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Workplace Relationships BSBLDR402

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Workplace Relationships (BSBLDR402 – Lead effective workplace relationships and BSBREL401 – Establish networks)

Student Assessment Pack

Ensure this cover sheet is attached to your work.

Student and Trainer/Assessor Details

Student ID 
Student name 
Contact number 
Email address 
Trainer/Assessor name 

Course and Unit Details

Course nameProfessional Year Program – EAW2
Unit code and nameWorkplace Relationships (BSBLDR402 – Lead effective workplace relationships and BSBREL401 – Establish networks)
Due Date Submission Date 
Student Declaration: I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:Reproduce this assessment and provide a copy to another member of staff; andTake steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).   Student signature:                                                                                                                                                                                     Date:                                                                                                            /                                                                                                            /          
ASSESSMENT DETAILS AND RESULTS SHEET   Purpose: This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also provides evidence to ACS that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6 months retention period. Under the Public Records Act, this sheet must be retained for 7 years. Instructions: Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with all assessment to the Training Manager according to the assessment submission schedule. Please refer to assessment overview for more information. Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Name:Workplace Relationships (BSBLDR402 – Lead effective workplace relationships and BSBREL401 – Establish networks)Sufficient evidence recorded/Outcome S – Satisfactory NS – Not Satisfactory
Evidence recordedUnit Assessment Task 1□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 2□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 3□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 4□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 5□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 6□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 7□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 8□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 9□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 10□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 11□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 12□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 13□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 14□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 15□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 16□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Evidence recordedUnit Assessment Task 17□ S / □ NS (First Attempt)□ S / □ NS (Second Attempt)
Unit OutcomeCompetentResult not availableFINAL UNIT OUTCOME
CompetentNot Yet Competent
Comments 
Assessor’s Name (Print)  
Assessor Signature  
Date Assessed  
DATA ENTRY (Entered onto TEAMS)Competent (change result to Competent and enter date assessed)Result not available (do not change result, record submission in notes field)   Date:                    Initials:Competent (change result to Competent and enter date assessed)Not Yet Competent (change result to NYC and enter date assessed)   Date:                       Initials:

Assessment Overview

Unit Description and Application

This unit is a cluster of two relevant units including BSBLDR402 and BSBREL401

BSBLDR402: This unit defines skills, knowledge and outcomes required to use leadership to promote team cohesion. It includes motivating, mentoring, coaching and developing the team and forming the bridge between the management of the organisation and team members.

This unit applies to team leaders, supervisors and new or emerging managers where leadership plays a role in developing and maintaining effective workplace relationships. It applies in any industry or community context.

At this level work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation and leadership and guidance of others.

BSBREL401: This unit describes the skills and knowledge required to develop and maintain effective work relationships and networks through relationship building and negotiation skills required by workers within an organisation as well as freelance or contract workers.

It applies to individuals with a broad knowledge of networking and negotiation who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Pre- Requisites

Not applicable

Co- Requisites

Not applicable

Relevant Legislation

  • Australian Human Rights Commission Act 1986
  • Age Discrimination Act 2004
  • Disability Discrimination Act 1992
  • Racial Discrimination Act 1975
  • Sex Discrimination Act 1984
  • 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

Key competencies

The key competencies you will develop and be assessed against in this unit are:

BSBLDR402:

  • Collect, analyse and communicate information and ideas
  • Develop trust and confidence as leader
  • Develop and maintain networks and relationships
  • Manage difficulties into positive outcomes

BSBREL401:

  • Develop and maintain business networks
  • Establish and maintain business relationships
  • Promote the relationship

Performance evidence

Evidence of the ability to:

BSBLDR402:

  • Access and analyse information to achieve planned outcomes
  • Apply techniques for resolving problems and conflicts and dealing with poor performance within organisational and legislative requirements
  • Review and improve workplace outcomes in consultation with relevant personnel
  • Adjust interpersonal style and communications to respond to cultural and social diversity
  • Apply relationship management and communication skills with a range of people that:
  • Demonstrate integrity, respect, empathy and cultural sensitivity and promote trust
  • Forge effective relationships with internal and/or external people and help to maintain these networks
  • Encourage participation and foster contribution of and respect for ideas and feedback
  • Provide support to colleagues to resolve difficulties

BSBREL401:

  • Identify and use networking opportunities
  • Maintain records of relevant contacts
  • Use written and verbal communication skills to establish, cultivate and promote professional business relationships
  • Use feedback to improve promotional activities.

