PART 1 Assessment Information Application of the unit of competency: This unit describes the skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders.

PART 1

Assessment Information

Application of the unit of competency:
This unit describes the skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders. This unit covers communicating to influence others, cultivating new and existing partnerships, establishing positive collaborative relationships, leading the establishment of a partnership program and establishing reporting mechanisms.
The unit applies to people who use cognitive and creative skills to review, critically analyse and synthesise knowledge, in order to generate ideas and provide solutions to complex problems. They use communication skills to demonstrate their understanding of theoretical concepts and to transfer knowledge and ideas to others.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

Purpose of assessment:
The primary objective of assessment is to support and encourage your learning.
Assessment results give the assessor an indication of how well you learnt in class and or areas you may need extra support.
Performance evidence:
The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:
▪ develop and cultivate a collaborative partnership, including:
▪ establishing partnership requirements in collaboration with partners according to
regulatory, employment and organisational requirements
▪ planning partnership activity and reporting systems to review results of partnership
activity
▪ developing collaborative approaches to enhance individual, team and organisational
outcomes
▪ analysing results of partnership activity and implementing improvements to partnership.

Knowledge evidence:
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the
elements, performance criteria and foundation skills of this unit, including knowledge of:
• legislative and regulatory requirements applicable to task
• risk management principles related to task requirements
• organisational and partner organisation’s mission, purpose, values, objectives and strategies
• techniques that cultivate collaborative relationships and partnerships
• common data collection methods relevant to performance evidence
• communication techniques to foster partnership, conduct stakeholder consultations
• emotional intelligence and its relationship to individual and team effectiveness
• organisational transformation and the management of the stages of change.
Context and conditions for assessment:
To comply with the assessment conditions of this unit:
• Skills for this unit of competency will be demonstrated in Australian School Of Commerce classroom/Computer lab located at Level 5, 123 Lonsdale Street, Melbourne, Victoria 3000.
• You will have access to suitable facilities, equipment and resources, including template documentation, policies and procedures to undertake the assessment tasks for this unit of competency (refer Templates)

Resources required:
The assessor will ensure that assessment is conducted in a safe environment, and you have access to the following resources for the unit:
• PowerPoint presentation
• Access to other learning materials such as textbooks
• Access to a computer, the Internet and word-processing system such as MS Word
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups
• Student assessment booklet
• Australian School Of Commerce Learners’ resources for the unit BSBLDR812 – Develop and cultivate collaborative partnerships and relationships

Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.

AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/

Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004 – Applicable in Victoria • Work Health and Safety Act 2011

Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Australian School Of Commerce Assessment Policy and procedures.
Assessment tasks Assessment description Location of assessment
Assessment Task 1 (AT1):
 Knowledge Test Students are required to complete the knowledge test to be deemed competent. The learners are required to answer in brief. They must answer all the questions correctly to be marked satisfactory.

Australian
School Of
Commerce
Assessment Task 2 (AT2):
 Skills Assessment
A • Team meetings
• Write a report
• Develop communication strategy
• Develop action plan
• Develop monitoring strategies
• Develop feedback mechanisms
• Stakeholder engagement strategies Australian
School Of
Commerce
Assessment Task 3 (AT3):
 Skills Assessment
B • Develop conflict resolution process
• Develop reporting system
• Develop collaborative work procedures
• Develop and deliver the PowerPoint presentation Australian
School Of
Commerce

Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified by your trainer/assessor. This will demonstrate that you have all the required skills and knowledge for this unit.

Simulated Environment:
The simulated environment will provide students with all the required resources (such as the equipment and participants, etc.) to complete the assessment task. The simulated environment is very much like a learning environment where a student is able to practice, use and operate appropriate industrial equipment, techniques, and practices under realistic workplace conditions.
The simulated environment consists of the following:
• The training organisation is the workplace where the student will be required to complete their job-related tasks and activities.
• The standard operating/workplace procedures.
• You will provide the student with assistance throughout the assessment activity. The simulated environment must meet the following criteria:
– Follow standard operating/workplace procedures.
– Use up-to-date software and equipment.
– Work within stated timelines to meet deadlines.
– Gain experience in the challenges and complexities of dealing with multiple tasks. – Experience prioritising competing tasks and dealing with contingencies.
– The simulated environment to work with others in a team.
– The simulated environment is sufficient to communicate, contribute and participate in tasks and activities.
– The simulated environment is sufficient to work independently and manage workload.

Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your assessor willensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic.

Assessment Task 1 (AT1):
 Knowledge
Test • Answer all questions correctly in the Knowledge Test Questions and submit to your assessor electronically.
• Complete and sign the cover sheet for assessment task
Assessment Task 2 (AT2):
 Skills
Assessment A • Produce all required evidence electronically.
• Complete and sign the cover sheet for assessment task.

Assessment Task 3 (AT3):
 Skills
Assessment B • Produce all required evidence electronically.
• Complete and sign the cover sheet for assessment task.

You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your Trainer/assessor to clarify.
The assessments are intended to be equitable, fair and flexible.

Instruction for learner

Prior to the commencement of the assessment:
The assessor will explain the Assessment Conditions and advise you prior to conducting observation/assessment:
o what will occur throughout the assessment process o when the assessment will occur (Date and Time) o the level of competency expected
• Prior to the commencement of the assessment, you will be given the copy of the Candidate Assessment Pack.

During the assessment:
• During role play/ practical demonstration, your trainer may be required to act as a student, where required, but trainer/assessor will not interfere with the assessment.
• If the assessment activities might impact your safety or that of others, trainer/assessor will stop the assessment immediately.
• Your trainer/assessor will confirm assessment submission details for each assessment task.
• You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.

Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed.
• You must submit all assessments on or before the due date specified by the assessor as per the training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.
• You must complete the student’s declaration.
After Submission of assessment:
• Once you have completed and submitted assessment to trainer/assessor, your trainer/assessor will mark the submitted assessment and will arrange a time with you for the feedback discussion and to advise if there are any further steps for them to take.
• You will be provided with:
o clear and constructive feedback based on the assessment decision o information on ways of overcoming any identified gaps in competency revealed by the assessment o the opportunity to discuss the assessment process and outcome o information on reassessment and the appeals process o an opportunity for reassessment, if appropriate
• This unit is not graded, and the student must complete and submit all requirements for the assessment task for this unit of competency to be deemed competent.
Assessment outcomes: –

For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Australian School Of Commerce Assessment Policy and Procedures.

For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory. On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria.

Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the Training Manager.

Assessors will check that you have completed the signed student declaration prior to filling out the assessment sheet.

Retaining assessment records:
Australian School Of Commerce will securely retain all completed student assessment items for each student for a period of six months from the date on which the judgement of competence for the student was made. Australian School Of Commerce will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.

The assessor will ensure that the student records are securely retained and stored in accordance with the Australian School Of Commerce record management policy accessible by the Student Administration Officer.

Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Australian School Of Commerce Assessment Policy and Procedures. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.

Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You can request a copy of your records (results or attendance progress) by contacting the student administration or assessor.

Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor.

Reasonable adjustments and special learning needs:
Australian School Of Commerce works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues. Where pre-training interviews and LLN assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning

resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment.

Any adjustments made must:
• be discussed, agreed and documented in the assessment record
• benefit the student
• maintain the integrity of the competency standards and course requirements as stipulated in the training package
• be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
• providing additional time for students to complete learning and assessment tasks
• presenting questions orally for students with literacy issues
• asking questions in a relevant practical context
• using large print material
• extending the course duration
• Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.

Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeal Policy and Procedure available in Australian School Of Commerce Website.

Assessor intervention:
Assessors will check if you are ready for the assessment and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment. During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.

Plagiarism, cheating and assessment dishonesty:
Australian School Of Commerce considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Australian School Of Commerce’s Assessment Policy and Procedures.

Note: Referencing is a way of acknowledging the source of information that a person uses to research your assignment. References should be provided whenever someone else’s words. Ideas or research is used. One should also provide references for any information used. Website, journals, Research paper, Blogs, article and any other online sources needs to be referenced.

Assessor feedback:

Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course.

Student Declaration:
Make sure you understand what is required of you before signing this agreement. Please sign and date this agreement before you begin the assessment process.

I…………………………………………………………………… (Student Name) have read and understand the information provided above and also understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with Australian School Of Commerce. The assessment has been explained to me. I understand the following:
• I can discuss any special needs I have with my assessor.
• How the assessment decision will be made.
• I can re-attempt the assessment if I need to.
• I can discuss my assessment result if I am unhappy with the decision.
• I have been told the date, time and place for assessment.
I further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

Student signature: ……………………………………………………… Date: ……/……/…….

