The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 2500-3000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.
The following are excluded from inclusion in word count, if used and not required by the assessment brief: an introduction to a job role, organisation or department; index or contents pages; headings and sub headings; diagrams, charts and graphs; reference list or bibliography; reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work. Please see the CMI Assessment Guidance Policy for further guidance.
The Types and Value of Stakeholder Relationships
Understanding the role and value of different types of stakeholders is essential if the stakeholder relationship is to be managed effectively. The word ‘stakeholder’ can infer a host of people connected to another in a business setting covering internal, external and connected relationships. There are many challenges that occur in managing the stakeholder relationship and sensitivity and understanding is required to address issues in a proactive and professional manner
Task 1
You are required to write a report entitled ‘The complexities of stakeholder relationships’. The report must include:
- An analysis of THREE (3) types of stakeholder relationships which occur within organisations (AC1.1)
- An examination of the benefits and challenges for organisations engaging with each of the stakeholder groups identified above. (AC1.2)
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| » | FRAMEWORKS FOR STAKEHOLDER MANAGEMENT |
The success of stakeholder relationships is optimised by effective planning. This begins with a contractual framework for stakeholder engagement which clarifies the roles and responsibilities of different stakeholder groups to achieve aims and objectives within set parameters.
| » | TASK 2 |
Basing your response on Scenario A, your own experience of managing stakeholder groups or the management of stakeholder groups in an organisation you know well or have researched:
Write a report entitled ‘Preparation for stakeholder engagement and management’.
To complete the report you are required to:
- Using examples examine TWO (2) contractual frameworks used for stakeholder engagement and management (AC2.1)
- Specify the process you would use to plan stakeholder engagement (AC2.2)
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| » | MANAGING STAKEHOLDER RELATIONSHIPS AND MEASURING THEIR IMPACT ON ORGANISATIONAL PERFORMANCE |
Managing stakeholder relationships requires planning and insight. The approach needs to be tailored to meet the needs of the stakeholder groups. A manager must understand their role in facilitating and leading stakeholder relationships, the use of collaborative working techniques to enable delivery through others and methods for measuring the impact of stakeholder engagement on organisational performance.
| » | TASK 3 |
Basing your response on Scenario A, your own experience of managing stakeholder groups or on an organisation you know well or have researched:
Write an account which uses examples to propose how stakeholder relationships should be managed.
The account must:
- Analyse the role of the manager in managing stakeholder relationships (AC3.1)
- Evaluate the use of collaborative working techniques which can be used to manage stakeholder relationships (AC3.2)
- Examine methods for measuring the impact of stakeholder engagement on organisational performance (AC4.1)
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| » | MANAGING CONFLICT IN STAKEHOLDER RELATIONSHIPS |
It can be challenging managing the expectations of different stakeholder groups. A key role of the manager is to recognise and resolve situations where conflict can arise to ensure the stakeholder relationship can be maintained.
| » | SCENARIO B |
| You have been managing the stakeholder group for two months and there has been a commitment to a date by all members to fully engage in the process to review customer services.
Research commissioned to determine how and where changes to customer services could be made has been completed. To the surprise of the stakeholder group this has included some unexpected results which have caused conflict between group members and in turn with representatives of the organisation. The customers who are representative of the organisation’s customer base are at loggerheads over the recommendations. The last stakeholder meeting became very difficult to manage and needed to be drawn to a close due to the level and nature of conflict between members. This included: ● Claims the changes would contravene regulatory and legal frameworks (i.e. Equality Act 2010) ● Conflicting interests between stakeholders in relation to balancing the profitability and sustainability of services with increasing customer demands ● The perceived lack of empathy shown by internal stakeholders to external stakeholders and inflexibility to make concessions. |
| » | TASK 4 |
Basing your response on Scenario B, your own experience of managing stakeholder groups or on an organisation you know well or have researched:
Write an account which discusses methods for managing conflict in stakeholder engagement (AC3.3).
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| » | ASSESSMENT GUIDANCE |
| Refer | Pass |
| ● The submission is incomplete
● Tasks are incomplete ● Not all assessment criteria have been met ● No examples are used or the examples given do not match the requirements of the assessment criteria ● Evidence is ● Unclear ● Technically incorrect or inaccurate ● Biased ● Unprofessional language ● Poorly structured and presented ● Ideas are under-developed ● Lacks sufficient detail to show understanding of the topic ● The application of different perspectives, approaches or schools of thought is unclear or inappropriate ● Little or no evaluation of evidence has taken place ● The ability to make judgments and solve complex problems has not been evidenced ● Evidence is not directly attributable to the learner ● External sources of information are not acknowledged ● Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years) |
● All tasks have been completed
● All assessment criteria have been met ● Examples given are well chosen and match the requirements of the assessment criteria ● Evidence is ● Well written and presented ● Contains a breadth of examples ● Accurate ● Current (e.g. use of up to date legislation) ● Authentic ● Inclusive ● Coherent ● Credible ● Technically correct ● Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them. ● Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes. ● Evidence used from external sources has been correctly referenced ● Evidence is directly attributable to the learner ● Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years) |