Knowledge evidence

To complete the unit requirements safely and effectively, the individual must:

BSBLDR402:

  • Give examples of how work relationships, and the cultural and social environment, can support or hinder achieving planned outcomes
  • Explain techniques for developing positive work relationships and building trust and confidence in a team including interpersonal styles, communications, consultation, cultural and social sensitivity, networking
  • Explain the impact of legislation and organisational policies on workplace relationships
  • Describe a range of methods and techniques for communicating information and ideas to a range of stakeholders
  • Outline problems solving methods
  • Explain methods to resolve workplace conflict
  • Explain methods to manage poor work performance
  • Explain how to monitor, analyse and introduce ways to improve work relationships.

BSBREL401:

  • List and describe strategies for establishing and maintaining business relationships
  • Identify relevant networks, organisations, agencies, associations or individuals
  • Describe the principles and techniques needed to negotiate positive outcomes
  • Explain client or organisational policies, plans and procedures relevant to business relationships
  • Outline methods for obtaining feedback on promotional activities.

Assessment Submission Guidelines

  • All assessments must be submitted by the due date specified by the Trainer/Assessor on the WLI Learning Management System (Moodle). To log in to WLI Moodle visit https://WLI.learnbook.com.au/login/learnbooklogin.php.
  • When submitting assessments students agree that it is their own work, except where acknowledged, and has not been submitted for academic credit elsewhere.

If you miss an Assessment Deadline:

If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3) working days after the official due date.

  • Proof must be provided to the Student Services Department and may be required to complete an assessment extension application form.
    • If the proof is not provided within the time period, then the student will receive a ‘Not Yet Competent (NYC)’ outcome.
    • No supplementary assessments will be scheduled without proof of legitimate absence.
    • If the proof of legitimate absence is rejected, the student can appeal to the Academic department.
    • For more information, please refer to the student handbook.

Re-submission

Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent (NYC) for the unit, you must re-enrol and pay the required tuition fees for the unit.

Assessment Task and Unit Outcome

All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS).

Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed Competent (C).

If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will be deemed Not Yet Competent (NYC).

Reasonable Adjustment

At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may be applied. This means that ‘reasonable’ adjustments may be made wherever possible; to meet the needs of a student with disability or with other learning needs. If you require more details about reasonable adjustment, please refer to the student handbook.

Learning support

If you require further assistance in your learning, WLI encourages you to reach out to your Trainer to discuss the areas that you believe you need further assistance with. If you require further support after consulting your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the Academic department.

Plagiarism Policy

All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism is a serious offence; The William light Institute may impose severe penalties on students who plagiarise.

For more information on Plagiarism and Cheating, visit WLI’s policy and procedures on the website.

Appeals

If you are not satisfied with the decision made by a member of WLI staff, you can appeal that decision. For more information on Complaints and Appeals please see the Appeals policy and procedures on the WLI website. http://www.wli.edu.au/.

Course Credits

If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit transfer. For more information on course credits please see the Course Credits policy and procedures on the WLI website. http://www.wli.edu.au/.

RPL

If you believe you have sufficient experience and knowledge in this area of study, you may be eligible for Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of Prior Learning (RPL) policy and procedure on the WLI website. http://www.wli.edu.au/.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

  • Be provided for each Unit Assessment Task (UAT)
  • Guide students to adapt and adjust their learning strategies
  • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
  • Be a pivotal feature of learning and assessment design, not an add-on ritual
  • Focus on course and unit learning outcomes
  • Guide students to become independent and self-reflective learners and their own critics
  • Acknowledge the developmental nature of learning

If students have not received proper feedback, they must speak to PYP department/administration department in the WLI/person responsible for looking after the PYP department/administration of the WLI.

For more information, please refer to the WLI Student Handbook.

Question 1:
Task 1: Role play Collect and analyse information on the state of the IT industry in Australia last year. Communicate your findings to a colleague. The colleague should assess the effectiveness of this exercise and provide constructive feedback.
Third party or facilitator comments:
Signature:Observation Date:
Question 2:
Task 2: Role play and report 1. You have an idea for a new computer game based on research you have conducted. List the strategies you would use to communicate your idea to your team including your background information.
1. Role play
Third party or facilitator comments:
Signature:Observation Date:
2. List the strategies
 
Question 3:
Task 3: Role play What are the skills required for effective communication? Discuss in small groups.
Question 3:
Third party or facilitator comments:
Signature:Observation Date:
Question 4:
Task 4: Role play You are require to construct ‘I’ statements about a colleague being late for work and a colleague doing a good job. Review and discuss as a group
Third party or facilitator comments:
Signature:Observation Date:
Question 5:
Task 5: Role play Using verbal and non-verbal assertiveness skills explain to a colleague why you think your approach to developing the company’s new app is the best. The colleague to provide feedback. Reverse roles with a submissive approach.Feedback discussion whole group
Third party or facilitator comments:
Signature:Observation Date:
Question 6:
Task 6: Role play Discuss the MATERIAL. In pair role play introducing yourself and starting a conversation. Then close the conversation. Reverse roles.
Question 6:
Third party or facilitator comments:
Signature:Observation Date:
Question 7:
Task 7: Report Why is humour important as a rapport building tool?
 
