• BSBREL701A - Develop and cultivate collaborative partnerships and relationships

Develop and cultivate collaborative partnerships and relationships

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.


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.

Elements and 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

Required skills

analysis and interpretation skills to:

evaluate organisational information management systems, policies and procedures

select relevant evaluation information and documentation

identify any potential and current non-compliance

access and interpret organisation's standards and values

analyse records or notes of the evaluation process

initiative and enterprise skills to establish collaborative partnerships and relationships

interpersonal and communication skills to negotiate, to question, to listen and investigate, to network and clarify issues

planning and organising skills to:

research and evaluate validation processes, and to determine and implement improvements to these processes

develop and establish agreement to plans

problem-solving skills to review feedback and to plan improvements

teamwork skills to lead and motivate a team in establishing productive networks, partnerships and other relationships.

Required knowledge

relevant legislation that affects the business operation, especially in regard to OHS and environmental issues, equal opportunity and anti-discrimination, industrial relations

organisation mission, purpose and values

organisation objectives, plans and strategies

leadership styles

personal development planning methodologies

data collection methods

external environment scanning relating to social, political, economic and technological developments

emotional intelligence and its relationship to individual and team effectiveness

organisational transformation and the management of the stages of change

organisational design and building in responsiveness of operations to change in customer or market conditions.

Evidence Required

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

demonstrated capacity to foster learning partnerships, conduct stakeholder consultation and use strategic and personally enhancing communication skills

developing collaborative approaches to enhance individual, team and organisational outcomes

initiating and implementing learning program partnerships in line with relevant regulatory, employment and organisational requirements

knowledge of relevant policy, legislation, codes of practice and national standards.

Context of and specific resources for assessment

Assessment must ensure:

competence is consistently demonstrated over time, and over a range and variety of situations

access to required assessment facilities and resources.

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:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

review of applied projects or learning activities, especially relating to formation of professional networks and stakeholder consultation in relation to forming partnerships for vocational education and training programs

direct observation of contextual application of skills

submission of a portfolio of evidence including previous work forging partnerships

oral or written questioning to assess knowledge of development of industry learning partnerships.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBLED702A Lead learning strategy implementation

BSBLED707A Establish career development services

BSBLED709A Identify and communicate trends in career development

PSPMNGT614A Facilitate knowledge management.

Range Statement

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.

Relevant individuals may include:



government agencies and departments


industry associations, employer bodies, professional associations

industry representatives

national Industry Skills Councils

people working in the roles targeted by training

regulatory and licensing authorities

research agencies

state/territory industry training advisory bodies

subject or technical specialists or experts



Stakeholders may include:

administrative and regulatory bodies

coordinators, teachers, assessors, coaches, mentors and support staff


industry, employee, employer, professional and peak bodies or associations


other training and assessment organisations

public or private sector enterprise

Potential learners may include:

apprentices and trainees

current or ongoing learners and clients

existing industry and enterprise employees

individuals changing careers

individuals learning new skills and knowledge

individuals or groups meeting licensing or other regulatory requirements

individuals seeking to upgrade competencies

individuals who are unemployed

individuals who have a disability

members of target groups such as Aboriginal and Torres Strait Islander communities

overseas learners and international students

potential learners and clients

recent migrants and people from culturally and linguistically diverse backgrounds

school leavers, new entrants to the workforce

Communication strategies may include:

conducting presentations

developing and applying interview and interpersonal communication protocols

developing and circulating marketing materials

developing promotional materials and course outlines

initiating and conducting a public communication strategy

Influencing strategies may include:




formal and informal techniques

levels of participation

moderated negotiations


strategies applied face-to-face or collectively (e.g. in a learning community or community of practice)

Partnerships may:

be informal

be physical or virtual (e.g. online)

involve a formal agreement

involve one or more enterprises, and training and assessment organisations

involve one or more learning programs

Collaborative communities may include:

communities of practice

formal or informal relationships

informal and formal groups in collaborative relationships

knowledge communities

knowledge networks

learning communities

physical or virtual relationships

supply chain communities

virtual circles

Training and assessment organisation may include:

organisation that delivers non-recognised vocational education and training

organisation working in a partnership arrangement with an RTO to deliver recognised vocational education and training

