BSBPMG617 Task 2 V1.1

BSB61218Advanced Diploma
of Program Management
BSBPMG617
Provide leadership for the program
Task 2
Business College at International House

RTO Code: 91109 CRICOS 02623G
Level 1, 203 Clarence St, Sydney NSW 2000 | Floor 1, 237 Oxford St, Bondi Junction NSW 2022
3 Searcy St, Darwin NT 0800 | Level 6, 601 Bourke St, Melbourne VIC 3000
info@ihBC.edu.au| www.ihBC.edu.au
Questioning Assessment
Candidate Instructions
Youwillcomplete questions for purposesof formalassessmentas per the questions outlined in the
questioning record below, and any additional probing or clarification questions required by the assessor.
The Knowledge Activity is designed to confirm your competency for all the required knowledge in the unit of
competency.
Task Details
There is no restriction on the length of the question responses, or time restriction in completing the
assessment.
It is anticipated that the assessment will take approximately 6hoursto complete.
The assessment may be re-attempted on two further occasions (maximum three attempts in total).All
assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly
indicate “Re-submission” on your resubmitted work.
You must complete all questions unassisted by the assessor or other personnel but may refer to reference
material as may be needed.
All questions must be answered satisfactorily for the assessment to be completed satisfactorily.
For any assessment conducted that is incomplete, or without satisfactory performance, the assessment
will need to be completed again after further training support. This may be simply to focus on question
areas not achieved in the prior assessment.
Evidence to be collected
Answer the activity in as much detail as possible, considering your organizational requirements.
In undertaking this assessment task, you as the candidate are providing consent for your work to be
reviewed for the purposes of formal assessment in the unit(s) of competency. If you have concern
regarding this permission, please discuss this with your assessor prior to undertaking the task.
To provide you with an opportunity to show you have the required knowledge
Objective
for this unit.

Candidate Declaration
Candidate name:
Trainer’s name:
Date:
Assessment declaration: I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work submitted.
I declare that no part of this assessment has been written for me by another
person. I understand that plagiarism is a serious offence that may lead to
disciplinary action.
Candidate signature:
Your trainer and assessor will be grading your work and provide you with constructive feedback
on the Learning Management system.

Task 2 – Performance and Skills Assessment
General instructions
This assessment task is a portfolio of evidence.
You are required to:
 Define, present and agree on a program vision for the program
 Develop a leadership plan
 Develop a sample of policy to address whistle-blower protection
 Develop a sample of position description for a project manager in the program
 Reflect on the learning in this unit in the context of knowledge that would support you as a
program manager
 Address some scenarios in the context of leadership in program management
To work on the portfolio of evidence, you can work on either of the following scenarios:
 Scenario 1: Choose an organization and industry that you are familiar with. You could
choose, for example, an organization you worked or you work with.
 Scenario 2: Select an organisation listed in the Australian stock exchange or an organisation
you can find extensive information about.
Ask your trainer and assessor for guidance in your choice of organisation.
Organisation’s background
Provide a brief description of your organisation of choice, including the industry in which
they operate and the service/product that they offer
The story of Fáilte Events starts in January 2001 in Australia’s events capital of
Melbourne, Victoria, when two friends Ava Walsh and Aurnia O’Sullivan sat down in Ava’s
kitchen for a round of tea and a long overdue catch up. With more than twenty years’
combined experience in events management between them, The A-Team (as the duo are
fondly nicknamed) began discussing the growing demand for a unique and innovative,
quality- focused events management approach in the burgeoning events industry in
Australia.
In the Irish language the word Fáilte (pronounced fall-cha) means ‘Welcome’, and the cultural habits of
welcoming visitors are so deeply ingrained they can be found in Irish homes and businesses across the
world. Both Irish emigrants, Ava and Aurnia felt that the hospitable mindset of their homeland could offer
that extra element of personalised care and needs management their clients were looking for, and so in late
2001, Fáilte Events was born.
Since then the organization has grown and expanded, providing perfectly tailored events
services ranging from wedding packages to corporate exhibitions and training events, to
concerts, festivals and other large events. We continue to focus on delivering that warm
Irish welcome to all our clients, and our extended business and community networks,
from initial contact with a prospective client until the last guest leaves our expertly
delivered events.
Due to the growth of the company, in 2017 we moved our base of operations to our new
custom-built site in Alphington, comprising of our warehouse and offices.
From effective client consultation and collaborative events planning, to thoughtful and
attentive management and delivery, we support our clients, guests, artists and
exhibitors, and collaborate effectively with suppliers, contractors, and our own colleagues
and volunteers, ensuring the feel that welcoming, caring culture at every step of the way.
What We Do
At Failte Events we provide the following first-class event management services to our
clients:
 Corporate Events
 Meetings
 Networking
 Conference
 Weddings
 Large Events
 Concerts
 Sports events
 Exhibitions
 Community events

