Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to establish collaborative partnerships and relationships with business and industry stakeholders to promote and advance learning programs. The unit also 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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Application of the unit |
This unit applies to leaders or managers working in either an educational organisation or a non educational enterprise where learning is used to build capabilities. It includes forming partnerships or other collaborative arrangements to achieve improved learner, community, career, or work outcomes. Educational leaders gain the respect of colleagues, contacts, clients and the community through demonstrating professionalism in all aspects of their work; this professionalism is underpinned by their educational expertise and effective interpersonal and communication skills. In the vocational education and training sector, learning leaders and managers must build partnerships and lead in a collaborative manner to ensure learning has a strategic role in the ever changing context, and in the face of complex influences that affect learning. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Communicate to influence relevant individuals and stakeholders |
1.1. Generate trust, confidence and support from relevant individuals , other stakeholders and potential learners by demonstrating a high standard of personal performance and conduct 1.2. Implement communication strategies to represent the organisation positively to media, local community and stakeholders 1.3. Make decisions in consultation with relevant stakeholders and relevant individuals where appropriate 1.4. Use a range of influencing strategies to increase commitment from staff and stakeholders to achieve organisational requirements and to contribute to desired culture 1.5. Undertake selected community and/or professional engagements that project a positive image of the organisation to the broader community and stakeholders |
2. Cultivate new and existing partnerships with stakeholders |
2.1. Establish outcomes to be achieved from a learning partnership 2.2. Analyse models for effective consultation and collaboration within a partnership 2.3. Cultivate collaborative communities and partnerships through application of a range of learning and communication solutions 2.4. Forge relationships, collaborative communities or partnerships between a training and assessment organisation and a public or private sector enterprise 2.5. Consult stakeholders to establish vocational education and training partnership learning programs |
3. Establish positive collaborative relationships |
3.1. Establish processes that contribute to the creation and maintenance of a positive culture that embraces collaboration 3.2. Establish processes to resolve conflict in a fair , equitable and collaborative manner 3.3. Organise and allocate work activities in a cost effective and equitable manner with clear, quantifiable and agreed performance standards 3.4. Encourage staff to embrace a learning culture and to undertake activities that develop their personal competence and performance 3.5. Empower individuals to develop their own ways of working within agreed boundaries of competence, cultural, diversity and organisational and legal requirements 3.6. Establish indicators and feedback processes that can be used to evaluate the health of the work environment |
4. Lead establishment of a partnership program |
4.1. Identify and address relevant organisational policies and procedures in partnership learning program plans 4.2. Identify and incorporate relevant legal requirements into planning of learning programs established in a community or partnership setting 4.3. Form partnership learning programs in collaborative and consultative processes involving public or private sector enterprises 4.4. Plan and allocate resource requirements to accomplish a partnership learning program 4.5. Establish relevant organisational policies and procedures relating to partnerships, and training and assessment services |
5. Establish reporting mechanisms for partnership program |
5.1. Establish reporting systems for reporting results , that meet reporting requirements , against planned partnership outcomes 5.2. Implement reporting systems to map learner progress against partnership outcomes |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Relevant individuals may include: |
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Stakeholders may include: |
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Potential learners may include: |
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Communication strategies may include: |
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Influencing strategies may include: |
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Partnerships may: |
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Collaborative communities may include: |
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Training and assessment organisation may include: |
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Public or private sector enterprises may include: |
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Partnership learning program may include: |
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Resolving conflict in a fair , equitable and collaborative manner may include: |
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Performance standards may be based on: |
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Diversity includes difference in: |
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Organisational and legal requirements may include: |
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Indicators may include: |
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Feedback processes include: |
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Relevant organisational policies and procedures may include: |
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Resource requirements may include: |
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Reporting systems for reporting results may include: |
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Reporting results may include: |
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Reporting requirements may include those specified in: |
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Reporting systems to map learner progress against partnership outcomes may include: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Stakeholder Relations - Relationship Management |
Co-requisite units
Co-requisite units |
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