Unit CMI 305 Building Stakeholder Relationships Using Effective Communication

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UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

Assessment Booklet: Building Stakeholder Relationships Using Effective Communication

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LEARNER INSTRUCTIONS

Each task in this assessment booklet has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 305: Building Stakeholder Relationships Using Effective Communication. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit

Preparation for the assessment

  • Before you begin the assessment booklet please read the CMI 305 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed.
  • Research the topics being assessed.  Suggested reading/web resources are provided on the CMI 305 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk. Please note that if you have a customised site the link will differ, please contact your Centre for clarification.  
  • If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Team Leader/Supervisor

Completing the assessment booklet

  • The assessment booklet contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.
  • Refer to the Assessment Guidance Table at the end of the assessment booklet which outlines the requirements for a Pass or Refer.
  • Evidence must be provided in the main body of the assignment booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’.  Appendices are not a requirement of this assessment brief.  If appendices are included these will not be marked or moderated by the CMI.
  • Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria.  Work based evidence (where required by the task) must not exceed SIX (6) pages.  Files embedded in the booklet must not exceed 10MB.
  • The assessment booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme. 
  • The assessment booklet must be saved as a word document (.doc or .docx) and not in a PDF format.
  • An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified.
  • Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 3 in Principles in Management and Leadership Syllabus.

UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

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LEARNER INFORMATION

Learner name:

 

CMI membership No:

 

Date:

 

Centre name:

 

Qualification:

 

Learner statement of authenticity:

I confirm that the attached completed assignment is all my own work, and does not include any work completed by anyone other than myself. I have completed the assignment in accordance with the Institute’s approved instructions.

 

Tick here to opt out

I consent to this assignment, or any extract from it, to be anonymised following which it may be used for assessment standardisation and, where appropriate, for the dissemination of good practice.

Signed:

 

Date:

 

Centre statement of authenticity:

On behalf of <CENTRE NAME>, I confirm that the above mentioned learner is registered at the centre on a Chartered Management Institute (CMI) programme of study.  The learner is, to the best of my knowledge, the sole author of the completed assignment.

Name:

 

Job Title:

 

Signed:

 

Date:

 

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GUIDELINE WORD COUNT

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 3. The amount and volume of work for this unit should be broadly comparable to a word count of 2000-2500 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 the learners work.

Please see the CMI Assessment Guidance Policy for further guidance.

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AIM OF THE ASSESSMENT BOOKLET

Developing relationships with internal and external stakeholders is an essential management skill.  Stakeholders can have a positive or negative impact on the success of an organisation.   The aim of this unit is to equip managers to identify and understand stakeholder’s needs, know the purpose and benefits of building relationships with different stakeholder groups, and the methods of communicating with them to achieve results.

UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

TASK 1: The purpose of building stakeholder relationships

It is essential management skill to be able to develop constructive working relationships with internal and external stakeholders.  This task is designed to enable you to know the purpose and benefits of understanding the needs and expectations of stakeholder groups to build relationships.

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SCENARIO A

Working with stakeholders:  You are a team leader working in a large organisation.  As part of your role you come into contact with a variety of internal and external stakeholders. 

Internal stakeholders include your own team members, project teams from across the organisation (based on and off site), your manager and/or members of the management team as well as stakeholders from other departments such as IT Services, Facilities, Finance, Learning and Development, Customer Services and Human Resources.

External stakeholders you come into contact with include customers, sales representatives, government agencies and partner agencies to the organisation.

To complete Tasks 1 (a and b) you may choose to use scenario A to support your answer.  Alternatively, you may use examples of managing stakeholders in an organisation you know well or have researched.

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TASK 1a

Complete the following table by identifying THREE (3) stakeholder groups a manager may interact with as part of their working role and using examples, assess the benefits of building a relationship with the group. UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

(Refer to AC1.1 Identify a range of stakeholder groups relevant to the manager; AC1.3 Assess the benefits of building relationships with stakeholders and the Indicative Content for this AC)

COMPLETE THE TABLE:

 

Stakeholder group

Assessment of the benefits of building the relationship with the stakeholder group

1.

Internal stakeholders

Define and give examples
  1. Explain how internal stakeholders benefit the organisation
  2. Possible conflicts with other stakeholders giving examples
  3. Explain how potential conflicts are resolved through effective communication for organisational benefit

2.

