify three (3) potential risks associated with the development of collaborative partnerships and relationships.
\no\tEvaluate the potential consequence of each risk identified.
\n\u2022\tStep 4: Conduct online research and define the relationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\n\u2022\tStep 5: Evaluate and define techniques that cultivate collaborative relationships and partnerships.
\no\tEvaluate the potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\no\tDefine the techniques that cultivate collaborative relationships and partnerships.
\n\u2022\tStep 6: Research and define common data collection methods to gather information regarding the potential collaborative partnerships and relationships.
\no\tConduct online research and define common data collection methods that would be used to gather information regarding the potential collaborative partnerships and relationships.
\n\u2022\tStep 7: Evaluate and define communication techniques to foster partnership and conduct stakeholder consultations.
\no\tEvaluate the communication techniques that will be used to foster partnership and define communication techniques to foster partnership.
\no\tDefine the communication techniques that will be used to conduct stakeholder consultation.
\n\u2022\tStep 8: Assess the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\no\tConduct research and define the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\no\tDefine the emotional intelligence skills that should be focused on when providing training to the staff member.
\n\u2022\tStep 9: Research and define the organisational transformation and the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\no\tConduct online research and define the different stages of organisational transformation.
\no\tDefine the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.<\/p>\n
Your report must include the following:
\n\u2022\tIntroduction to the report. Include the following information:
\no\tYour research topic
\no\tBackground information
\no\tObjectives of writing the report
\n\u2022\tBody of the report. Include the following information:
\no\tStrategic objectives of the training organisation.
\no\tTwo (2) potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\no\tLegislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\no\tRisk management principles applicable to the development of collaborative partnerships and relationships.
\no\tThree (3) potential risks associated with the development of collaborative partnerships and relationships.
\no\tPotential consequence of each risk identified.
\no\tRelationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\no\tEvaluation of the potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\no\tTechniques that cultivate collaborative relationships and partnerships.
\no\tCommon data collection methods that would be used to gather information regarding the potential collaborative partnerships and relationships.
\no\tCommunication techniques that will be used to conduct stakeholder consultation.
\no\tNeed for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\no\tEmotional intelligence skills that should be focused on when providing training to the staff member.
\no\tDifferent stages of organisational transformation.
\no\tManagement of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tReferences and bibliography (Harvard style \u2013 Any five references)<\/p>\n
Template: Research report:
\nResearch report (1200-1500 words)
\nIntroduction to the report
\n\u2022\tYour research topic
\n\u2022\tBackground information
\n\u2022\tObjectives of writing the report
\nBody of the report:
\n\u2022\tStrategic objectives of the training organisation.
\n\u2022\tTwo (2) potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tLegislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tRisk management principles applicable to the development of collaborative partnerships and relationships.
\n\u2022\tThree (3) potential risks associated with the development of collaborative partnerships and relationships.
\n\u2022\tPotential consequence of each risk identified.
\n\u2022\tRelationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\n\u2022\tEvaluation of the potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tTechniques that cultivate collaborative relationships and partnerships.
\n\u2022\tCommon data collection methods that would be used to gather information regarding the potential collaborative partnerships and relationships.
\n\u2022\tCommunication techniques that will be used to conduct stakeholder consultation.
\n\u2022\tNeed for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\n\u2022\tEmotional intelligence skills that should be focused on when providing training to the staff member.
\n\u2022\tDifferent stages of organisational transformation.
\n\u2022\tManagement of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\nReferences and bibliography (Harvard style \u2013 Any five references)<\/p>\n
Performance Criteria\/Performance Checklist: Research Report
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tAnalysed the strategic plan of the training organisation and defined potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tAnalysed and defined the strategic objectives of the training organisation.
\n\u2022\tDefined two (2) potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\uf071\t\t\uf071
\nb)\tResearched and assessed legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tConducted online research and assess legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tDefined the legislative and regulatory requirements related to the development of collaborative partnerships and relationships with business and industry stakeholders.\t\uf071\t\t\uf071
\nc)\tDefined risk management principles related to the development of collaborative partnerships and relationships and evaluated potential risks.
\n\u2022\tResearched and defined risk management principles applicable to the development of collaborative partnerships and relationships.
\n\u2022\tIdentified three (3) potential risks associated with the development of collaborative partnerships and relationships.
\n\u2022\tEvaluated the potential consequence of each risk identified.
\n\uf071\t\t\uf071
\nd)\tConducted online research and define the relationship between the organisational and partner organisation\u2019s mission, purpose, values, objectives and strategies.
\n\uf071\t\t\uf071
\ne)\tEvaluated and defined techniques that cultivate collaborative relationships and partnerships.
\n\u2022\tEvaluated the potential opportunities to develop collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tDefined the techniques that cultivate collaborative relationships and partnerships.
\n\uf071\t\t\uf071
\nf)\tResearched and defined common data collection methods to gather information regarding the potential collaborative partnerships and relationships.
\n\u2022\tConducted online research and defined common data collection methods that would be used to gather information regarding the potential collaborative partnerships and relationships.
\n\uf071\t\t\uf071
\ng)\tEvaluated and defined communication techniques to foster partnership and conduct stakeholder consultations.
\n\u2022\tEvaluated the communication techniques that will be used to foster partnership and define communication techniques to foster partnership.
\n\u2022\tDefined the communication techniques that will be used to conduct stakeholder consultation.
\n\uf071\t\t\uf071
\nh)\tAssess the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\n\u2022\tConducted research and define the need for promoting emotional intelligence in the workplace and its relationship to individual and team effectiveness.
\n\u2022\tDefined the emotional intelligence skills that should be focused on when providing training to the staff member.
\n\uf071\t\t\uf071
\ni)\tResearched and defined the organisational transformation and the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\n\u2022\tConducted online research and define the different stages of organisational transformation.
\n\u2022\tDefined the management of the stages of change if the training organisation decides to engage in collaborative partnerships and relationships with business and industry stakeholders.
\n\uf071\t\t\uf071
\nj)\tAn introduction was provided to the research report. Included the following information:
\n\u2022\tYour research topic
\n\u2022\tBackground information
\n\u2022\tObjectives of writing the report \t\uf071\t\t\uf071
\nk)\tHarvard style references were used. \t\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Assessment Results Sheet
\nOutcome\tFirst attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)<\/p>\n
Feedback:<\/p>\n
Second attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback:<\/p>\n
Student Declaration\t\u2022\tI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022\tI have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022\tI have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
\n\u2022\tI understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022\tAll appeal options have been explained to me.
\nStudent Signature<\/p>\n
Date<\/p>\n
Trainer\/Assessor Name
\nTrainer\/Assessor Declaration\tI hold:<\/p>\n
\u2610 Vocational competencies at least to the level being delivered
\n\u2610 Current relevant industry skills
\n\u2610 Current knowledge and skills in VET, and undertake
\n\u2610 Ongoing professional development in VET<\/p>\n
I declare that I have conducted an assessment of this student\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.<\/p>\n
Trainer\/Assessor Signature
\nDate<\/p>\n
Office Use Only\tOutcome of Assessment has been entered into the Student Management System<\/p>\n
on _________________ (insert date)<\/p>\n
by (insert Name) __________________________________<\/p>\n
Pre-Assessment Checklist: Task 3 \u2013 Skills Test
\nThe purpose of this checklist
\nThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2610 Make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2610 Make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2610 Make sure you understand what evidence is required to be collected and how.
\n\u2610 Make sure you know your rights and the Complaints and Appeal process.
\n\u2610 Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2610 Make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2610 Make sure that you have all the required resources needed to complete this Assessment Task (AT).
\n\u2610 The due date of this assessment task is in accordance with your timetable.
\n\u2610 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2610 The request for an extension to submit your assessment work must be made before the due date.
\nSection 2: Reasonable adjustments
\nI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
\n\u2610 I do require reasonable adjustment
\n\u2610 I do not require reasonable adjustment<\/p>\n
Declaration (Student to complete)
\n\u2610 I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
\n\u2610 I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
\n\u2610 I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
\n\u2610 I confirm I have accessed and understand the assessment information as provided in the Training Organisation\u2019s Student Handbook.
\n\u2610 I confirm I have been given fair notice of the date, time, venue and\/or other arrangements for this assessment.
\n\u2610 I confirm that I am ready for assessment.<\/p>\n
Student Name: ______________________________________<\/p>\n
Student Signature: ___________________________________<\/p>\n
Assessment method-based instructions and guidelines: Skills Test
\nAssessment type<\/p>\n
\u2022\tSkills Test
\nInstructions provided to the student:<\/p>\n
Assessment task description:<\/p>\n
\u2022\tThis is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency.
\n\u2022\tThis assessment task is a skills test.
\n\u2022\tYou are required to complete a set of activities to develop and cultivate collaborative partnerships in this assessment task.
\n\u2022\tYou will receive your feedback within two (2) weeks, and you will be notified by your trainer\/assessor when your results are available.
\n\u2022\tYou must attempt all activities of the project for your trainer\/assessor to assess your competence in this assessment task.<\/p>\n
Applicable conditions:<\/p>\n
\u2022\tThis skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).
\n\u2022\tYou will be assessed independently on this assessment task.
\n\u2022\tNo marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022\tAs you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer\/assessor.
\n\u2022\tYour trainer\/assessor may ask you relevant questions during this assessment task<\/p>\n
Resubmissions and reattempts:<\/p>\n
\u2022\tWhere a student\u2019s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
\n\u2022\tThe student may speak to their trainer\/assessor if they have any difficulty in completing this task and require reasonable adjustments.
\n\u2022\tFor more information, please refer to the Training Organisation\u2019s Student Handbook.<\/p>\n
Location:<\/p>\n
\u2022\tThis assessment task may be completed in:<\/p>\n
\u2610 a classroom
\n\u2610 learning management system (i.e. Moodle),
\n\u2610 workplace,
\n\u2610 simulated work environment,
\n\u2610 or an independent learning environment.<\/p>\n
\u2022\tYour Trainer\/Assessor will provide you with further information regarding the location for completing this assessment task.<\/p>\n
Purpose of the assessment<\/p>\n
The purpose of this assessment task is to develop and cultivate collaborative partnerships in a range of contexts and industry settings.<\/p>\n
\u2022\tSkills to establish partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tSkills to plan partnership activity and reporting systems to review results of partnership activity
\n\u2022\tSkills to develop collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tSkills to analyse results of partnership activity and implement improvements to the partnership.
\nTask instructions<\/p>\n
\u2022\tThis assessment task aims to assess the students\u2019 skills essential to complete a set of activities to develop and cultivate collaborative partnerships.
\n\u2022\tThe student will take on the role of the Operations Manager.
\n\u2022\tThe trainer\/assessor will take on the role of the General Manager.
\n\u2022\tThe trainer\/assessor will assign two staff members to the student and allocate them the role of the partners.
\n\u2022\tThe student must use the templates provided to document their responses.
\n\u2022\tThe student must follow the word limits specified in the templates.
\n\u2022\tThe trainer\/assessor must assess the student using the performance checklist provided.<\/p>\n
Assessment Task 3: Skills Test
\nSkills Test:
\nThis assessment requires the student to complete a set of activities given in this assessment task based on the information given in the case study. These activities will provide an opportunity for the student to develop and cultivate a collaborative partnership for the organisation given in the case study. This includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nIntroduction
\n\u201cOnline Media Solutions\u201d is a new marketing and web development business based in Melbourne, Australia.
\nThe business will operate in the web service industry to offer superior and unique services to small businesses and institutions (B2B business model). Our experience and expertise in web sales and e-commerce will give us the backing to provide solutions that are currently lacking in the market.