RTO delivering recognised vocational education and training services such as TAFE institutes, private commercial colleges and organisations, enterprises, community organisations, group training companies and secondary schools

Public or private sector enterprises may include:

community bodies

government agencies

privately owned companies

Partnership learning program may include:

accredited course which includes Training Package outcomes

community education program

nationally endorsed qualification from a Training Package or accredited course

part of a VET in Schools program

part of an apprenticeship or traineeship

professional development program

short course or non-recognised vocational program

short-term development plan

short-term induction program

subset of a learning strategy

traineeship or apprenticeship

workplace learning program

Resolving conflict in a fair, equitable and collaborative manner may include:

adherence to relevant legislative, legal, workplace requirements

application of organisational complaints procedures

internal or external specialists

Performance standards may be based on:

personal or task outcomes

span short- or long-term outcomes

strategic, operational outcomes

Diversity includes difference in:


belief systems and values


expertise, experience and working styles


interpersonal style


language, literacy and numeracy

physical differences




sexual orientation

thinking and learning styles

Organisational and legal requirements may include:

collaborative and partnership arrangement agreements such as memoranda of understanding

confidentiality and privacy requirements

licensing requirements

requirements for initial and continuing registration as defined in the AQTF Standards for Registered Training Organisations and state/territory legislation and regulations governing provider registration and course accreditation

requirements of awards and enterprise bargaining agreements

requirements of endorsed Training Packages

requirements of other relevant commonwealth and state/territory legislation, for example relating to matters such as OHS, anti-discrimination, workplace and industrial relations, workers compensation, apprenticeships and traineeships

requirements set by professional associations

requirements set by quality systems

Indicators may include:

formal human resources and related indicators to provide benchmark, comparative measures on:

average hours in relation to output per employee


related operational and planning indicators

revenue per employee/team

staff absenteeism

staff satisfaction

staff turnover

training hours

Feedback processes include:

formal complaints or suggestions procedures


independent audits

management audits/workplace checks


virtual or physical

whistleblower policy

Relevant organisational policies and procedures may include:

access and equity

assessment procedures and options

client services

confidentiality requirements

ethical standards

fees and payment schedule

grievance and appeals processes

learner selection, enrolment, induction and orientation procedures

mutual recognition obligations

policies and procedures being available to all personnel, learners, clients and candidates

staff recruitment, induction and ongoing development and monitoring

support services available

human resources policies and procedures and legal requirements including anti-discrimination, equal employment, OHS

administrative and records management systems, for example that relating to:

contract manager

document version control

maintenance, retention, archiving, retrieval, storage and security of training and assessment information and records

personnel responsible for analysing statistics and data to ensure organisation complies with relevant standards across all of its operations and training and assessment activities

privacy and access to training and assessment information and records

reporting and recording requirements and arrangements

supervisors and managers

union and employee representatives

users of training information such as finance personnel, human resources personnel, employers

Resource requirements may include:

additional staff

distribution costs


production costs

promotional costs

research and development


staff training

Reporting systems for reporting results may include:

arrangements for the issuing of Australian Qualifications Framework (AQF) qualifications and Statements of Attainment

arrangements for recognising and recording current competencies

electronic student management system which complies with AVETMISS or other reporting or statistical collection requirements

internal organisational recording and reporting systems

record keeping policies and procedures

Reporting results may include:

Australian Apprenticeship Centre forms and letters such as for incentives and completions

availability of all reports and records for audit and monitoring purposes

enrolment forms

financial reporting for funding and payments from funding body

OHS incident reporting systems

performance agreements

reporting for apprenticeship and traineeship program delivery

reporting for in-house or internal program delivery

Training Contract and RTO notifications

Reporting requirements may include those specified in:

AQTF Standards for Registered Training Organisations

AVETMISS process documentation

organisational documentation

Reporting systems to map learner progress against partnership outcomes may include:

electronic systems including those using business technology such as:




telephone networks

physical systems such as face-to-face and print communications


Unit sector

Competency Field

Stakeholder Relations - Relationship Management

Employability Skills

This unit contains employability skills.

Licensing Information

Not applicable.