Evidence 1 – Program vision

 Define the program vision
 Present the program vision
 Gather and apply feedback on the program vision
1. Program vision
Address all the following:
 Define the program vision
 Describe how the program vision aligns with the sponsoring organisations mission
and values (Min 50 words)
 Describe how you, the program team and the sponsoring organisation can
demonstrate commitment to the program vision (min. 100 words)
Most organizations, from non-profits to for-profit businesses, have a clearly defined vision,
mission, and set of goals that establish a clear direction, purpose, and benchmarks for
success. They also assist in aligning organizational structure and programs directly to the
stated mission and vision. Organizations may use only a mission or vision statement or a
combination of the two. Some provide more depth and detail about their mission by
concrete and measureable objectives to support their goals.
Key Definitions:
A broad, timeless statement about the long-term future of an organization and/or the
Vision state of the community it serves. It is the end result of an organization’s work as
perceived by stakeholders.
Mission A statement about the purpose of an organization that describes how an organization
will fulfill its vision. The mission should be easy to remember and inspiring to both
employees and the community.
A concrete definition of the major steps taken by an organization to achieve its mission
Goals
and vision.
Our mission, vision & values

Mission Statement:
Failte Events mission is to create meaningful experiences for our clients; a mesmerizing,
flawless and fresh experience for their guests and building long term relationships.
Vision Statement:
Our aim is to be:
 Be leader in the event industry for providing first class services
 Be renown for our creativity, innovation and perfect execution
Values:
 Creativity
 Think outside the box
 Quality first
 Respect
 Responsive
 Engaging
 Attention to detail
 Integrity
Diversity
Fáilte Events Organisational Chart

Fáilte Events Departments
Board of Directors
Finance Department
Duties include strategic financial management, risk management, accounts receivable,

accounts payable, invoicing, payroll, financial record keeping and reporting, preparation and
payment of taxes/fees, cash flow management, external contract management and all
elements of financial and legal compliance.
Human Resources Department
Duties include strategic HR planning, recruitment and selection, compensation and benefits,
employee relations and support, training and development, internal communications
management, performance management support, termination of employment, record
keeping and reporting, safety including OHNS and fair work law compliance, facilities and
maintenance management, procurement, stock control/warehousing, legal compliance,
industrial relations, policies and procedures management, and IT contract management and
support.
IT services (contracted)
IT services include server hosting, network installation and management, provision,

maintenance and update of all software and licenses, database administration (inventory
and staff files), data management, data protection compliance and systems security, and
technical support and maintenance/repair of software and hardware.
Marketing Department
Duties include strategic marketing management, external communications management,

graphic design, social media management and content creation, market research and public
relations, customer relationship management, management of office reception and face-to-
face customer service.
Events Department
Duties include events project management, scheduling, client services and relationship
management, procurement and logistics relationship management, supplier and venue
relationship management, artist, exhibitor and special guest management, temporary staff
and volunteer management, management of catering contract.
Catering services
2. Presentation of the program vision - preparation

 Prepare a PP presentation (max 6 slides) to be delivered to the class about the program
vision that you have defined in point 1. The presentation should address:
o Present the program vision to the class that will play the role of stakeholders in the
sponsoring organisation
o Describe how the vision aligns with the sponsoring organisation mission and values
o Gather feedback on the vision and negotiate any change. You will have to take note
of the feedback received during the presentation regarding the program vision
statement.
It is recommended that you entrust a fellow student to take notes for you.
The PP and any supporting documents created to assist with your presentation will have
to be submitted as evidence with your final submission. Name the files Evidence
1_Presentation_doc 1, _doc2 etc...
 Prepare a feedback form to be distributed to the audience that seek to gain feedback
on:
o The effectiveness of the presentation, in particular the following must be addressed
in the feedback:
If open discussion was encouraged and facilitated
If stakeholders were treated fairly and equitably during the presentation
If differences were managed constructively
If you displayed effective leadership in the way you held the presentation
If you responded clearly to questions
o The commitment that you, as program manager, displayed in relation to the
program vision and, more in general, to the program.
It is advisable that you seek assistance from your trainer and assessor to prepare the
feedback form. Note that the feedback form should contain your name, student ID
and title of your presentation at the top.
3. Presentation of the program vision -delivery

Schedule a time to present the presentation prepared in Point 2 during week 3 of delivery.
The presentation should be about 10 - 15 minutes, to include time for the class (playing the
role of stakeholders in the sponsoring organisation) and the trainer and assessor (playing the
role of the program sponsor) to provide feedback, ask questions and negotiate the definition
of the program vision.
For Online, students will have to use family or friends (a minimum of 2 other people will
need to take part in the presentation) to do this presentation, make sure they are
sufficiently briefed about the background of the organisation and the program vision.
When you have finished recording, you will need to upload your file to Canvas. If you are not
sure how to do this, check the recording instructions ‘How do I upload a recording?’ in the
Student Lounge on Canvas.
Note: You must ensure you obtain appropriate approvals to conduct and record a meeting
in this setting, so the meeting participant must sign the Audio/Video recording consent form
below and you must submit the signed form as part of your assessment.
Audio/Video recording consent form
Learner’s name: __________________ Date: ________________
Participant’s name Signature
By signing this form, you have consented to participating in a recording.