\nThere is an all-time high demand for web development and marketing for small businesses with signs of rising further. Interestingly, few web developers have taken advantage of this opportunity, leaving the industry with no dominant participants.
\nThe projects\u2019 high costs and the focus on more prominent companies and institutions could contribute to why this market remains untapped. We will have a system that will reduce the project costs dramatically, allowing us to offer quality services at reduced costs.
\nBusiness plan
\nBusiness plan excerpt
\nCompany details:
\nCompany name: Online Media Solutions, Pty. Ltd
\nCompany address: 2\/10 Lawn court, Craigieburn, 3064, VIC
\nMission
\n\u2022\tProvide best-in-class design services
\n\u2022\tMake a positive impact on our customer businesses
\n\u2022\tBe respected and admired by peers
\nOur vision
\nTo provide best-in-class web design and development services in a simple, effective, and cost-effective manner to the target audience.
\nObjectives
\nThe objectives of Online Media Solutions are as follow:
\n\u2022\tTo exceed customer expectations.
\n\u2022\tTo provide cost-effective and quality services to our clients.
\n\u2022\tBuild and maintain long-term relationships with the clients.
\n\u2022\tTo increase operational efficiency.
\n\u2022\tTo venture into new markets based on the opportunities identified.
\nKeys to Success
\n\u2022\tWe will offer quality web services to small businesses and institutions at affordable prices.
\n\u2022\tTo build and tailor our services to small businesses.
\n\u2022\tPositioning as a viable solution alternate to more established brands
\nServices
\nWe currently offer the following services to our clients:
\n\u2022\tInterface and Web Design
\n\u2022\tGraphics design
\n\u2022\tWebsite development
\n\u2022\tDomain and web hosting
\n\u2022\tVideo editing
\n\u2022\tBlog development
\n\u2022\tSearch engine optimisation
\n\u2022\tE-commerce
\nValues
\n\u2022\tQuality service to our clients
\n\u2022\tIntegrity & Accountability
\n\u2022\tReliability
\n\u2022\tQuality
\n\u2022\tInnovation
\n\u2022\tRespect
\nStrategic directions
\nThe strategic direction of ONLINE MEDIA SOLUTIONS is to achieve its mission and vision is through:
\n\u25cf\tIncreasing operational efficiency
\n\u25cf\tEngaging with customers through quality research and understanding supported by marketing techniques.
\n\u25cf\tEstablishing a reputation for exceptional customer service and end to end solutions
\n\u25cf\tSupporting people to perform via training and performance management
\n\u25cf\tControlling costs through operational efficiency
\nOrganisational structure and expertise
\nThe foundation team has 30 team members. The business has three (3) departments:
\n\u2022\tIT department
\n\u2022\tMarketing department
\n\u2022\tHR department
\nAll three (3) departments are managed by Managers who are experienced and experts in commercial web development and business-to-business sales. Further, the team members have years of experience working for MNCs.
\nThe finance work is outsourced. Further, the organisation will establish a partnership with a call centre and provide 24\/7 customer service to its clients.
\nAll the departmental managers\u2019 report to the Operations.<\/p>\n
Business model
\n\u201cOnline Media Solutions\u201d is a full-service web solutions provider for businesses. The company offers services through the mode of its B2B engagements.
\nB2B services:
\n\u201cOnline Media Solutions\u201d service portfolio includes Web Design, Graphics design, Website development, Domain and web hosting, 2d & 3d animation, Blog development, Search engine optimisation and E-commerce. The project cost will be estimated by the appropriate number of hours needed to complete the project.
\nThe sales team will aggressively track prospective clients and sell the services provided for businesses.
\nOperational model and strategies
\nB2B engagements
\nLead generation \u2013 Lead generation refers to creating and generating prospective consumer interest or inquiry into a business\u2019s products or services. This will be done by building a database of prospective customers using social networks, business listings, internet search etc.
\nSales pitch \u2013 A sales pitch is a line of talk that attempts to persuade someone or something with a planned sales presentation strategy of a product or service designed to initiate and close a product and service sale. Sales professionals prepare and give a sales pitch using the following methods:
\n\u2022\tFace to face meetings
\n\u2022\tE-mailing marketing contacts from the leads<\/p>\n
Organisational strategy\/Strategic plan excerpt
\nStrategic plan excerpt (2021-2023)
\nMission
\nWe aim to deliver quality solutions through our highly skilled team with a technical foundation. We are bound to help hundreds of our clients impress their customers and improve their online image worldwide. We are looking forward to providing solutions to our customers at very low as well as affordable costs.
\nOur vision
\nOur professional team is very specialised and expertise to deliver solutions not only for leading brands but also for non-profit organisations and innovative start-up businesses. We are aiming to reach an elevated level of success ratio while providing unique yet creative solutions to our customers.
\nValues
\n\u25cf\tQuality service to our clients
\n\u25cf\tIntegrity & Accountability
\n\u25cf\tReliability
\n\u25cf\tQuality
\n\u25cf\tInnovation
\n\u25cf\tRespect
\nStrategic directions
\nThe strategic direction of ONLINE MEDIA SOLUTIONS is to achieve its mission and vision is through:
\n\u25cf\tIncreasing operational efficiency
\n\u25cf\tEngaging with customers through quality research and understanding supported by marketing techniques
\n\u25cf\tEstablishing a reputation for exceptional customer service and end to end solutions
\n\u25cf\tSupporting people to perform via training and performance management
\n\u25cf\tControlling costs through operational efficiency
\nCompetitive Advantage
\nThe fact that our services target small businesses gives us an edge over our competitors. By setting up strategic alliances with some of the web and Internet-related companies, we will offer our customers efficient and affordable web services that will meet their demands.<\/p>\n
Strategic objectives and organisational goals
\n1. To generate revenues of $800,000 by the end of our first year of operations.
\n1.1. Generate sales of $800,000 by the end of the year.
\n1.2. Establish strategic partnerships with Internet service providers and companies in computer consultancy and promote services to generate revenue.<\/p>\n
2. To attain a net profit of 18% in the first year, 32% in the second year and 40% in the third year.
\n2.1. Maintain profitability by implementing processes that decrease operating costs.
\n2.2. Implement cost tracking systems to increase operational efficiency.<\/p>\n
3. Provide 24\/7 customer service to the clients
\n3.1. Maximise customer satisfaction by providing 24\/7 customer service to the clients.
\n3.2. Develop partnerships with call centre and provide 24\/7 customer service to the clients.<\/p>\n
4. Maintain professional growth and development of the staff members
\n4.1. Arrange training and professional development sessions to ensure the growth and development of staff members.
\n4.2. Establish a partnership with organisations offering professional development programs for the ongoing development of staff members.
\nKey performance indicators
\n\u25cf\t$ in sales
\n\u25cf\t% profits
\n\u25cf\t% customer satisfaction rate
\n\u25cf\t% increase in customer base
\n\u25cf\t% increase in employee performance
\n\u25cf\t% decrease in conflict
\nImplementation (How to make strategy a habit)
\n\u25cf\tAppoint a strategic plan manager
\n\u25cf\tHold people accountable (now that they are able)
\n\u25cf\tPut in place an incentive compensation plan
\n\u25cf\tCoach for achievement
\n\u25cf\tEmpower managers.
\n\u25cf\tHold effective strategy meetings – first Mondays Hold annual retreat – the second week in December<\/p>\n
Partnerships based on strategic objectives.
\nOnline Media Solutions have the following existing partnerships:
\n\u25cf\tOnline Media Solutions has a partnership with an Indian call centre, \u201cInfo centre\u201d, that handle customer inquiries and issues. This call centre operated 24\/7.
\n\u25cf\tOnline Media Solutions established four strategic partnerships with two Internet service providing companies and another two with computer consultancy firms. We intend to use the alliances to attract more businesses and referrals from our competitors.
\nNeed for further partnership based on strategic objectives:
\n\u25cf\tOnline Media Solutions need to establish a partnership with two (2) organisations offering professional development programs for the ongoing development of staff members. The professional development sessions will be focused on the following skills:
\n\u2022\tCritical thinking
\n\u2022\tEmotional intelligence
\n\u2022\tConflict resolution
\n\u2022\tCollaboration and workplace relationships
\n\u2022\tInterpersonal skills
\nEach professional development session is to be delivered over the period of the next six months.
\nPolicies and procedures for partnership processes and activities
\nPurpose
\nThis policy and procedure provide a framework for establishing, managing and evaluating partnership agreements to maximise their potential benefit. This document will ensure partnership agreement:
\n\u2022\tactivities offer value in terms of return on investment and are aligned with the organisation\u2019s values and strategic goals
\n\u2022\topportunities are effectively coordinated and assessed fairly and comprehensively, and
\n\u2022\tare effectively managed and systematically evaluated to meet the organisation\u2019s ongoing needs
\nScope
\nThis policy and procedure applies to
\n\u2022\temployees
\n\u2022\tpartnership agreements
\nPolicy statement
\nPurpose of partnership agreements
\n\u2022\tThe organisation\u2019s partnership agreements support the achievement of strategic goals.
\n\u2022\tPartnership agreements are used as an important tool to raise awareness and the profile of the organisation, enhance reputation ad access target markets. As such, partnership agreements require formal management and involvement by senior and other relevant employees.
\n\u2022\tFormal partnership documents set out objectives, responsibilities and mechanisms for managing the partnership and ensure that all parties are aware of the requirements and implications of the partnership and demonstrates a commitment to agreed outcomes.
\nTypes of partnership agreements
\nPartnership agreements may be established in the form of a Memorandum of Understanding (MOU) (non-legally binding) or a contractual (legally-binding) partnership agreement with a partner external to the organisation. Unless a MOU is specifically required, the appropriate partnership agreement should be developed as the first preference for an agreement between partners.
\nConditions required for partnership agreements
\nAll partnerships must possess the following core criteria:
\n\u2022\tbenefits the organisation as a whole
\n\u2022\tis consistent with the organisation\u2019s strategic direction, core values and brand attributes
\n\u2022\tcreates opportunities for the organisation to build relationships with organisations and leaders
\n\u2022\tprovides opportunities for employee and\/or student participation
\n\u2022\tdelivers mutually beneficial outcomes
\n\u2022\tenhances the organisation\u2019s reputation and profile
\n\u2022\tcontains clear and unambiguous outcomes, and
\n\u2022\tincludes evaluation\/review mechanisms.
\nDeveloping, approving and managing partnership agreements
\n\u2022\tThe proposed partnership is assessed as requiring a contractual partnership agreement; the business area must work with their Operations Manager to draft and\/or review the legal agreement.
\n\u2022\tAll contractual partnership agreements must include specific provision for terminating the agreement under circumstances that minimise potential adverse consequences for a training organisation.
\n\u2022\tTermination and exit from partnerships must comply with Australian and international regulatory obligations for the parties covered under the agreement.
\n\u2022\tThe business area is responsible for developing and managing the partnership agreement, in consultation with the relevant office, which includes:
\no\tensuring the agreement is strategically aligned to the organisation\u2019s interests
\no\tidentifying risks in accordance with the Risk Management Policy and Enterprise Risk Management Framework
\no\tdemonstrating consultation with all relevant stakeholders
\no\tliaising with the external partner\/s regarding the proposed relationship and relative activities agreed to by the organisation and negotiating a final agreement with the external partner
\no\tensuring systems and processes are in place to manage students and business arrangements during the term of the contract
\no\tongoing management such as relationship management, negotiations, performance and accountability
\no\tseeking legal advice regarding the agreement
\no\tarranging approvals and signatures
\no\ttaking all relevant steps to ensure compliance by the organisation and partner within the terms of the agreement
\no\tresolving issues that arise during the term of the agreement
\no\tperformance monitoring, evaluation and reporting in relation to the partnership agreement
\no\trecording all relevant information in the organisation\u2019s database\/s and record management systems, and
\no\tensuring relevant employees are up-to-date with partnership arrangements and requirements.