Connected stakeholders

Define and give examples
  1. Explain how connected stakeholders benefit the organisation
  2. Possible conflicts with other stakeholders giving examples
  3. Explain how potential conflicts are resolved through effective communication for organisational benefit

3.

External stakeholders

Define and give examples
  1. Explain how external stakeholders benefit the organisation
  2. Possible conflicts with other stakeholders giving examples
  3. Explain how potential conflicts are resolved through effective communication for organisational benefit
 

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TASK 1b

To build effective relationships with stakeholders, it is essential for a manager to understand their needs and expectations.

Using examples, explain how a manager can assess the needs and expectations of different stakeholder groups.

(Refer to AC1.2 Explain how to assess the needs and expectations of stakeholder groups and the Indicative Content for this AC

INSERT YOUR ANSWER HERE:

Explain the need for stakeholder mapping. Explain how the Mandelow Matrix is used to assess and address stakeholder expectations. Give examples from own organisation 

TASK 2: Channels and types of communication used to build relationships with stakeholders

The ability to communicate well, using different channels and types of communication, is critical in building relationships with stakeholders. 

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SCENARIO B

Communicating with stakeholders:  You have recently had a Performance Development Review (PDR). You are keen to progress into higher management and one area of development that has been discussed is the need for you to review your approach to communicating and building relationships with stakeholders.

The internal stakeholders are primarily based on site, however the work patterns of staff vary as there is a flexible working arrangement, with many working from home on certain days of the week. All staff have a company laptop, however it can be difficult to build relationships with them when the primary method of communicating is through email. 

You come into contact with a wide variety of external stakeholders.  Communicating with them requires a flexible approach as not all have good access to technology and some prefer face to face communication.  A number of external customers have a communication need. An example of this is when English is not their first language. You communicate with a number of external stakeholders sporadically and there are some stakeholders you have never met in person. 

You acknowledge that you want to improve how you use communication to build relationships with others and have made it a personal goal to investigate how this can be achieved.

To complete 2 (a, b, c and d) you may choose to use scenario B to support your answer.  Alternatively, you may use examples of communicating and building relationships with stakeholders in an organisation you know well or have researched. UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

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TASK 2a

Compare the use of written, verbal and digital channels of communication that can be used to build relationships with stakeholders.

(Refer to AC2.1 Compare the channels of communication used to build stakeholder relationships and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

You can again use the Mandelow Matrix to decide on effective communications plan and strategies 

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TASK 2b

It is essential to understand how verbal communication can be used effectively to build relationships with stakeholders. 

Using examples, discuss THREE (3) types of verbal communication that can be used to build relationships with stakeholders.

(Refer to AC2.2 Discuss types of verbal communication used with stakeholders and the Indicative Content for this AC)

COMPLETE THE TABLE:

 

Type of verbal communication

Use for building relationships with stakeholders

1.

Define verbal communication (ref) and give examples

 

Words-talking & listening  

Apply the Mendelow Matrix to establish how effective the verbal communication tool would be effective

2.

Telephone call

Radio

AA

3.

Meetings

AA

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TASK 2c

Developing effective listening skills is essential if a good stakeholder relationship is to grow and develop. 

Explain how you would use active listening to build relationships with stakeholders.

(Refer to AC2.3 Explain how active listening is used to build stakeholder relationships and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

Define active listening (ref) and explain how it can benefit stakeholder groups per Mandelow Mapping and apply to own organisation. There are resources/articles on Moodle   

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TASK 2d

Discuss THREE (3) types of written communication used with stakeholders.

(Refer to AC2.4 Discuss types of written communication used with stakeholders and the Indicative Content for this AC)

COMPLETE THE TABLE:

 

Type of written communication

Use for ensuring information is shared effectively with stakeholders

1.

Email (explain)

Refer to the agreed communication plan with the stakeholders and apply to which group and how emails can be more effective in terms of the subject and frequency

2.

Reports

As Above

3.

Internet -organisation website

AS Above

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SCENARIO C

Leading the stakeholder meeting: In your manager’s absence you have been asked to lead a small stakeholder meeting to discuss a new customer service initiative that has been implemented.  You are keen to make a good impression and want to lead an effective meeting.