PART 2
Assessment tasks

Candidate Assessment Tool

Assessment Task Cover Sheet Task 1 (AT1)

Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBLDR812 – DEVELOP AND CULTIVATE COLLABORATIVE PARTNERSHIPS AND
RELATIONSHIPS
Assessment Task 1: Knowledge test
Date of Submission:
Assessment Outcome
Attempt 1 Satisfactory Not Satisfactory

Attempt 2 Satisfactory Not Satisfactory

Attempt 3 Satisfactory Not Satisfactory

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks
Check for plagiarism Software No
Check for copying/collusion No
Check for authenticity (own work) No
Cheating or use of model answers No Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights.

Signature: …………………………………………………
Signature: …………………………..

Date: ………………………………………………………..
Date: …………………………………..

Assessment task 1: Knowledge Test
Required documents and equipment:
▪ Computer with internet connection to refer to various programs such as MS word, MS excel, MS PowerPoint or any other recognised software program.
▪ Australian School Of Commerce Learners’ resources for the unit BSBLDR812 – Develop and cultivate collaborative partnerships and relationships (organised by the trainer/assessor) ▪ Learner’s notes
Instructions for students:
▪ This assessment will be conducted in ASOC’s Campus with access to the resources listed above.
▪ You must answer all knowledge questions as part of this assessment and submit answers in electronic copy.
▪ Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
▪ No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
▪ Your trainer/assessor may ask relevant questions on this assessment task to ensure that this is your own work.
▪ You will be advised to read instruction given in this document before starting assessment.
▪ Your trainer/assessor will clearly explain the assessment process and tasks to be completed. ▪ Please make sure you understand what evidence is required to be collected and how.
▪ Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
▪ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
▪ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
▪ Please make sure you know your rights and the Complaints and Appeal process.
▪ Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment
▪ Please ensure that you must have all the required resources needed to complete this task.
▪ You will be marked for all responded questions.
▪ Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
▪ Your Trainer/Assessor will provide the feedback and notify you when results are available.
▪ If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
▪ If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
▪ Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
▪ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
▪ Please refer Instruction for learner in Part 1 for more information.

Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
▪ You must answer all questions in the knowledge test assessment.
▪ Time allocated to complete this assessment is 4 hours.
▪ Assessor will set a time to provide feedback.

Resubmissions and reattempts:
▪ Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Students will be given total 3 attempts including 1 original plus 2 reassessments.
▪ Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).

Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence
▪ Completed assessment task with all questions answered.
▪ Completed and signed cover sheet for the assessment

Task 1: Knowledge Test

Question 1: a. Explain what collaborative partnership is and detail its five benefits.
b. Discuss the statement “true collaboration is a partnership”, in
detail.

Question 2: Why collaborating organisations should consider mutual alignment of the following?
i. Mission ii. Purpose iii. Values iv. Objectives v. Strategies

Question 3: Discuss the following:
a. Six techniques to build a successful partnership
b. Six techniques to promote collaborative relationships

Question 4: Discuss the following:
a. Five communication techniques to foster partnerships
b. Effective stakeholder consultation & engagement techniques

Question 5: a. What is meant by organisational transformation?
b. Discuss the nine stages of transformational change.

Question 6: a. Discuss five risk management principles.
b. How would you manage risks related to business
partnerships?

Question 7: Conduct some research and list (a) Australian regulatory authority (b) Australian Legislation, overseeing strategic alliances.

Question 8: a. What is emotional intelligence?
b. How could you use emotional intelligence to improve
individual’s and the team’s effectiveness?

Question 9: Explain how you would use Qualitative and Quantitative data collection methods, in gauging the business performance.

Task Checklist/ Outcome Sheet

Assessor to complete
Did student answer the following questions satisfactorily?
Y N Comments (if any)
1 a. Explain what collaborative partnership is and detail its five benefits.
b. Discuss the statement “true collaboration is a partnership”, in detail.

2 Why collaborating organisations should consider mutual alignment of the following?
i. Mission ii. Purpose iii. Values iv. Objectives v. Strategies

3 Discuss the following:
a. Six techniques to build a successful partnership
b. Six techniques to promote collaborative relationships

4 Discuss the following:
a. Five communication techniques to foster partnerships
b. Effective stakeholder consultation &
engagement techniques

5 a. What is meant by organisational transformation?
b. Discuss the five stages of transformational change.