\nEvaluating partnership agreements
\n\u2022\tBusiness areas responsible for managing partnership agreements must identify and provide sufficient support to enable appropriate reporting and evaluation.
\n\u2022\tAll partnership agreements, including MOUs, must be reviewed after 12 months from the date of execution and every 12 months thereafter and recommended to the delegated authority if the partnership is continuing or being discontinued.
\n\u2022\tWhen evaluating an MOU, the need or otherwise to establish it as a contractual partnership agreement must be considered.
\n\u2022\tOngoing partnership agreements must be evaluated annually, and, where relevant, such reviews must incorporate feedback from employees serviced by the partnership.
\n\u2022\tThe evaluation must be undertaken when each partnership agreement concludes to determine if the partnership activities were successful, e.g. delivered intended outcomes and met all requirements.
\n\u2022\tWhere the partner or partnership does not meet the financial targets or other requirements as agreed in the partnership agreement, the business area responsible for managing the partnership must terminate the agreement according to its termination provisions.
\n\u2022\tThe evaluation must be documented and filed in the organisation\u2019s records system for reference when considering future involvement with the same partners or similar agreements.
\nYour role and responsibilities
\nYou are working as Operations Manager in \u2018Online Media Solutions\u2019. You report to the General Manager of the organisation.
\nThe General Manager wants you to develop and cultivate collaborative partnerships for \u2018Online Media Solutions\u2019. This includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements.
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity.
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes.
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nAs part of your job role, you have the following responsibilities:
\n\u2022\tIdentify new partnerships and assess any existing partnerships according to task objectives, and select partners according to strategic objectives.
\n\u2022\tEstablish communication strategy, key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tIdentify and implement strategies for staff and stakeholder commitment and contribution.
\n\u2022\tIdentify legal framework and processes for partnership activity in collaboration with partners and plan and allocate resource requirements to accomplish activity with partners.
\n\u2022\tEstablish processes to resolve conflict in a fair, equitable and collaborative manner between partners and implement reporting systems for reporting results against planned partnership activity outcomes.
\n\u2022\tAnalyse reporting system results of partner activity against intended outcomes and identify improvements to partnership in collaboration with partners.
\n\u2022\tImplement identified improvements to partnership operations.<\/p>\n
Skills Test:
\nThis assessment requires the student to complete a set of activities given in this assessment task based on the information given in the case study. These activities will provide an opportunity for the student to develop and cultivate two (2) collaborative partnership for Online Media Solutions. This includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements.
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity.
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes.
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nTo do so, you must complete the following activities:
\n\u2022\tActivity 1: Identify new partnerships and determine partnership outcomes.
\n\u2022\tActivity 2: Establish partnership through activity.
\n\u2022\tActivity 3: Cultivate partnership performance.
\nThe roles and their responsibilities: Relationships with stakeholders such as General manager and partners
\nThe assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:
\nRole number 1: General Manager: The General Manager is the individual who supervises or is in charge of the organisation. They belong to a higher rank or status. Their job role and responsibilities are:
\n\u2022\tAssign a team to you to complete the project.
\n\u2022\tAssist you in understanding the task requirements.
\n\u2022\tProvide you with information about job roles and responsibilities.
\n\u2022\tSupervise you in completing the assessment task and requirements.
\nRole number 2: Partners: The partners are associates that work with the organisation in the achievement of strategic objectives:
\n\u2022\tAssist you in completing the project on time.
\n\u2022\tParticipate in a healthy and open discussion.
\n\u2022\tCollaborate with the Operations Manager to establish partnership requirements and communication strategy.
\nNote:
\n\u2022\tThe trainer\/assessor will take on the role of General Manager.
\n\u2022\tThe trainer\/assessor will assign two staff members to the student and allocate them the role of the partners.
\n\u2022\tEach student will be assessed individually for all assessment activities.
\nTimeframe to complete the project:
\nTwo weeks (You have two weeks to complete the project)
\nTask requirements
\n\u2022\tYou will be assessed on your technical knowledge and skills to complete this project
\n\u2022\tYou will be assessed on working in a team environment and meeting your job role and responsibilities.
\n\u2022\tYou must follow the instructions provided by the General Manager.
\n\u2022\tAll individuals must complete their role and assigned responsibilities and meet the specified deadlines.
\n\u2022\tThe task must be completed in the specified timeframe.<\/p>\n
Activity 1: Identify new partnerships and determine partnership outcomes.
\nThis activity requires you to identify new partnerships based on the strategic objectives of the Online Media Solutions and determine partnership outcomes.
\nTo do so, you are required to complete the following parts:
\n\u2022\tPart A: Identify new partnerships and assess any existing partnerships.
\n\u2022\tPart B: Select partners according to strategic objectives.
\n\u2022\tPart C: Establish partnership requirements and communication strategy in collaboration with the partners.
\n\u2022\tPart D: Establish key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tPart E: Identify strategies for staff and stakeholder commitment and contribution<\/p>\n
Part A: Identify new partnerships and assess any existing partnerships.
\nThis part of the activity requires you to identify new partnerships and assess any existing partnerships according to task objectives.
\nTo do so, you are required to follow the steps given below and document the outcomes using Template 1 provided.
\n\u2022\tStep 1: Analyse the organisation’s strategic objective given in the case study and document them using Template 1.
\n\u2022\tStep 2: Evaluate the existing partnerships based on the information given in the case study, evaluate their importance to the organisation, and document the outcomes using Template 1.
\n\u2022\tStep 3: Identify the need for two (2) new partnerships based on the analysis of the strategic objectives and document them using Template 1.<\/p>\n
Template 1: Identify new partnerships and assess any existing partnerships.
\nIdentify new partnerships and assess any existing partnerships
\nStrategic objective of the organisation<\/p>\n
Existing partnerships and their importance (200-250 words)<\/p>\n
Need for two (2) new partnerships based on the analysis of the strategic objectives and reason for partnerships (200-250 words)<\/p>\n
Part B: Select partners according to strategic objectives.
\nThis part of the activity is a continuation of part A.
\nThis part of the activity requires you to analyse strategic objectives, conduct research, evaluate potential partnership opportunities, and select partners that best meet the organisation’s strategic objectives.
\nTo do so, you are required to follow the steps given below and document the outcomes using Template 2 provided.
\n\u2022\tStep 1: Analyse the strategic objective of the organisation given in the case study.
\n\u2022\tStep 2: Conduct research and assess the type of partnership that would best meet the organisation\u2019s strategic objectives. Document the outcomes using Template 2. Include the following information:
\no\tType of partnership that would best meet the organisation\u2019s strategic objectives.
\no\tReason for selection of the type of partnership.
\n\u2022\tStep 3: Conduct research and identify four (4) potential partners based on the strategic objectives and document the outcomes using Template 2.
\n\u2022\tStep 4: Analyse the advantages that each partnership will bring to the organisation and select two (2) partners according to the strategic objectives. Document the outcomes using Template 2.
\no\tAdvantages that each partnership will bring to the organisation.
\no\tTwo (2) selected partners.
\no\tFactors used to analyse each partnership.
\no\tReason for selection of each partner.<\/p>\n
Template 2: Select partners according to strategic objectives
\nSelect partners according to strategic objectives
\nType of partnership that would best meet the organisation\u2019s strategic objectives and reason for selection of the type of partnership. (250-300 words)<\/p>\n
Four (4) potential partners based on the strategic objectives<\/p>\n
Advantages that each partnership will bring to the organisation.
\nTwo (2) selected partners.
\nFactors used to analyse each partnership.
\nReason for selection of each partner.<\/p>\n
(500-600 words)<\/p>\n
Part C: Establish partnership requirements and communication strategy in collaboration with the partners.
\nThis part of the activity requires you to establish partnership requirements and communication strategy in collaboration with the partners.
\nYour trainer\/assessor will allocate the role of two (2) partners to the staff members.
\nInstructions for trainer assessor:
\n\u2022\tThe trainer\/assessor must ensure that the staff members are detailed about the following information:
\no\tCase study information, including strategic objectives and partnership requirements.
\no\tOutcomes of part A and part B of this activity.
\n\u2022\tThe trainer\/assessor must observe the student performing this part of the activity.
\nInstructions for the student:
\n\u2022\tThe student must lead the discussion.
\n\u2022\tThe student must use language and non-verbal features to suit the audience.
\n\u2022\tThe student must use active listening and questioning to seek the views and opinions of the partners.<\/p>\n
To establish the partnership requirements and communication strategy, you need to collaborate with the partners and follow the steps given below and complete Template 3 and Template 4.
\n\u2022\tStep 1: Establish a communication strategy in collaboration with the partners. Document the communication strategy using Template 3. Include the following information:
\no\tWhat does the partnership intend to accomplish?
\no\tWho is responsible for partner communication?
\no\tWhat information must be recorded, and how will it be shared?
\no\tPlan to ensure that communication is reliable, transparent, and timely.
\no\tCommunication methods that can be most effectively used.
\no\tWhat information is needed to be protected, and how can the partner member ensure that it is protected?
\n\u2022\tStep 2: Establish partnership requirements in collaboration with partners. Document the partnership requirements using Template 4. Include the following information:
\no\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\no\tEmployment laws that should be complied with during the partnership.
\no\tOrganisational requirements (including policies and procedures) that should be followed.
\n\u2022\tStep 3: Establish the following processes for partnership and document using Template 4.
\no\tDeveloping partnerships
\no\tSustaining partnerships<\/p>\n
Template 3: Communication strategy
\nCommunication strategy (700-800 words)
\nWhat does the partnership intend to accomplish?<\/p>\n
Who is responsible for partner communication?<\/p>\n
What information must be recorded, and how will it be shared?<\/p>\n
Plan to ensure that communication is reliable, transparent, and timely.<\/p>\n
Communication methods that can be most effectively used.<\/p>\n
What information is needed to be protected, and how can the partner member ensure that it is protected?<\/p>\n
Template 4: Partnership requirements
\nPartnership requirements
\nLegislative and regulatory requirements to be followed during the collaborative partnership. (400-500 words)<\/p>\n
Employment laws that should be complied with during the partnership. (400-500 words)<\/p>\n
Organisational requirements (including policies and procedures) that should be followed. (250-300 words)<\/p>\n
Following processes for partnership: (400-500 words)
\n\u2022\tDeveloping partnerships
\n\u2022\tSustaining partnerships<\/p>\n
Part D: Establish key indicators and feedback processes for evaluating the health of the business partnerships
\nThis part of the activity is a continuation of part C of this activity.
\nThis part of the activity requires you to establish key indicators and feedback processes for evaluating the health of the business partnerships.
\nTo do so, you are required to follow the steps given below and document the outcomes using Template 5.
\n\u2022\tStep 1: Establish the key indicators for evaluating the health of the business partnerships based on the following information given in the case study:
\no\tStrategic objectives
\no\tStrategic metrics
\nDocument the key indicators using Template 5. Include the following information:
\no\tThree (3) key indicators for evaluating the health of the business partnerships.
\no\tHow can each key indicator evaluate the health of the business partnerships?
\n\u2022\tStep 2: Develop the following feedback processes for evaluating the health of the business partnerships and document using Template 5.
\no\tProcess for giving feedback
\no\tProcess for receiving feedback
\no\tProcesses to provide continuous feedback to stakeholders<\/p>\n
Template 5: Key indicators and feedback process
\nKey indicators and feedback process
\nThree (3) key indicators for evaluating the health of the business partnerships.