To complete 2e you may choose to use scenario C to support your answer.  Alternatively, you may use refer to a stakeholder meeting you have led or refer to examples of managing stakeholders in an organisation you know well or have researched.

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TASK 2e

Using examples, discuss how meetings can be led to develop and build effective stakeholder relationships and achieve outcomes.

(Refer to AC2.5 Discuss how meetings can be led to develop and build effective stakeholder relationships and the Indicative Content for this AC)

UNIT CMI 305 Building Stakeholder Relationships Using Effective Communication

INSERT YOUR ANSWER HERE:

Refer to the agreed communication plan and to which group meetings would be suitable and explain how effective meetings should be structured and led (there is a resource on Moodle)

TASK 3: Response to barriers when communicating with stakeholders

It is essential for a manager to be able to identify and explain barriers to effective communication and to know how to respond to these when dealing and interacting with stakeholders.

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SCENARIO D

Barriers to stakeholder communication: An extract from a conversation.

“When you plan to speak to someone in person there always appears to be an interruption, either by others or simply noise from the working environment. 

People are so busy, it is difficult finding a time to communicate; if one person is free to have a discussion, another participant’s diary is full.

Finding the right way of communicating is also a challenge, emails can go unread. It can be hard to contact others over the telephone. I find that responding to the needs of individuals for whom English is not their first language is a daunting experience.

There are a number of people I know who have a dislike of using technology. Other stakeholders I communicate with do not have access to technology.  It would be great to try something innovative, such as a ‘virtual meeting’ but I am not sure how this would be received. 

There is often the case of ‘Office Politics.’ People often say they only want to speak to the senior person in charge which can be very frustrating. Finally it isn’t always possible to communicate openly and share information with others due to meeting the requirements of the organisation’s communication policy.

It is a miracle anyone communicates at all!”

To complete Task 3 you may choose to use scenario D to support your answer.  Alternatively, you may base your response on well-chosen examples of barriers faced when communicating with stakeholders in an organisation you know well or have researched.

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TASK 3

Complete the table, explaining THREE (3) barriers to effective communication with stakeholders and discussing ways of responding to the barriers.

(Refer to AC3.1 Explain barriers to effective communication with stakeholders; AC3.2 Discuss ways of responding to barriers when communicating with stakeholders and the Indicative Content for this AC)

COMPLETE THE TABLE:

 

Explain the barriers to effective communication

Discuss how to respond to barrier to communication

1.

See power point on Moodle

 

2.

 

 

3.

 

 

TASK 4: Using stakeholder communication

An important role of the manager is to understand the importance of gathering stakeholder feedback and how this can be used to manage relationships. 

To complete Task 4a you may base your response on well-chosen examples of communication used in an organisation you know well or have researched.

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TASK 4a

Using examples, compare written, verbal and digital methods of gathering feedback from stakeholders.

(Refer to AC4.2 Compare methods of gathering feedback from stakeholders and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

See power point on Moodle

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CASE STUDY

As part of the review process to assess the performance of the stakeholder group who meet regularly to discuss new customer service initiatives, a wide range of constructive feedback was given by participants. The following is a summary of key points:

  • There is a commitment to the values of dignity and respect
  • There is a collective desire to make customer services better even when there are differences in opinion
  • The aims and objectives of stakeholder meetings are not always clear
  • There are four outstanding actions which have not been completed since the last meeting
  • Communication between stakeholder group members could be improved
  • Meeting attendance is inconsistent and is currently averaging sixty percent attendance per meeting.

To complete Tasks 4b and c you may choose to use this case study to support your answer.  Alternatively, you may base your response on well-chosen examples of communication with stakeholders in an organisation you know well or have researched.

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TASK 4b

Using examples, discuss why it is important to get feedback from stakeholders.

(Refer to AC4.1 Discuss the importance of stakeholder feedback and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

See power point on Moodle

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TASK 4c

Using well chosen examples, discuss how stakeholder feedback can be used.

(Refer to AC4.3 Discuss the use of stakeholder feedback and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

See power point on Moodle

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REFERENCING AND BIBLIOGRAPHY

Use the box below to cite any external sources used in your assessment:

 

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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 concepts, models and theories to the management and leadership role or workplace is unclear
    • 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 an understanding of different perspectives
    • Concepts, models and approaches and have been applied correctly in context of the management and leadership role or workplace
    • 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 is current (within 5 years)
  

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