Question 8:
Task 8: Role play What are some of the cultural differences you have noticed since arriving in Australia? Developing strategies to build positive intercultural relationships- what are your ideas? Discuss in the group
Third party or facilitator comments:
Signature:Observation Date:
Question 9:
Task 9: Report Imagine you are in your internship- what aspects of yourself are you going to reveal to your new colleagues? What aspects will you continue to keep private and why? Your response should not exceed more than 150 words.
 
Question 10:
Task 10: Report Proved responses to the following questions:
What do you need to feel trust in someone? Your response should not exceed more than 50 words.
 
What could you do personally to improve the trust your friends have in you? Describe yourself using the Johari window Your response should not exceed more than 50 words.
 
Question 10:
Identify at least 5 attributes that contribute towards building a reputation for trustworthiness and create confidence in them for their colleagues.
 
Question 11:
Task 11: Report Proved responses to the following questions:
Describe self-awareness.How does self-awareness influence the way people relate to others? Your response should not exceed more than 150 words.
 
Describe self-regulation.How does self-regulation improve personal effectiveness at work? Your response should not exceed more than 150 words.
 
Describe self-motivation.Identify and describe at least two attributes of a person who is self-motivated. Your response should not exceed more than 100 words.
 
Question 12:
Task 12: Report Rate yourself on the following:
AttributesRating out of 10
Listen to your feelings and identify them accurately 
Identify the influence of past experiences and interactions with others in your view of self? 
Receive feedback about your current relationship skills? 
Accept and appreciate yourself? 
Discuss your responses with a colleague and in particular how your might improve. 
Question 13:
Task 13: Report Describe how you, as the new intern, would use emotional intelligence to establish rapport with your new work colleagues. Discuss and develop a list as a group Your response should not exceed more than 150 words.
 
Question 14:
Task 14: Role play As a new intern how will you establish and develop your operational, strategic and personal networks? What will your first steps be? How will your network be maintained once established? Discuss in the group.
Question 14:
Third party or facilitator comments:
Signature:Observation Date:
Question 15:
Task 15: Report Identify the strategies you would use to establish and maintain a business relationship with a work colleague and a customer. Your response should not exceed more than 100 words.
 
Question 16:
Task 16: Role play Imagine you’re are having a serious argument around a business strategy. Role play with a colleague where one endeavours to find an agreed solution. Use assertive empathetic behaviour, the ‘four r’s’ and reframing. Reverse positions and do it again. Don’t forget your non-verbal communications.
Third party or facilitator comments:
Signature:Observation Date:
Question 17:
Task 17: Role play Referring to the appendix 1: ABC technologies p/l case study discuss the following. What does it look like?How are people behaving?What support systems would exist to support effective workplace relations?How would you personally contribute to effective workplace relations?
Third party or facilitator comments:
Signature:Observation Date:
PERFORMANCE CRITERIA CHECKED BY THE FACILITATOR
Student name:
Facilitator name:
  PROFESSIONAL YEAR PERFORMANCE CRITERIA  COMPETENTNOT YET COMPETENT
            1. Culture and CommunicationDevelop assertiveness to interact appropriately with colleagues in the workplaceDemonstrate understanding of appropriate levels of personal disclosure in the workplaceDemonstrate understanding of the importance of humour as a rapport- building toolDemonstrate understanding of and apply use of emotional intelligence when dealing with colleagues  
    2. LanguageConversation openers and closersSmall talk to establish rapportAssertive language  
New Assessment Criteria
 Collect Analyse and Communicate information and ideas  
 Develop trust and confidence as leader  
 Manage difficulties into positive outcomes  
 Develop and maintain business networks  
 Establish and maintain business relations  
 Promote the relationship  
 Identify and apply assertive behaviour  
 Demonstrate understanding of appropriate levels of personal disclosure in the workplace  
  PROFESSIONAL YEAR PERFORMANCE CRITERIA  COMPETENTNOT YET COMPETENT
 Demonstrate understanding of the importance of humour as a rapport building tool  
 Demonstrate understanding of and apply emotional intelligence when dealing with colleagues  
BSBLDR402 Lead Effective Workplace Relationships Performance Criteria
 1.1 Collect relevant information from appropriate sources and analyse and share with the work team to improve work performances  
 1.2 Communicate ideas and information in a manner which is appropriate and sensitive to the culture and social diversity of the audience and any specific needs  
 1.3 Lead consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes  
 1.4 Seek and value contributions from internal and external sources in developing and refining new ideas and approaches  
 1.5 Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required  
 2.1 Treat all internal and external contacts with integrity, respect and empathy  
 2.2 Use the organisations social, ethical and business standards to develop and maintain effective relationships  
 2.3 Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance  
  PROFESSIONAL YEAR PERFORMANCE CRITERIA  COMPETENTNOT YET COMPETENT
 2.4 Adjust interpersonal styles and methods to meet the organisation’s social and cultural environment  
 2.5 Lead and encourage other members of the work team to follow examples set according to the organisation’s policies and procedures  
 3.1 Use networks to identify and build relationships  
 3.2 Use networks and other work relationships to provide identifiable benefits for the team and organisation  
 4.1 Identify and analyse difficulties and take action to rectify the situation within the requirements of the organisation and relevant legislation  
 4.2 Guide and support colleagues to resolve work difficulties  
 4.3 Manage poor work performance within the organisation’s processes  
 4.4 Manage conflict constructively within the organisation’s processes  
BSBREL401 Establish Networks Performance Criteria
 1.1 Use appropriate network strategies to establish and maintain relationships and develop business opportunities  
 1.2 Identify and pursue network opportunities to maximise a range of contacts  
 1.3 Communicate information regarding new networks to inform individuals of potential benefits  
 1.4 Participate in professional networks and associations to obtain and develop skills  
  PROFESSIONAL YEAR PERFORMANCE CRITERIA  COMPETENTNOT YET COMPETENT
 2.1 Develop and maintain relationships to promote benefits consistent with organisation’s requirements  
 2.2 Gain and maintain trust and confidence of contacts through demonstrating professional practices  
 2.3 Use a high level of negotiation skills to encourage positive outcomes  
 2.4 Identify difficult situations and negotiate solutions using collaborative problem-solving techniques  
 2.5 Seek specialist advise in the development of contacts where appropriate  
 3.1 Develop strategies to represent and promote the interests and requirements of the relationship  
 3.2 Use appropriate presentation skills to communicate the goals and objectives of the relationship  
 3.3 Effectively communicate issues, policies and practices of the relationship to a range of audiences, in writing and verbally  
 3.4 Obtain feedback to identify and develop ways to improve promotional activities within available opportunities  