\nHow can each key indicator evaluate the health of the business partnerships?
\n(400-500 words)<\/p>\n
Feedback processes for evaluating the health of the business partnerships. (200-300 words each)
\n\u2022\tProcess for giving feedback
\n\u2022\tProcess for receiving feedback
\n\u2022\tProcesses to provide continuous feedback to stakeholders<\/p>\n
Part E: Identify and implement strategies for staff and stakeholder commitment and contribution
\nThis part of the activity requires you to identify and develop strategies for staff and stakeholder commitment and contribution and develop procedures for their implementation.
\nTo do so, you are required to follow the steps given below and document the outcomes using Template 6.
\n\u2022\tStep 1: Identify and develop two (2) strategies for staff and stakeholder commitment and contribution. Document the strategies using Template 6.
\n\u2022\tStep 2: Develop and document procedures to implement each strategy for staff and stakeholder commitment and contribution (developed in Step 1) using Template 6.<\/p>\n
Template 6: Identify and implement strategies for staff and stakeholder commitment and contribution
\nTwo (2) strategies for staff and stakeholder commitment and contribution (300-400 words)<\/p>\n
Procedures to implement each strategy for staff and stakeholder commitment and contribution. (400-500 words)<\/p>\n
Performance Criteria\/Performance Checklist: Activity 1
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tIdentified new partnerships and assessed any existing partnerships.
\n\u2022\tAnalysed the organisation’s strategic objective.
\n\u2022\tEvaluated the existing partnerships.
\n\u2022\tIdentified the need for new partnerships based on the analysis of the strategic objectives.
\n\uf071\t\t\uf071
\nb)\tSelected partners according to strategic objectives.
\n\u2022\tConducted research and assess the type of partnership that would best meet the organisation\u2019s strategic objectives. Included the following information:
\no\tType of partnership that would best meet the organisation\u2019s strategic objectives.
\no\tReason for selection of the type of partnership.
\n\u2022\tConducted research and identified four (4) potential partners based on the strategic objectives.
\n\u2022\tAnalysed the advantages that each partnership will bring to the organisation and selected partners according to the strategic objectives.
\n\uf071\t\t\uf071
\nc)\tEstablished partnership requirements and communication strategy in collaboration with the partners.
\n\u2022\tEstablished a communication strategy in collaboration with the partners.
\n\u2022\tEstablished partnership requirements in collaboration with partners. Included the following information:
\no\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\no\tEmployment laws that should be complied with during the partnership.
\no\tOrganisational requirements (including
\no\tpolicies and procedures) that should be followed.
\n\u2022\tEstablished the following processes for partnership.
\no\tDeveloping partnerships
\no\tSustaining partnerships\t\uf071\t\t\uf071
\nd)\tEstablished key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tEstablished the key indicators for evaluating the health of the business partnerships based on the following information given in the case study:
\no\tStrategic objectives
\no\tStrategic metrics
\n\u2022\tDocumented the key indicators using Template 5. Include the following information:
\no\tThree (3) key indicators for evaluating the health of the business partnerships.
\no\tHow can each key indicator evaluate the health of the business partnerships?
\n\u2022\tDeveloped the feedback processes for evaluating the health of the business partnerships.
\n\uf071\t\t\uf071
\ne)\tIdentified and developed strategies for staff and stakeholder commitment and contribution and develop procedures for their implementation.
\n\u2022\tIdentified and developed two (2) strategies for staff and stakeholder commitment and contribution.
\n\u2022\tDeveloped and documented procedures to implement each strategy for staff and stakeholder commitment and contribution.
\n\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Activity 2: Establish partnership through activity
\nThis activity is a continuation of Activity 1.
\nThis activity requires you to establish the two (2) partnerships selected in Activity 1 \u2013 Part B.
\nTo do so, you are required to:
\n\u2022\tPart A: Plan partnership activity and reporting systems to review results of partnership activity.
\n\u2022\tPart B: Establish processes to resolve conflict.
\n\u2022\tPart C: Implement reporting systems for reporting results against planned partnership activity outcomes<\/p>\n
Part A: Plan partnership activity and reporting systems to review results of partnership activity.
\nThis part of the activity requires you to plan partnership activity and reporting systems to review the results of the partnership activity.
\nTo do so, you are required to prepare a partnership activity plan. The partnership activity plan must be prepared using \u2018Template 7\u2019.
\nDuring the preparation of the partnership activity plan, you are required to follow the steps given below and document the outcomes using Template 7:
\n\u2022\tDetermine five (5) activities to be conducted over the course of the next six (6) months and document using Template 7.
\n\u2022\tDetermine activity outcomes and document using Template 7.
\n\u2022\tPlan and document reporting systems to review results of partnership activity and document using Template 7.
\n\u2022\tDetermine the key performance indicators to assess each activity and document using Template 7.
\n\u2022\tDevelop three (3) collaborative approaches to enhance individual, team and organisational outcomes and document using Template 7.<\/p>\n
Template 7: Plan partnership activity and reporting systems to review results of partnership activity
\nPlan partnership activity and reporting systems to review results of partnership activity
\nFive (5) activities to be conducted over the course of the next six (6) months\tActivity outcomes\tKPIs to assess each activity\tTimeframe<\/p>\n
Three (3) collaborative approaches to enhance individual, team and organisational outcomes (400-500 words)<\/p>\n
Reporting systems to review results of partnership activity against planned partnership activity outcomes developed in this template (250-300 words)<\/p>\n
Part B: Establish processes to resolve conflict.
\nThis part of the activity requires you to establish conflict resolution processes. The conflict resolution processes should be focused on resolving the conflict in a fair, equitable and collaborative manner between partners.
\nTo establish conflict resolution processes, you are required to follow the steps given below and document the outcomes using Template 8.
\n\u2022\tDefine the five (5) conflict resolution strategies.
\n\u2022\tDiscuss the steps of the conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners.
\n\u2022\tDiscuss the legislations to be followed during the conflict resolution process and their role in conflict resolution.<\/p>\n
Template 8: Conflict resolution processes
\nConflict resolution processes
\nFive (5) conflict resolution strategies (250-300 words)<\/p>\n
Conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners. (400-500 words)<\/p>\n
Two (2) legislations to be followed during the conflict resolution process and their role in conflict resolution (250-300 words)<\/p>\n
Part C: Implement reporting systems for reporting results against planned partnership activity outcomes
\nThis part of the activity is a continuation of part A of this activity.
\nThis part of the activity requires you to develop procedures to implement reporting systems for reporting results against planned partnership activity outcomes.
\nYou must develop procedures for reporting implement reporting systems for reporting results against planned partnership activity outcomes using Template 9.
\nThe word limit to complete Template 9 is 500-600 words.<\/p>\n
Template 9: Implement reporting systems for reporting results against planned partnership activity outcomes
\nProcedures for reporting implement reporting systems for reporting results against planned partnership activity (500-600 words)<\/p>\n
Performance Criteria\/Performance Checklist: Activity 2
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tPlanned partnership activity and reporting systems to review results of partnership activity.
\n\u2022\tDetermined five (5) activities to be conducted over the course of the next six (6) months.
\n\u2022\tDetermined activity outcomes.
\n\u2022\tPlanned and documented reporting systems to review results of partnership activity.
\n\u2022\tDetermined the key performance indicators to assess each activity.
\n\u2022\tDeveloped three (3) collaborative approaches to enhance individual, team and organisational outcomes.
\n\uf071\t\t\uf071
\nb)\tEstablished processes to resolve conflict.
\n\u2022\tDefined the five (5) conflict resolution strategies.
\n\u2022\tDiscussed the steps of the conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners.
\n\u2022\tDiscussed the legislations to be followed during the conflict resolution process and their role in conflict resolution.
\n\uf071\t\t\uf071
\nc)\tDeveloped procedures to implement reporting systems for reporting results against planned partnership activity outcomes.
\n\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Activity 3: Cultivate partnership performance
\nActivity context:
\nThe partnership was developed between a professional development association and your organisation. The professional development association delivered seminars on the following skills over the period of six (6) months.
\n\u25cf\tCritical thinking
\n\u25cf\tEmotional intelligence
\n\u25cf\tConflict resolution
\n\u25cf\tCollaboration and workplace relationships
\n\u25cf\tInterpersonal skills
\nThe intended outcomes of the partnership activity are as follow:
\n\u25cf\t10% increase in employee productivity
\n\u25cf\t20% decrease in organisational conflict
\nHowever, after the implementation of the professional development seminars, the following were the reporting system results of partner activity:
\n\u25cf\tA decrease in conflict was recognised. However, the desired intended outcomes were not achieved.
\n\u25cf\tEmployee productivity remained the same.
\nBased on the results of the partnership activity, a survey was conducted with the employees to identify their response to the professional development seminars. The following were the outcomes of the survey conducted:
\n\u25cf\tThe professional development sessions provided knowledge to the employees. However, most of the employees suggested on-job training would be the best methods for increasing employee productivity.
\n\u25cf\tFurther, the employees suggested real-time coaching based on actual conflict resolution would help them identify the triggers to the conflict and help them to resolve them before the conflict takes place.
\nDescription of the activity:
\nThis activity is a continuation of Activity 2.
\nThis activity requires the student to cultivate partnership performance.
\nTo do so, you are required to follow the steps given below and document the outcomes using Template 10.
\n\u25cf\tAnalyse the results of partnership activity\/reporting system results based on the information given in the Activity context and identify two (2) improvements to partnership and document using Template 10.
\n\u25cf\tEngage with the partners (staff members who participated in Activity 1) to discuss the improvements to the partnerships and develop steps to incorporate the improvements. Document the steps to incorporate the improvements activity using Template 10.
\n\u25cf\tDocument the steps to implement the identified improvements to partnership operations using Template 10.<\/p>\n
Template 10: Cultivate partnership performance
\nCultivate partnership performance
\nTwo (2) improvements to partnership operations<\/p>\n
Steps to incorporate the two (2) identified improvements (300-400 words)<\/p>\n
Steps to implement the two (2) identified improvements to partnership operations (300-400 words)<\/p>\n
Performance Criteria\/Performance Checklist: Activity 3
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tAnalysed the results of partnership activity\/reporting system results based on the information given in the Activity context and identified two (2) improvements to partnership.
\n\uf071\t\t\uf071
\nb)\tEngaged with the partners (staff members and discussed the improvements to the partnerships and develop steps to incorporate the improvements.
\n\uf071\t\t\uf071
\nc)\tDocumented the steps to implement the identified improvements to partnership operations.
\n\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Assessment Results Sheet
\nOutcome\tFirst attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)<\/p>\n
Feedback:<\/p>\n
Second attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback:<\/p>\n
Student Declaration\t\u2022\tI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022\tI have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022\tI have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
\n\u2022\tI understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022\tAll appeal options have been explained to me.<\/p>\n
Student Signature<\/p>\n
Date<\/p>\n
Trainer\/Assessor Name
\nTrainer\/Assessor Declaration\tI hold:<\/p>\n
\u2610 Vocational competencies at least to the level being delivered
\n\u2610 Current relevant industry skills
\n\u2610 Current knowledge and skills in VET, and undertake
\n\u2610 Ongoing professional development in VET<\/p>\n
I declare that I have conducted an assessment of this student\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.<\/p>\n
Trainer\/Assessor Signature
\nDate<\/p>\n
Office Use Only\tThe outcome of the assessment has been entered into the Student Management System<\/p>\n
on _________________ (insert date)<\/p>\n
by (insert Name) __________________________________<\/p>\n
Pre-Assessment Checklist: Task 4\u2013Work Placement Task<\/p>\n
The purpose of this checklist
\nThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer\/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer\/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
\nSection 1: Information for Students
\n\u2610 Make sure you have completed the necessary prior learning before attempting this assessment.