6 a. Discuss five risk management principles.
b. How would you manage risks related to business partnerships?

7 Conduct some research and list (a) Australian regulatory authority (b) Australian Legislation, overseeing strategic alliances.
8 a. What is emotional intelligence?
b. How could you use emotional intelligence to
Assessor to complete
Did student answer the following questions satisfactorily?
Y N Comments (if any)
improve individual’s and the team’s effectiveness?

9 Explain how you would use Qualitative and Quantitative data collection methods, in gauging the business performance.

Task 1 Outcome
First Attempt Second Attempt
Satisfactory

Not Satisfactory Satisfactory

Not Satisfactory
Feedback to the student

Student
Signature
Date
Assessor
Signature
Date

Assessment Task Cover Sheet Task 2 (AT2)

Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBLDR812 – DEVELOP AND CULTIVATE COLLABORATIVE PARTNERSHIPS AND
RELATIONSHIPS
Assessment Task 2: Project
Date of Submission:
Assessment Outcome
Attempt 1 Satisfactory Not Satisfactory

Attempt 2 Satisfactory Not Satisfactory

Attempt 3 Satisfactory Not Satisfactory

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks
Check for plagiarism Software No
Check for copying/collusion No
Check for authenticity (own work) No Cheating or use of model answers No Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights.

Signature: …………………………………………………
Signature: …………………………..

Date: ………………………………………………………..
Date: …………………………………..

Assessment task 2: Skills Assessment A
Required documents and equipment:
▪ Computer with internet connection to refer to various programs such as MS word, MS excel, MS PowerPoint or any other recognised software program.
▪ Simulated work environment
▪ Australian School Of Commerce Learners’ resources for the unit BSBLDR812 – Develop and cultivate collaborative partnerships and relationships
(organised by the trainer/assessor)
▪ Learner’s notes
▪ Appendix 1 (provided by trainer/assessor)
▪ Templates Attached
Instructions for students:
This is a Project-based assessment where you are required to read the scenario provided and complete the activities at the end of this task. This assessment also includes role play activities.

▪ This assessment will be conducted in ASOC’S Campus with access to the resources listed above.
▪ Student must read and respond to all criteria of this assessment task and submit answers in electronic copy.
▪ No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
▪ You will be advised to read instruction given in this document before starting assessment.
▪ Your trainer/assessor will clearly explain the assessment process and tasks to be completed.
▪ Please make sure you understand what evidence is required to be collected and how.
▪ You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
▪ Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
▪ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
▪ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
▪ Please make sure you know your rights and the Complaints and Appeal process.
▪ Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment
▪ Please ensure that you must have all the required resources needed to complete this task.
▪ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted. Your Trainer/Assessor will provide the feedback and notify you when results are available.
▪ If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
▪ If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
▪ Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
▪ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
▪ Please refer Instruction for learner in Part 1 for more information.

Planning the assessment
▪ Access all resources mentioned in required resources, either printed copies or access via the internet.
▪ Time required for assessment: 16 hours (this will be completed over multiple sessions but student must submit assessment on or before the due date provided by the trainer/Assessor). Role play is allocated 10 minutes per student per role play activity.
▪ Complete and submit the assessment on the date given by the Assessor. ▪ Assessor will set a time to provide feedback.
Resubmissions and reattempts:
▪ Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. Students will be given total 3 attempts including 1 original plus 2 reassessments.
▪ Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). Evidence specifications:
At the end of this assessment, you will be required to submit following evidence before due date specified by the assessor.

▪ Completed and signed Assessment cover sheet
▪ Documentation must be submitted electronically.

Scenario:

You have been appointed as Strategy Implementation Officer for ABC Council. Review the provided strategic plan and organisational policies for Melbourne City Council and relate them to ABC Council.

The council is experiencing the following challenges:
– Increase in domestic violence reports in suburb A (population 25,000) & suburb C (population 52,000).
– Increase in child abuse in suburb D (population 38,000) & suburb E (population 41,000).
– Ongoing drug related issues in suburb A, suburb B (population 19,500) and suburb E.

The council has set target ZERO i.e. Zero domestic violence, Zero child abuse, and Zero drugs. A special $40 million (excluding project team’s wages & operational expenses) fund has been allocated for the task.