Assessment task 17 – Appendix 1:

WEEK 3 CASE STUDY

ABC Technologies P/L is an imaginary Australian company formed in 2012. It has grown rapidly and has branches in all capital cities. The company develops apps for the health sector. It has 220 staff with over two-thirds having a health or IT related background. Fourteen different nationalities are represented in the business.

Staff are highly skilled and have been very motivated. The company has produced some world leading apps and is researching some potentially breakthrough apps in diagnostics.

Growth has been rapid but it has tailed off in the past 12 months and the shareholders are getting restless. Senior management is conflicted about why growth has stalled and what to do about it. Part of the problem is the different cultural backgrounds of the health and IT staff who are becoming less and less able to effectively engage in team based activities.

The company has taken a significant risk in investing heavily in the development of new apps specifically to aid the early diagnosis of breast cancer.

ABC Technologies has 3 technical branches:

  • Research and Development (R&D)
  • New Product Development and Production (NPDP)
  • PMO and Quality Assurance (PMO/QA)

PMO/QA is led by a very capable manager, Shirley, who gets along with everyone and has a great team. However R&D led by Sanjay and NPDP led by Laura have gradually become more and more conflicted. There are

  • Boundary arguments regarding the roles of both branches and the critical point of handover of R&D work to NPDP,
  • Issues with business plan deliverables
  • Competition for resources
  • Technical arguments about the significance of possible ‘glitches’
  • Some preconceptions regarding ‘who knows best’ and ‘who has the power’
  • Growing personality conflicts
  • Within both teams there are tensions between the health specialists and the IT specialists.
  • Both branches also have staff who get on effectively with everyone.
  • R&D has become a difficult place to work. NPDP has issues but appears to be a more ‘together’

outfit.

You have just been appointed as a graduate officer (congratulations) after successfully completing your internship with PMO/QA and the office of the CEO. You have developed several friendships in both these branches. You will be stationed at corporate head office where most of the technical staff are located. You have been assigned to R&D for six months then you will progress to NPDP.

Your first task is to contribute to the team responsible in R&D for the development of the new breast cancer apps. NPDP had expected (as per the business plan) for these apps to be ready for the final development/production phase last month but the handover has been delayed.

Sanjay the R&D manager has asked you to work with Laura’s team to clarify the handover and deal with

technical glitches that are concerning to R&D but far less so to NPDP. Describe how you will operate in this environment.

In particular describe:

  • Your strategies for developing trust in both teams.
  • How you will present yourself? Describe how both teams see you once your strategies have been implemented
  • How you will establish and maintain an effective network?
  • How you will go about collecting and analysing relevant information regarding your work challenges.
  • Your strategies to assist in dealing with the breast cancer conflict.
  • How will you ensure your business relationships are ongoing especially after you move to NPDP?

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