\n\u2610 Make sure your trainer\/assessor clearly explained the assessment process and tasks to be completed.
\n\u2610 Make sure you understand what evidence is required to be collected and how.
\n\u2610 Make sure you know your rights and the Complaints and Appeal process.
\n\u2610 Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer\/assessor).
\n\u2610 Make sure that you have access to a computer and the internet (if you prefer to type the answers).
\n\u2610 Make sure that you have all the required resources needed to complete this assessment task.
\n\u2610 The due date of this assessment task is in accordance with your timetable.
\n\u2610 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer\/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
\n\u2610 The request for an extension to submit your assessment work must be made before the due date.
\nSection 2: Reasonable adjustments
\nI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
\n\u2610 I do require reasonable adjustment
\n\u2610 I do not require reasonable adjustment<\/p>\n
Declaration (Student to complete)
\n\u2610 I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
\n\u2610 I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
\n\u2610 I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
\n\u2610 I confirm I have accessed and understand the assessment information as provided in the Training Organisation\u2019s Student Handbook.
\n\u2610 I confirm I have been given fair notice of the date, time, venue and\/or other arrangements for this assessment.
\n\u2610 I confirm that I am ready for assessment.<\/p>\n
Student Name: ______________________________________<\/p>\n
Student Signature: ___________________________________<\/p>\n
Assessment method-based instructions and guidelines: Work Placement Task
\nAssessment type<\/p>\n
\u2022\tProject \u2013 Work placement task
\nInstructions provided to the student:<\/p>\n
Assessment task description:<\/p>\n
\u2022\tThis is the fourth (4) assessment task you must successfully complete to be deemed competent in this unit of competency.
\n\u2022\tThis assessment task requires you to complete a project.
\n\u2022\tYou are required to develop and cultivate collaborative partnerships for your training organisation in this assessment task.
\n\u2022\tYou will receive your feedback within two weeks, and you will be notified by your trainer\/assessor when results are available.
\n\u2022\tYou must attempt all activities of the project for your trainer\/assessor to assess your competency in this assessment task.<\/p>\n
Applicable conditions:<\/p>\n
\u2022\tThis project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook).
\n\u2022\tYou must read and respond to all the criteria of the project.
\n\u2022\tYou may handwrite\/use computers to answer the criteria of the project.
\n\u2022\tYou must complete the task independently.
\n\u2022\tNo marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022\tAs you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer\/assessor.
\n\u2022\tThe trainer\/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.<\/p>\n
Resubmissions and reattempts:<\/p>\n
\u2022\tWhere a student\u2019s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
\n\u2022\tThe student may speak to their trainer\/assessor if they have any difficulty in completing this task and require reasonable adjustments.
\n\u2022\tFor more information, please refer to the Training Organisation\u2019s Student Handbook.
\nLocation:<\/p>\n
\u2022\tThis assessment task may be completed in:<\/p>\n
\u2610 a classroom
\n\u2610 learning management system (i.e. Moodle),
\n\u2610 workplace,
\n\u2610 or an independent learning environment.<\/p>\n
\u2022\tYour trainer\/Assessor will provide further student information regarding the location for completing this assessment task.<\/p>\n
Purpose of the assessment<\/p>\n
The purpose of this assessment task is to assess the student\u2019s knowledge and skills essential to develop and cultivate collaborative partnerships for your training organisation in a range of contexts and industry settings.<\/p>\n
\u2022\tSkill to establish partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tSkill to plan partnership activity and reporting systems to review results of partnership activity
\n\u2022\tSkill to develop collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tSkill to analyse results of partnership activity and implementing improvements to the partnership.
\nTask instructions<\/p>\n
\u2022\tThis assessment task aims to assess the students\u2019 skills essential to complete a set of activities to develop and cultivate collaborative partnerships.
\n\u2022\tThe student will take on the role of the Operations Manager.
\n\u2022\tThe trainer\/assessor will assign a Supervisor to each student or take on the responsibility to supervise each student.
\n\u2022\tThe student will be responsible for developing and cultivating two (2) collaborative partnerships with businesses\/workplaces for student placement.
\n\u2022\tThe trainer\/assessor will observe the student performing this assessment task
\n\u2022\tThe student must use the templates provided to document their responses.
\n\u2022\tThe student must follow the word limits specified in the templates.
\n\u2022\tThe trainer\/assessor must assess the student using the performance checklist provided.<\/p>\n
Assessment Task 4 -Work Placement Task<\/p>\n
Skills Test:
\nThis assessment requires the student to complete a set of activities given in this assessment task based on the information given in the case study. These activities will provide an opportunity for the student to develop and cultivate two (2) collaborative partnerships for your training organisation. This includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nSetting the scene:
\nThis assessment task requires you to develop and cultivate two (2) collaborative partnership for your training organisation.
\nYour training organisation will be your actual workplace.
\nThe requirements for the workplace environment
\nThe assessment task will be completed at your training organisation. Your training organisation will be your actual workplace.
\nYour trainer\/assessor will ensure that the training organisation meets the following assessment criteria.
\nThe training organisation must meet the following criteria:
\nOpportunities for students to:\tYes\/No\/NA
\nFollow standard operating\/workplace procedures
\nUse up-to-date software and equipment
\nWork within stated timelines to meet deadlines
\nGain experience in the challenges and complexities of dealing with multiple tasks
\nExperience prioritising competing tasks and dealing with contingencies
\nWorkplace environment to work with others in a team
\nWorkplace environment to sufficient to communicate with diverse groups
\nWorkplace sufficient to work independently and manage workload<\/p>\n
Resources, tools, and equipment requirements
\nThe following resources, tools and equipment will be made available by the training organisation to complete this assessment task:
\n\u2022\tTraining organisation as a workplace
\n\u2022\tAppendix C (Strategic plan)
\n\u2022\tAppendix D (Policies and procedures for partnership processes and activities)
\n\u2022\tInformation regarding existing partnerships
\nWorkplace simulated scenario and task objectives
\nYou are working as Operations Manager in your training organisation. You report to the Supervisor of the organisation.
\nAs per the strategic objectives of the organisation (given in appendix C), the training organisation wants to develop strategic alliances and partnerships with the businesses\/workplaces that will provide work-based training to the students.
\nTask objectives:
\nThe Supervisor wants you to develop and cultivate collaborative partnerships with the businesses\/workplaces for your training organisation. This includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nAs part of your job role, you have the following responsibilities:
\n\u2022\tIdentify new partnerships, assess existing partnerships according to task objectives, and select partners according to strategic objectives.
\n\u2022\tEstablish communication strategy, key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tIdentify and implement strategies for staff and stakeholder commitment and contribution.
\n\u2022\tIdentify legal framework and processes for partnership activity in collaboration with partners and plan and allocate resource requirements to accomplish activity with partners.
\n\u2022\tEstablish processes to resolve conflict in a fair, equitable and collaborative manner between partners and implement reporting systems for reporting results against planned partnership activity outcomes.
\n\u2022\tAnalyse reporting system results of partner activity against intended outcomes and identify improvements to partnership in collaboration with partners.
\n\u2022\tImplement identified improvements to partnership operations.<\/p>\n
Work placement task:
\nThis assessment requires the student to complete a set of activities given in this assessment task based on the information given in the case study. These activities will allow the student to develop and cultivate two (2) collaborative partnerships with the businesses\/workplaces that will provide work-based training to the students. This includes:
\nThis includes:
\n\u2022\tEstablishing partnership requirements in collaboration with partners according to regulatory, employment and organisational requirements
\n\u2022\tPlanning partnership activity and reporting systems to review results of partnership activity
\n\u2022\tDeveloping collaborative approaches to enhance individual, team and organisational outcomes
\n\u2022\tAnalysing results of partnership activity and implementing improvements to the partnership.
\nTo do so, you must complete the following activities:
\n\u2022\tActivity 1: Identify new partnerships and determine partnership outcomes.
\n\u2022\tActivity 2: Establish partnership through activity.
\n\u2022\tActivity 3: Cultivate partnership performance.<\/p>\n
The student will complete each activity in the training organisation\/workplace.
\nRoles and responsibilities: Supervisor assigned to the student
\nThe Supervisor is the individual who supervises or is in charge of the organisation. They belong to a higher rank or status. Their job role and responsibilities are:
\n\u2022\tAssist the student in understanding the task requirements.
\n\u2022\tProvide the student with information about job roles and responsibilities.
\n\u2022\tSupervise and observe the student in completing the assessment activities.
\n\u2022\tHelp the student in making arrangements for collaboration with partners and alliances.
\nNote:
\n\u2022\tThe trainer\/assessor will assign a Supervisor to each student and take on the responsibility to supervise and observe each student completing the activity.
\n\u2022\tEach student will be assessed individually for all assessment activities.
\nTimeframe to complete the project:
\nTrainer\/assessor to assign timeframe for completion of the project.
\nTask requirements
\n\u2022\tYou will be assessed on your technical knowledge and skills to complete this project
\n\u2022\tYou will be assessed on working in a team environment and meeting your job role and responsibilities.
\n\u2022\tYou must follow the instructions provided by the Supervisor.
\n\u2022\tThe task must be completed in the timeframe specified by the trainer\/assessor.<\/p>\n
Activity 1: Identify new partnerships and determine partnership outcomes
\nThis activity requires you to identify new partnerships based on the strategic objectives of the training organisation and determine partnership outcomes.
\nTo do so, you are required to follow the steps given in Checklist 1 and complete the templates associated with each step.
\nThe Supervisor or trainer\/assessor will:
\n\u2022\tSupervise and observe the student performing this activity.
\n\u2022\tPlace a tick mark against each step given in the checklist after the student performs\/implements the step.
\n\u2022\tSign off the checklist and ask the student for the submission of templates associated with each step.<\/p>\n
Checklist 1: Identify new partnerships and determine partnership outcomes<\/p>\n
Steps\tPlace a tick mark, once completed
\nStep 1: Consult your Supervisor and identify the existing partnerships that provide work-based training to the students.
\nComplete Template 11 and document the following details:
\n\u2022\tTwo (2) existing partnerships
\n\u2022\tName of the existing partnerships
\n\u2022\tContact details (including contact number and e-mail address of the existing partnerships)
\n\uf071
\nStep 2: Assess the role of each existing partnership with the strategic objectives of the training organisation and document the assessment using Template 11.
\n\uf071
\nStep 3: Identify four (4) new businesses based on task objectives given in the workplace simulated scenario and task objectives (given in the case study) that can provide work-based training to the students. Contact the and document the following details using Template 11:
\n\u2022\tName of the four (4) new partnerships
\n\u2022\tContact details (including contact number and e-mail address of the existing partnerships)
\n\uf071
\nStep 4: Select partners according to strategic objectives.
\n\u2022\tContact the partnerships and discuss your objectives.
\n\u2022\tAssess the strategic objectives of the training organisation given in the strategic plan (Appendix C)
\n\u2022\tSelect two (2) partners according to strategic objectives.
\nDocument the following details using Template 11:
\n\u2022\tAssessment of strategic objectives of the training organisation.
\n\u2022\tTwo (2) partners selected according to the strategic objectives.
\n\u2022\tReason for selection of the partners based on the assessment of strategic objectives.
\n\uf071
\nStep 5: Establish a communication strategy in collaboration with each partner.
\n\u2022\tCollaborate with the partners identified in Step 4.
\n\u2022\tEstablish communication strategy in collaboration with each identified in Step 4. Discuss the following:
\no\tWhat does the partnership intend to accomplish?
\no\tWho is responsible for partner communication?
\no\tWhat information must be recorded, and how will it be shared?