Your job is to work towards achieving target ZERO within five years. You will need to establish a few strategic alliances and a framework to achieve the target.

You have been allocated with five team members (your classmates) to assist you throughout the project.

Question 1: Conduct a team meeting to:
i. discuss the project and its scope ii. workout a high-level action plan
iii. identify what type of not-for-profit organisations AND local/federal authorities you would need to assist you in this massive project
iv. discuss any existing partnership arrangements (check the
council website) and assess their viability
v. discuss new partnership/ alliances including the organisations names
vi. shortlist at least five organisations (from existing and newly proposed ones)
vii. identify legal framework for the partnerships/ alliances

Write a one-page informal report including the project scope, highlevel action plan, evaluation of existing alliances, list of recommended new partnerships/ alliances along with the justification for their selection.

Question 2: Conduct second team meeting to:

i. develop communication strategy for your new strategic
alliances/ partnerships
ii. develop a list of major activities iii. assign each activity to the relevant partner/ alliance iv. determine the timelines v. allocate resources vi. establish key performance indicators vii. discuss how the project activities will be monitored viii. discuss how the two-way feedback systems will work ix. develop stakeholder & staff engagement strategies

After the meeting, develop the following for assessment:
i. Communication strategy
ii. An action plan in a table format, with list of all major activities as Column1, Timelines in Column2, Resource requirements in Column3, Partner names in Column4, KPIs in Column5.
iii. Monitoring strategies iv. Feedback mechanisms
v. Stakeholder engagement strategies

Task Checklist/ Outcome Sheet

Assessor to complete
Did student answer the following questions satisfactorily?
Y N Comments (if any)
1 Conduct a team meeting to:
i. discuss the project and its scope ii. workout a high-level action plan iii. identify what type of not-for-profit
organisations AND local/federal authorities you would need to assist you in this massive project iv. discuss any existing partnership arrangements (check the council website) and assess their viability
v. discuss new partnership/ alliances including
the organisations names vi. shortlist at least five organisations (from existing and newly proposed ones) vii. identify legal framework for the partnerships/ alliances

Write a one-page informal report including the project scope, high-level action plan,
evaluation of existing alliances, list of recommended new partnerships/ alliances along with the justification for their selection.

During roleplay1:
Participated actively?
Listened actively?
Waited for their turn to speak?
Contributed constructively?
Get along?
Maintained focus throughout the session?
Used effective communication techniques (tone, volume, expression, eye contact, gestures)?
Demonstrated subject/ topic understanding & knowledge?
2 Conduct second team meeting to:

i. develop communication strategy for your new
strategic alliances/ partnerships
ii. develop a list of major activities
Assessor to complete
Did student answer the following questions satisfactorily?
Y N Comments (if any)
iii. assign each activity to the relevant partner/
alliance
iv. determine the timelines v. allocate resources
vi. establish key performance indicators
vii. discuss how the project activities will be
monitored
viii. discuss how the two-way feedback systems
will work ix. develop stakeholder & staff engagement
strategies

After the meeting, finalise the following for assessment:
i. Communication Strategy ii. An action plan in a table format, with list of all
major activities as Column1, Timelines in Column2, Resource requirements in Column3, Partner names in Column4, KPIs in Column5.
iii. Monitoring Strategies iv. Feedback Mechanisms
v. Stakeholder Engagement Strategies

During roleplay2:
Participated actively?
Listened actively?
Waited for their turn to speak?
Contributed constructively?
Get along?
Maintained focus throughout the session?
Used effective communication techniques (tone, volume, expression, eye contact, gestures)?
Demonstrated subject/ topic understanding & knowledge?

Task 2 Outcome
First Attempt Second Attempt
Satisfactory

Not Satisfactory Satisfactory

Not Satisfactory
Feedback to the student

Student
Signature
Date
Assessor
Signature
Date

Assessment Task Cover Sheet Task 3 (AT3)

Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBLDR812 – DEVELOP AND CULTIVATE COLLABORATIVE PARTNERSHIPS AND
RELATIONSHIPS
Assessment Task 3: Skills Assessment B
Date of Submission:
Assessment Outcome
Attempt 1 Satisfactory Not Satisfactory

Attempt 2 Satisfactory Not Satisfactory

Attempt 3 Satisfactory Not Satisfactory

Signature: …………………………………………………
Signature: …………………………..