\no\tPlan to ensure that communication is reliable, transparent, and timely.
\no\tCommunication methods that can be most effectively used.
\no\tWhat information is needed to be protected, and how can the partner member ensure that it is protected?
\nDocument the following details using Template 11.
\n\u2022\tDetails of each partner.
\n\u2022\tHow you communicated with each partner?
\n\u2022\tCommunication strategy, including the following details:
\no\tWhat does the partnership intend to accomplish?
\no\tWho is responsible for partner communication?
\no\tWhat information must be recorded, and how will it be shared?
\no\tPlan to ensure that communication is reliable, transparent, and timely.
\no\tCommunication methods that can be most effectively used.
\no\tWhat information is needed to be protected, and how can the partner member ensure that it is protected?
\n\uf071
\nStep 6: Establish partnership requirements in collaboration with each partner according to regulatory, employment and organisational requirements. Discuss the following details with each partner and document using Template 11.
\n\u2022\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\n\u2022\tEmployment laws that should be complied with during the partnership.
\n\u2022\tOrganisational requirements (including policies and procedures) that should be followed.
\n\uf071
\nStep 7: Establish the following processes for partnership and document using Template 11.
\n\u2022\tDeveloping partnerships
\n\u2022\tSustaining partnerships \t\uf071
\nStep 8: Establish key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tEstablish the key indicators for evaluating the health of the business partnerships and document the following details using Template 11.
\no\tThree (3) key indicators for evaluating the health of the business partnerships.
\no\tHow can each key indicator evaluate the health of the business partnerships?
\n\u2022\tDevelop the following feedback processes for evaluating the health of the business partnerships and document using Template 11.
\no\tProcess for giving feedback
\no\tProcess for receiving feedback
\no\tProcesses to provide continuous feedback to stakeholders\t\uf071
\nStep 9: Identify and implement strategies for staff and stakeholder commitment and contribution. Include the following details using Template 11.
\n\u2022\tIdentify and develop two (2) strategies for staff and stakeholder commitment and contribution. Document the strategies using Template 11.
\n\u2022\tDevelop and document procedures to implement each strategy for staff and stakeholder commitment and contribution.
\n\u2022\tHow you implemented strategies for staff and stakeholder commitment and contribution?
\n\u2022\tWhat were the outcomes of each implemented strategy? \t\uf071
\nSign-off:<\/p>\n
Date:<\/p>\n
Template 11: Identify new partnerships and determine partnership outcomes
\nIdentify new partnerships and determine partnership outcomes
\nExisting partnerships
\nPartnership 1:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships):<\/p>\n
Partnership 2:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships):<\/p>\n
Assessment of each existing partnership with the strategic objectives of the training organisation (300-400 words)<\/p>\n
Potential business partnerships
\nPartnership 1:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships)<\/p>\n
Partnership 2:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships)<\/p>\n
Partnership 3:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships)<\/p>\n
Partnership 4:<\/p>\n
Contact details (including contact number and e-mail address of the existing partnerships)<\/p>\n
Two (2) partners selected based on strategic objectives
\nTwo (2) partners selected according to the strategic objectives.<\/p>\n
Reason for selection of the partners based on the assessment of strategic objectives. (300-400 words)<\/p>\n
Communication strategy (300-400 words each)
\nCommunication strategy (Partner 1)
\n\u2022\tHow you communicated with each partner?
\n\u2022\tCommunication strategy, including the following details:
\no\tWhat does the partnership intend to accomplish?
\no\tWho is responsible for partner communication?
\no\tWhat information must be recorded, and how will it be shared?
\no\tPlan to ensure that communication is reliable, transparent, and timely.
\no\tCommunication methods that can be most effectively used.
\no\tWhat information is needed to be protected, and how can the partner member ensure that it is protected?<\/p>\n
Communication strategy (Partner 2)
\n\u2022\tHow you communicated with each partner?
\n\u2022\tCommunication strategy, including the following details:
\no\tWhat does the partnership intend to accomplish?
\no\tWho is responsible for partner communication?
\no\tWhat information must be recorded, and how will it be shared?
\no\tPlan to ensure that communication is reliable, transparent, and timely.
\no\tCommunication methods that can be most effectively used.
\no\tWhat information is needed to be protected, and how can the partner member ensure that it is protected?<\/p>\n
Partnership requirements (400-500 words)
\nCommunication strategy (Partner 1)
\n\u2022\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\n\u2022\tEmployment laws that should be complied with during the partnership.
\n\u2022\tOrganisational requirements (including policies and procedures) that should be followed.<\/p>\n
Communication strategy (Partner 2)
\n\u2022\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\n\u2022\tEmployment laws that should be complied with during the partnership.
\n\u2022\tOrganisational requirements (including policies and procedures) that should be followed.<\/p>\n
Processes for partnership. (400-500 words)
\n\u2022\tDeveloping partnerships
\n\u2022\tSustaining partnerships<\/p>\n
Key indicators and feedback processes for evaluating the health of the business partnerships
\nKey indicators
\nThree (3) key indicators for evaluating the health of the business partnerships.<\/p>\n
How can each key indicator evaluate the health of the business partnerships? (250-300 words)<\/p>\n
Feedback processes: (300-400 words)
\n\u2022\tProcess for giving feedback
\n\u2022\tProcess for receiving feedback
\n\u2022\tProcesses to provide continuous feedback to stakeholders<\/p>\n
Identify and implement strategies for staff and stakeholder commitment and contribution<\/p>\n
Two (2) strategies for staff and stakeholder commitment and contribution. (150-200 words)<\/p>\n
Procedures to implement each strategy for staff and stakeholder commitment and contribution. (200-300 words)<\/p>\n
How you implemented strategies for staff and stakeholder commitment and contribution? (250-300 words)<\/p>\n
What were the outcomes of each implemented strategy? (250-300 words)<\/p>\n
Performance Criteria\/Performance Checklist: Activity 1
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tConsulted the Supervisor and identified the existing partnerships that provide work-based training to the students. Included the following information:
\n\u2022\tTwo (2) existing partnerships
\n\u2022\tName of the existing partnerships
\n\u2022\tContact details (including contact number and e-mail address of the existing partnerships)
\n\uf071\t\t\uf071
\nb)\tAssessed the role of each existing partnership with the strategic objectives of the training organisation.
\n\uf071\t\t\uf071
\nc)\tIdentified new partnerships and assessed any existing partnerships.
\n\u2022\tAnalysed the organisation’s strategic objective.
\n\u2022\tIncluded the following details:
\no\tName of the four (4) new partnerships
\no\tContact details (including contact number and e-mail address of the existing partnerships).
\n\uf071\t\t\uf071
\nd)\tSelected partners according to strategic objectives.
\n\u2022\tContacted the partnerships and discuss your objectives.
\n\u2022\tAssessed the strategic objectives of the training organisation given in the strategic plan (Appendix C)
\n\u2022\tSelected two (2) partners according to strategic objectives
\n\uf071\t\t\uf071
\ne)\tEstablished partnership requirements and communication strategy in collaboration with the partners.
\n\u2022\tEstablished a communication strategy in collaboration with the partners.
\n\u2022\tEstablished partnership requirements in collaboration with partners. Included the following information:
\no\tLegal framework (Legislative and regulatory requirements) to be followed during the collaborative partnership.
\no\tEmployment laws that should be complied with during the partnership.
\no\tOrganisational requirements (including
\no\tpolicies and procedures) that should be followed.
\n\u2022\tEstablished the following processes for partnership.
\no\tDeveloping partnerships
\no\tSustaining partnerships\t\uf071\t\t\uf071
\nf)\tEstablished key indicators and feedback processes for evaluating the health of the business partnerships.
\n\u2022\tEstablished the key indicators for evaluating the health of the business partnerships.
\n\u2022\tDocumented the key indicators using. Include the following information:
\no\tThree (3) key indicators for evaluating the health of the business partnerships.
\no\tHow can each key indicator evaluate the health of the business partnerships?
\n\u2022\tDeveloped the feedback processes for evaluating the health of the business partnerships. \t\uf071\t\t\uf071
\ng)\tIdentified and developed strategies for staff and stakeholder commitment and contribution and develop procedures for their implementation.
\n\u2022\tIdentified and developed two (2) strategies for staff and stakeholder commitment and contribution.
\n\u2022\tDeveloped and documented procedures to implement each strategy for staff and stakeholder commitment and contribution.
\n\u2022\tImplemented strategies for staff and stakeholder commitment and contribution.
\n\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Activity 2: Establish partnership through activity.
\nThis activity requires you to establish partnerships through activity.
\nTo do so, you are required to follow the steps given in Checklist 2 and complete the templates associated with each step.
\nThe Supervisor or trainer\/assessor will:
\n\u2022\tSupervise and observe the student performing this activity.
\n\u2022\tPlace a tick mark against each step given in the checklist after the student performs\/implements the step.
\n\u2022\tSign off the checklist and ask the student for the submission of templates associated with each step.<\/p>\n
Checklist 2: Establish partnership through activity<\/p>\n
Steps\tPlace a tick mark, once completed
\nStep 1: Collaborate with the partners and document the following partnerships processes using Template 12.
\n\u2022\tProcesses for planning partnership activity.
\n\u2022\tProcesses for reporting systems to review results of partnership activity
\n\u2022\tDevelop collaborative approaches to enhance individual, team and organisational outcomes.
\nComplete Template 12 and document the following details:
\n\u2022\tProcesses for planning partnership activity.
\n\u2022\tProcesses for reporting systems to review results of partnership activity
\n\u2022\tDevelop collaborative approaches to enhance individual, team and organisational outcomes.
\n\u2022\tHow you collaborated with the partners?
\n\u2022\tWhat details were discussed?
\n\u2022\tHow did you seek the views and opinions of others? \t\uf071
\nStep 2: Plan and allocate resource requirements to accomplish partnership activity with partners and document using Template 12.
\n\u2022\tDetermine costs and benefits associated with strategic resource decisions and document using Template 12.\t\uf071
\nStep 3: Establish processes to resolve conflict in a fair, equitable and collaborative manner between partners and document the following using Template 12:
\n\u2022\tDefine the five (5) conflict resolution strategies.
\n\u2022\tDiscuss the steps of the conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners.
\n\u2022\tDiscuss the legislations to be followed during the conflict resolution process and their role in conflict resolution.
\n\uf071
\nStep 4: Implement reporting systems for reporting results against planned partnership activity outcomes. Document the following details using Template 12:
\n\u2022\tHow did you implement reporting systems for reporting results against planned partnership activity outcomes?
\n\u2022\tHow did you report results against planned partnership activity?
\n\u2022\tWhat results were reported?
\n\u2022\tWhat documents were submitted to the Supervisor? \t\uf071
\nSign-off:<\/p>\n
Date:<\/p>\n
Template 12: Establish partnership through activity
\nEstablish partnership through activity
\nPartnership processes
\nProcesses for planning partnership activity. (250-300 words)<\/p>\n
Processes for reporting systems to review results of partnership activity (250-300 words)<\/p>\n
Develop collaborative approaches to enhance individual, team and organisational outcomes. (300-400 words)<\/p>\n
How you collaborated with the partners? What details were discussed? (300-400 words)<\/p>\n
Resource requirements to accomplish partnership activity with partners (200-300 words)<\/p>\n
Processes to resolve conflict in a fair, equitable and collaborative manner between partners (400-500 words)
\nDefine the five (5) conflict resolution strategies.<\/p>\n
Discuss the steps of the conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners.<\/p>\n
Discuss the legislations to be followed during the conflict resolution process and their role in conflict resolution.<\/p>\n
Implement reporting systems for reporting results against planned partnership activity outcomes (400-500 words)
\nHow did you implement reporting systems for reporting results against planned partnership activity outcomes?<\/p>\n
How did you report results against planned partnership activity?<\/p>\n
What results were reported?<\/p>\n
What documents were submitted to the Supervisor?<\/p>\n
Performance Criteria\/Performance Checklist: Activity 2
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tCollaborated with the partners and document the following partnerships processes.
\n\u2022\tProcesses for planning partnership activity.
\n\u2022\tProcesses for reporting systems to review results of partnership activity.
\n\u2022\tDevelop collaborative approaches to enhance individual, team and organisational outcomes.
\n\uf071\t\t\uf071
\nb)\tDocumented the following details:
\n\u2022\tProcesses for planning partnership activity.
\n\u2022\tProcesses for reporting systems to review results of partnership activity.
\n\u2022\tDevelop collaborative approaches to enhance individual, team and organisational outcomes.
\n\u2022\tHow you collaborated with the partners?
\n\u2022\tWhat details were discussed?
\n\u2022\tHow did you seek the views and opinions of others?
\n\uf071\t\t\uf071
\nc)\tPlanned and allocated resource requirements to accomplish partnership activity with partners.
\n\uf071\t\t\uf071
\nd)\tEstablished processes to resolve conflict in a fair, equitable and collaborative manner between partners.
\n\u2022\tDefined the five (5) conflict resolution strategies.
\n\u2022\tDiscussed the steps of the conflict resolution processes to ensure conflicts are resolved in a fair, equitable and collaborative manner between partners.
\n\u2022\tDiscussed the legislations to be followed during the conflict resolution process and their role in conflict resolution.
\n\uf071\t\t\uf071
\ne)\tImplemented reporting systems for reporting results against planned partnership activity outcomes. Documented the following details
\n\u2022\tHow did you implement reporting systems for reporting results against planned partnership activity outcomes?
\n\u2022\tHow did you report results against planned partnership activity?
\n\u2022\tWhat results were reported?
\n\u2022\tWhat documents were submitted to the Supervisor?
\n\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Activity 3: Cultivate partnership performance.
\nThis activity is a continuation of Activity 1 and Activity 2. This activity will take place after the partnerships have been established and planned activities are implemented.
\nThis activity requires you to cultivate partnership performance for the two (2) partnerships established in Activity 1 and Activity 2.
\nTo do so, you are required to follow the steps given in Checklist 3 and complete the templates associated with each step.
\nThe Supervisor or trainer\/assessor will:
\n\u2022\tSupervise and observe the student performing this activity.
\n\u2022\tPlace a tick mark against each step given in the checklist after the student performs\/implements the step.
\n\u2022\tSign off the checklist and ask the student for the submission of templates associated with each step.<\/p>\n
Checklist 3: Cultivate partnership performance<\/p>\n
Steps\tPlace a tick mark, once completed
\nStep 1: Analyse reporting system results of partner activity against intended outcomes.
\n\u2022\tAnalyse the results of partnership activity against intended outcomes.
\n\u2022\tSubmit the documents analysed to the Supervisor.
\n\u2022\tCollaborate with partners and identify areas of improvement to partnership operations.
\nDocument the following details for each partnership established using Template 13.
\n\u2022\tWhat were the intended outcomes?
\n\u2022\tHow did you analyse the results activity against intended outcomes?
\n\u2022\tWhat documents were analysed to evaluate the results of partnership activity?
\n\u2022\tHow did you collaborate with the partners?
\n\u2022\tWhat details were discussed with the partners?
\n\u2022\tWhat areas of improvement were identified to partnership operations? \t\uf071
\nStep 2: Implement identified improvements to partnership operations and document using Template 13.
\n\u2022\tWhat improvements were implemented to partner operations?
\n\u2022\tHow were the improvements implemented?
\n\u2022\tDiscuss the procedure in the implementation of improvements. \t\uf071
\nSign-off:<\/p>\n
Date:<\/p>\n
Template 13: Cultivate partnership performance
\nCultivate partnership performance
\nAnalyse reporting system results of partner activity against intended outcomes (Partnership 1 \u2013 400-500 words))
\nWhat were the intended outcomes?<\/p>\n
How did you analyse the results activity against intended outcomes?<\/p>\n
What documents were analysed to evaluate the results of partnership activity?<\/p>\n
How did you collaborate with the partners?<\/p>\n
What details were discussed with the partners?<\/p>\n
What areas of improvement were identified to partnership operations?<\/p>\n
Analyse reporting system results of partner activity against intended outcomes (Partnership 2 \u2013 400-500 words)
\nWhat were the intended outcomes?<\/p>\n
How did you analyse the results activity against intended outcomes?<\/p>\n
What documents were analysed to evaluate the results of partnership activity?<\/p>\n
How did you collaborate with the partners?<\/p>\n
What details were discussed with the partners?<\/p>\n
What areas of improvement were identified to partnership operations?<\/p>\n
Implement identified improvements to partnership operations (Partnership 1: 400-500 words)
\nWhat improvements were implemented to partner operations?<\/p>\n
How were the improvements implemented? Discuss the procedure in the implementation of improvements.<\/p>\n
Implement identified improvements to partnership operations (Partnership 2: 400-500 words)
\nWhat improvements were implemented to partner operations?<\/p>\n
How were the improvements implemented? Discuss the procedure in the implementation of improvements.<\/p>\n
Performance Criteria\/Performance Checklist: Activity 3
\nThis task must address the following performance criteria\/ performance checklist.
\nTo be assessed as satisfactory (S) in this assessment task, the participant needs to demonstrate competency in the following critical aspects of evidence\tS\tN\/S\tTrainer\/Assessor to complete
\n(Comment and feedback to students)
\na)\tAnalysed reporting system results of partner activity against intended outcomes.
\n\u2022\tAnalysed the results of partnership activity against intended outcomes.
\n\u2022\tSubmitted the documents analysed to the Supervisor.
\n\u2022\tCollaborated with partners and identified areas of improvement to partnership operations.
\n\uf071\t\t\uf071
\nb)\tDocumented the following details:
\n\u2022\tWhat were the intended outcomes?
\n\u2022\tHow did you analyse the results activity against intended outcomes?
\n\u2022\tWhat documents were analysed to evaluate the results of partnership activity?
\n\u2022\tHow did you collaborate with the partners?
\n\u2022\tWhat details were discussed with the partners?
\n\u2022\tWhat areas of improvement were identified to partnership operations?
\n\uf071\t\t\uf071
\nc)\tImplemented identified improvements to partnership operations. Discussed the following:
\n\u2022\tWhat improvements were implemented to partner operations?
\n\u2022\tHow were the improvements implemented?
\n\u2022\tDiscuss the procedure in the implementation of improvements. \t\uf071\t\t\uf071<\/p>\n
The student\u2019s performance was:\t\uf071\tNot satisfactory
\n\uf071\tSatisfactory
\nFeedback to student:<\/p>\n
Student signature
\nObserver signature<\/p>\n
Assessment Results Sheet
\nOutcome\tFirst attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)<\/p>\n
Feedback:<\/p>\n
Second attempt:<\/p>\n
Outcome (make sure to tick the correct checkbox):<\/p>\n
Satisfactory (S) \u2610 or Not Satisfactory (NS) \u2610<\/p>\n
Date: _______(day)\/ _______(month)\/ ____________(year)
\nFeedback:<\/p>\n
Student Declaration\t\u2022\tI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
\n\u2022\tI have kept a copy of all relevant notes and reference material that I used as part of my submission.
\n\u2022\tI have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
\n\u2022\tI understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
\n\u2022\tAll appeal options have been explained to me.
\nStudent Signature<\/p>\n
Date<\/p>\n
Trainer\/Assessor Name
\nTrainer\/Assessor Declaration\tI hold:<\/p>\n
\u2610 Vocational competencies at least to the level being delivered
\n\u2610 Current relevant industry skills
\n\u2610 Current knowledge and skills in VET, and undertake
\n\u2610 Ongoing professional development in VET<\/p>\n
I declare that I have conducted an assessment of this student\u2019s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.<\/p>\n
Trainer\/Assessor Signature
\nDate<\/p>\n
Office Use Only\tThe outcome of Assessment has been entered into the Student Management System<\/p>\n
on _________________ (insert date)<\/p>\n
by (insert Name) __________________________________<\/p>\n
Appendix A: Reasonable Adjustments<\/p>\n
Write (task name and number) where reasonable adjustments have been applied:<\/p>\n
Reasonable Adjustments<\/p>\n
\u2022\tStudents with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
\n\u2022\tPlease note, academic standards of the unit\/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
\n\u2022\tThe Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
\n\u2022\tThe trainer\/assessor must complete the section below \u201cReasonable Adjustment Strategies Matrix\u201d to ensure the explanation and correct strategy have been recorded and implemented.
\n\u2022\tThe trainer\/assessor must notify the administration\/compliance and quality assurance department for any reasonable adjustments made.
\n\u2022\tAll evidence and supplementary documentation must be submitted with the assessment pack to the administration\/compliance and quality assurance department.
\nReasonable Adjustment Strategies Matrix (Trainer\/Assessor to complete)<\/p>\n
Category\tPossible Issue\tReasonable Adjustment Strategy
\n(select as applicable)
\n\u2022 LLN\t\u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Confidence\t\u2022 Verbal assessment
\n\u2022 Presentations
\n\u2022 Demonstration of a skill
\n\u2022 Use of diagrams
\n\u2022 Use of supporting documents such as wordlists
\n\u2022 Non-English Speaking Background \t\u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Cultural background
\n\u2022 Confidence\t\u2022 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
\n\u2022 Use methods that do not require a higher level of language or literacy than is required to perform the job role
\n\u2022 Use short sentences that do not contain large amounts of information
\n\u2022 Clarify information by rephrasing, confirm understanding
\n\u2022 Read any printed information to the student
\n\u2022 Use graphics, pictures and colour coding instead of, or to support, text
\n\u2022 Offer to write down, or have someone else write, oral responses given by the student
\n\u2022 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student\u2019s needs
\n\u00a8 Indigenous\t\u2022 Knowledge and understanding
\n\u2022 Flexibility
\n\u2022 Services
\n\u2022 Inappropriate training and assessment\t\u2022 Culturally appropriate training
\n\u2022 Explore understanding of concepts and practical application through oral assessment
\n\u2022 Flexible delivery
\n\u2022 Using group rather than individual assessments
\n\u2022 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
\n\u2022 Age\t\u2022 Educational background
\n\u2022 Limited study skills \t\u2022 Make sure font size is not too small
\n\u2022 Trainer\/Assessor should refer to the student\u2019s experience
\n\u2022 Ensure that the time available to complete the assessment takes account of the student\u2019s needs
\n\u2022 Provision of information or course materials in an accessible format.
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
\n\u2022 Educational background\t\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies\t\u2022 Discuss with the Student previous learning experience
\n\u2022 Ensure learning and assessment methods meet the student\u2019s individual need
\n\u2022 Disability\t\u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies\t\u2022 Identify the issues
\n\u2022 Create a climate of support
\n\u2022 Ensure access to support that the student has agreed to
\n\u2022 Appropriately structure the assessment
\n\u2022 Provide information or course materials in an accessible format, e.g. a textbook in braille
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift<\/p>\n
Explanation of reasonable adjustments strategy used<\/p>\n
Trainer\/Assessor Name
\nTrainer\/Assessor Declaration
\nI declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.<\/p>\n
Trainer\/Assessor Signature
\nDate<\/p>\n
Appendix B: Learner Evaluation Form
\nPlease complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:<\/p>\n
\u2022\tlogistics and support
\n\u2022\tfacilitation
\n\u2022\ttraining material
\n\u2022\tassessment<\/p>\n
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!<\/p>\n
Unit of Competency Name
\nTrainer\/Assessor Name
\nStudent Name (Optional)<\/p>\n
Dates of Training
\nEmployer\/Work site (if applicable)
\nDate of Evaluation
\nA\tLogistics and Support Evaluation
\nNo.\tCriteria\/Question\tStrongly Disagree\tDisagree\tNeutral\tAgree\tStrongly Agree
\n1\tThe communication regarding the required attendance and time to study to pass this unit was correct
\n2\tThe staff were efficient and helpful.