Date: ………………………………………………………..
Date: …………………………………..

Task 3: Skills Assessment B

Purpose To gauge your skills in application of this unit.
Instructions to the candidate These instructions are in continuation to assessment instructions given on the previous pages.
• All questions must be answered in detail.
• Read the questions carefully and address them in full.
• There is no time restriction in completing the assessment. However, you must submit the assessment by its due date as published in your timetable.
• If you are unsure of any question’s wording, seek clarification from your trainer/ assessor.
• You must attach the signed coversheet with your completed assessment.
Resources required • Internet
• Microsoft Word
• Scenario (given in Task 2)
• Data Projector & PC (Trainer to organise)
Question 1: Develop the following:
i. Conflict resolution process (to resolve conflicts between partners)
ii. Reporting system including implementation guide (to guide partners on how to report progress on their assigned activities)
iii. Procedures to promote collaborative work practices with an ultimate goal to enhance individual, team, and organisational outcomes.

Question 2: Assuming:
a. it’s been 3 years since you commenced the project.
b. five partners are assisting you in achieving the results
c. with $26 million expenditure, the project’s current progress is 42%; while the planned target was 60% in 3 years.
d. you have noticed decline in a couple of partners’ performances
e. you have also noticed significant set-back due to typical government lengthy procedural protocols
f. you noticed disappointing results from one of the partners’ drug rehabilitation centres
g. you have been asked to present project status to all keystakeholders including the project partners.

Develop a 10-minute PowerPoint presentation and deliver it in class. Your presentation should focus on:
a. Overview of the project
b. Challenges
c. What is being done to address the challenges
d. Progress so far
e. Issues encountered
f. Analysis of partners’ activities
g. Progress gaps
h. Cost Benefit Analysis
h. Suggested improvements in partners’ activities
i. Implementation guide for partners (on how to implement suggested improvements)

Task Checklist/ Outcome Sheet

Assessor to complete
Did student answer the following questions satisfactorily?
Y N Comments (if any)
1 Develop the following:
i. Conflict resolution process (to resolve conflicts
between partners)
ii. Reporting system including implementation
guide (to guide partners on how to report progress on their assigned activities)

2 Develop a 10-minute PowerPoint presentation and deliver it in class. Your presentation should focus on:
a. Overview of the project
b. Challenges
c. What is being done to address the challenges
d. Progress so far
e. Issues encountered
f. Analysis of partners’ activities
g. Progress gaps
h. Suggested improvements in partners’ activities
i. Implementation guide for partners (on how to implement suggested improvements)
The presentation:
Contained quality content?
Well structured?
Clean un-cluttered slides?
Presented effectively?
Maintained eye contact with the audience?
Was self-presentation professional?
Appropriate body language?
Appropriate gestures?
Maintained focus throughout the presentation?
Used effective communication techniques (tone, volume, expression)?
Demonstrated subject/ topic understanding & knowledge?

Task 3 Outcome
First Attempt Second Attempt
Satisfactory

Not Satisfactory Satisfactory

Not Satisfactory
Feedback to the student

Student
Signature
Date
Assessor
Signature
Date

Final Assessment Record
Student name: Student ID:

Assessor name: Date of completion:
Unit of competency: BSBLDR812 – DEVELOP AND CULTIVATE COLLABORATIVE PARTNERSHIPS AND
RELATIONSHIPS
Student results
Assessments Satisfactory Not Yet Satisfactory Not Submitted
Assessment task 1: Knowledge Test

Assessment Task 2: Skills Assessment A

Assessment Task 3: Skills Assessment B

Comments/ Feedback:

Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff
By signing this final assessment record:
• I confirm that the student has attempted all requirements of this unit of competency
• I am satisfied the work submitted is their own work.
• I have informed the participant of the assessment decision.
Assessor signature: Date:
Student Signoff
By signing this final assessment record:
• I have received, discussed and accept the outcome from my assessment as above for this unit of competency and I am aware of my right to appeal.
Student signature: Date:

PART 3
Appendix

Appendix1- Assessment resource in simulated business environment

ASOC will conduct this assessment in its campus by setting simulated business environment which is safe and experiences typical activities experienced in those working environment in this industry. The following resources will be made available to the learner:

▪ ASOC’s Institute office equipment and resources.
▪ Workplace policies and procedures.
▪ Workplace budgets and financial plans.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

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