\n3\tThe training equipment and material used was effective and prepared.
\n4\tThe training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)<\/p>\n
Additional Comments on Logistics and Support<\/p>\n
No.\tCriteria\/Question\tStrongly Disagree\tDisagree\tNeutral\tAgree\tStrongly Agree
\nB\tTrainer\/Assessor Evaluation
\n1\tThe trainer\/assessor was prepared and knowledgeable on the subject of the program
\n2\tThe trainer\/assessor encouraged student participation and input
\n3\tThe trainer\/assessor made use of a variety of methods, exercises, activities and discussions
\n4\tThe trainer\/assessor used the material in a structured and effective manner
\n5\tThe trainer\/assessor was approachable and respectful of the learners
\n6\tThe trainer\/assessor was punctual and kept to the schedule
\n7\tThe trainer\/assessor was easy to understand and used the correct language<\/p>\n
Additional Comments on Training<\/p>\n
No.\tCriteria\/Question\tStrongly Disagree\tDisagree\tNeutral\tAgree\tStrongly Agree
\nC\tLearning Evaluation
\n1\tThe learning outcomes of the unit are relevant and suitable.
\n2\tThe content of the unit was relevant and suitable for the target group.
\n3\tThe length of the training was suitable for the unit.
\n4\tThe learning material assisted in the learning of new knowledge and skills to apply in a practical manner.
\n5\tThe learning material was free from spelling and grammar errors
\n6\tHandouts and exercises were clear, concise and relevant to the outcomes and content.
\n7\tLearning material was generally of a high standard, and user-friendly
\nAdditional Comments on Learning Evaluation<\/p>\n
Appendix C: Strategic plan (2020-2025)
\nThe strategic plan reflects this private company\u2019s commitment to providing the highest quality training and workforce development. The training organisation will develop and deliver programs in partnership with a wide range of stakeholders\u2014programs that will assist regional communities in addressing employment and economic growth needs in a number of regions.
\nVision
\nThe vision for the training organisation is to be a high performing and sought-after company that actively participates in community and regional development through the provision of quality education and workforce development.
\nMission
\nThe mission of the training organisation is to create a highly skilled and flexible workforce through its courses and training through strategic business networks.
\nValues
\nProfessionalism
\nWe have personal integrity, are honest in our undertakings, open and transparent in our communication, take responsibility for our behaviour and are accountable for our actions.
\nCommunity
\nWe are committed to consultation, collaboration and teamwork \u2014 values that are critical to building and sustaining ongoing relationships and providing an environment for innovation and creativity.
\nReputation
\nWe provide leadership to our colleagues and stakeholders, are committed to continuous improvement, maintain our credibility, and provide consistently high-quality products and services.
\nStrategic goals and objectives
\nStrategic alliance
\nGoal
\nStrong collaboration and teamwork underpin the training and workforce development programs and alliances of the training organisation.
\nObjectives
\n1.1 Strategic alliances are established to provide required work-based training to the students.
\n1.2 We will deliver on our commitments to the agreed standard and timeframes.
\nStrategies
\n\u2022\tWe will strengthen relationships with the workplaces.
\n\u2022\tWe will participate in consultations with industries, employers and communities that understand and use appropriate engagement protocols and practices.
\n\u2022\tWe will identify new training and workforce development opportunities that meet industry and regulatory requirements.
\n\u2022\tWe will identify and manage the risk associated with all our programs and alliances.
\nQuality services
\nGoal
\nWe will provide quality services to our students.
\nObjectives
\nWe are committed to meet the training package and work placement requirements
\nStrategies
\n\u2022\tWe will partner with a number of organisations that will provide the required training and workplace experience.
\n\u2022\tWe will ensure that development, implementation, monitoring and evaluation of training and assessment strategies and practices meet training package and vocational education and training accredited course requirements.
\n\u2022\tWe will regularly review our products and services to ensure they reflect current industry standards and are accessible, appropriate, and meaningful.
\n\u2022\tWe will invest in training infrastructure to meet the requirements of the industry.
\nSkilling the workforce
\nGoal
\nFlexible, responsive and innovative training is provided, which enables learners to develop and utilise the skills necessary for them to realise their full potential.
\nObjectives
\n1. Participation in meaningful and appropriate training and workforce development meets the needs of individuals, business, industry and the workplace.
\n2 Learners are work-ready and have the required skills to succeed in the workplace at the completion of training.
\n3. Establish training pathways that will lead to employment.
\nStrategies
\n\u2022\tWe will ensure that our training and assessment strategies and practices are responsive to industry and learner needs; and meet the requirements of training packages, and vocational education and training accredited courses.
\n\u2022\tWe will identify opportunities that innovate delivery and enhance the training experience.
\n\u2022\tWe will work closely with our stakeholders to identify strategies to increase participation and retention in training and workforce development programs.
\n\u2022\tWe will ensure vocational education and training pathways are in place that is aligned with the training required by industry, employers and communities within our scope of registration.
\n\u2022\tWe will conduct a training needs analysis to confirm the demand for training and workforce development within our scope of registration.<\/p>\n
Appendix D: Policies and procedures for partnership processes and activities
\nPurpose
\nThis policy and procedure provide a framework for establishing, managing and evaluating partnership agreements to maximise their potential benefit. This document will ensure partnership agreement:
\n\u2022\tactivities offer value in terms of return on investment and are aligned with the organisation\u2019s values and strategic goals
\n\u2022\topportunities are effectively coordinated and assessed fairly and comprehensively, and
\n\u2022\tare effectively managed and systematically evaluated to meet the organisation\u2019s ongoing needs
\nScope
\nThis policy and procedure applies to
\n\u2022\temployees
\n\u2022\tpartnership agreements
\nPolicy statement
\nPurpose of partnership agreements
\n\u2022\tThe organisation\u2019s partnership agreements support the achievement of strategic goals.
\n\u2022\tPartnership agreements are used as an important tool to raise awareness and the profile of the organisation, enhance reputation ad access target markets. As such, partnership agreements require formal management and involvement by senior and other relevant employees.
\n\u2022\tFormal partnership documents set out objectives, responsibilities and mechanisms for managing the partnership and ensure that all parties are aware of the requirements and implications of the partnership and demonstrates a commitment to agreed outcomes.
\nTypes of partnership agreements
\nPartnership agreements may be established in the form of a Memorandum of Understanding (MOU) (non-legally binding) or a contractual (legally-binding) partnership agreement with a partner external to the organisation. Unless a MOU is specifically required, the appropriate partnership agreement should be developed as first preference for an agreement between partners.
\nConditions required for partnership agreements
\nAll partnerships must possess the following core criteria:
\n\u2022\tbenefits the organisation as a whole
\n\u2022\tis consistent with the organisation\u2019s strategic direction, core values and brand attributes
\n\u2022\tcreates opportunities for the organisation to build relationships with organisations and leaders
\n\u2022\tprovides opportunities for employee and\/or student participation
\n\u2022\tdelivers mutually beneficial outcomes
\n\u2022\tenhances the organisation\u2019s reputation and profile
\n\u2022\tcontains clear and unambiguous outcomes, and
\n\u2022\tincludes evaluation\/review mechanisms.
\nDeveloping, approving and managing partnership agreements
\n\u2022\tThe proposed partnership is assessed as requiring a contractual partnership agreement, the business area must work with their Operations Manager to draft and\/or review the legal agreement.
\n\u2022\tAll contractual partnership agreements must include specific provision for terminating the agreement under circumstances that minimise potential adverse consequences for training organisation.
\n\u2022\tTermination and exit from partnerships must comply with Australian and international regulatory obligations for the parties covered under the agreement.
\n\u2022\tThe business area is responsible for developing and managing the partnership agreement, in consultation with the relevant office, which includes:
\no\tensuring the agreement is strategically aligned to the organisation\u2019s interests
\no\tidentifying risks in accordance with the Risk Management Policy and Enterprise Risk Management Framework
\no\tdemonstrating consultation with all relevant stakeholders
\no\tliaising with the external partner\/s regarding the proposed relationship and relative activities agreed to by the organisation and negotiating a final agreement with the external partner
\no\tensuring systems and processes are in place to manage students and business arrangements during the term of the contract
\no\tongoing management such as relationship management, negotiations, performance and accountability
\no\tseeking legal advice regarding the agreement
\no\tarranging approvals and signatures
\no\ttaking all relevant steps to ensure compliance by the organisation and partner within the terms of the agreement
\no\tresolving issues that arise during the term of the agreement
\no\tperformance monitoring, evaluation and reporting in relation to the partnership agreement
\no\trecording all relevant information in the organisation\u2019s database\/s and record management systems, and
\no\tensuring relevant employees are up-to-date with partnership arrangements and requirements.
\nEvaluating partnership agreements
\n\u2022\tBusiness areas responsible for managing partnership agreements must identify and provide sufficient support to enable appropriate reporting and evaluation.
\n\u2022\tAll partnership agreements, including MOUs, must be reviewed after 12 months from the date of execution and every 12 months thereafter and recommended to the delegated authority if the partnership is continuing or being discontinued.
\n\u2022\tWhen evaluating an MOU, the need or otherwise to establish it as a contractual partnership agreement must be considered.
\n\u2022\tOngoing partnership agreements must be evaluated annually, and, where relevant, such reviews must incorporate feedback from employees serviced by the partnership.
\n\u2022\tThe evaluation must be undertaken when each partnership agreement concludes to determine if the partnership activities were successful, e.g. delivered intended outcomes and met all requirements.
\n\u2022\tWhere the partner or partnership does not meet the financial targets or other requirements as agreed in the partnership agreement, the business area responsible for managing the partnership must terminate the agreement according to its termination provisions.
\n\u2022\tEvaluation must be documented and filed in the organisation\u2019s records system for reference when considering future involvement with the same partners or similar agreements.<\/p>\n","protected":false},"excerpt":{"rendered":"
BSBLDR812: Develop and Cultivate Collaborative Partnerships and Relationships Purpose of the Document The purpose of this document, referred to as the “Student Pack,” is to provide students with…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[37,35,41,34,38,40,42,39,33,32,36],"tags":[47,43,44,51,49,45,48,50,46],"class_list":["post-2812","post","type-post","status-publish","format-standard","hentry","category-apa-citation-format-assignment","category-assignment-writers-australia-college-student","category-buy-essay-usa","category-cheap-essay-writing-service-us","category-help-write-a-page-assignment","category-i-need-someone-to-do-my-assignment-within-hours","category-need-assistance-completing-the-assignment","category-need-to-write-an-essay","category-thesis-writing-service-sample","category-write-my-dissertation-usa","category-write-pages","tag-assignment-writers-canada-university-cost","tag-best-dissertation-writers-china","tag-doctoral-dissertation-writing-service","tag-free-ai-english-assignment-writers-china","tag-in-page-paper-write-an-essay","tag-need-help-completing-this-assignment","tag-professional-assignment-writers-usa","tag-uae-1-cheap-assignment-writing-service","tag-write-a-word-essay"],"_links":{"self":[{"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/2812","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/comments?post=2812"}],"version-history":[{"count":0,"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/2812\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/media?parent=2812"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/categories?post=2812"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/tags?post=2812"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}