Please note that this is an assessable task and your trainer and assessor will complete an
observation checklist to assess your performance. Please discuss with your trainer and
assessor the criteria assessed in the observation checklist prior to your presentation.
4. Feedback
 Provide a summary of the feedback received during the presentation from the audience
 Provide an updated version of the program vision based on the feedback received from
the audience
 Review the written feedback received from the audience (your written feedback forms)
and summarise it
 Submit the hard copies of the feedback forms collected after your presentation to your
trainer and assessor
Staff feedback-summary
 Induction practices are excellent but not enough time is dedicated to train
new temp and volunteer staff
 Permanent staff feels overworked due to the increasing number of events
that the organization organizes
 Counseling service to support staff are currently not available
 High turnover of temp staff prevents the teams to perform at full potential
Become the preferred event company in Victoria and New South Wales (5
years goal)
 Increase corporate events by 45% in the next 5 years

 Open a second site in Sydney which would mirror the one in Melbourne (1.5
years goal):
 The Executive team will remain in Melbourne
 The operational team in Sydney will mirror the Melbourne’s structure
 A General Manager will be appointed in Sydney
 The location of the site (to be leased and refurbished) to be in Sidney
CBD and able to:
 Accommodate all staff
 Provide event facilities (3 x boardroom; 1 x conference room
with 50 seats capacity; 4 x workshop rooms with 25 seats capacity;
kitchenette facilities x 2 to accommodate catering needs – catering
services will be outsourced)
 Agreements with selected event venues in Sydney will have to be
sought and signed
 Business networking and promotional activities will have to focus in
establishing the brand and an initial client base prior to opening of the
new site
 The web site to be re-designed (to be completed prior the opening of the
Sydney’s site), to:
 Build dedicated areas for Melbourne and Sydney
 Add an online booking system
 Review of the marketing planning activities with a view to decrease
promotional costs (ongoing)
 Focus on digital marketing over printed ads
 Increase in business networking activities
 Use viral marketing strategies
 Develop and implement effective sustainability practices across the business
(1-year goal)
 Decrease operational costs by 15% (5 years goal):
 Using continuous improvement practices for business processes
 Reviewing agreements with suppliers to negotiate better deals
 Evaluate options for strategic alliances to support business growth
Evidence 2 – Leadership Plan

 Develop a leadership plan to effectively support the program.
1. Work environment
Develop strategies to build a program work environment of confidence and trust.
Develop strategies to address each one of the following points:
o Strategies to build an environment where all stakeholders are treated fairly and
equitably
o Strategies to build an environment where open communication and discussion
are encouraged and effectively implemented
o Strategies to manage conflicts and difference of views and opinions in a
constructive manner
o Strategies to timely identify and address issues and concerns

It is the senior leadership’s responsibility to invest, develop, and grow
organizational leaders. This systematic succession pipeline ensures that new
leaders in an organization are equipped to inspire, motivate, and engage the
workforce.
However, many companies neglect to identify the specific attributes and
capabilities of their own leaders. While companies continuously
incorporate leadership development training programs, many still fall short of
achieving the desired results. Consider the following findings:
 77% of organizations report that they are experiencing a leadership gap.

 67% of millennials are looking for new jobs, and of those who plan to stay,
91% bank on remaining in their current job for fewer than 3 years.
 63% of millennial employees say their leadership skills are not being fully
developed.
 83% of business say it’s important to develop leaders at all levels, but only
5% of all organizations have implemented leadership development programs
for all levels.
According to a Gallup study, 55% of managers and employees report that they are
either actively looking for a different job than the one they have now or watching
for job opportunities. The same pattern of disconnect and disengagement runs
true for higher-up positions as well. Over 50% of managers feel disconnected from
both their responsibilities and their organization’s mission as a whole.
These statistics make it clear that while companies recognize the value
of leadership development programs, many are ultimately failing both the leaders

who participate in them and their organizations. The first responsibility of the
senior leaders curating these programs is to ensure that they are getting the very
best out of the workforce. Developing an effective leadership program must start
with equipping leaders with the specific skills, tools, and behaviors they will need
to confidently lead others and drive the performance of their team or
organization.
Developing leaders at all levels means approaching each leader level with respect
to their current skills and the pre-existing desired capabilities for leadership,
ensuring there are no gaps in performance. Here is a guide to customizing
a leadership development program for your organization by leader level, ensuring
each leader can develop the targeted productively.
Developing Emerging Leaders

Emerging leaders are those at the very beginning of their leadership journey.
Often, the first steps involved in developing emerging leaders are to identify them,
increase their self-awareness, focus on relational skills, and increase evidence-
based leadership skills. This helps to prepare emerging leaders for the shift from
managing themselves to managing others in the future.
Early-level leaders are still becoming acquainted to organizational leadership,
meaning they need time adjust to the broader management style and common
language as they grow and form their own leadership plan. Some best practices to

include in an emerging leader development program include:
 Self-Assessment – this helps identify current areas of improvement.

 Leading a Key Functional Project – this helps them to practice
increases in responsibility and accountability.
 Group Coaching – this allows for emerging leaders to grow together,
connect across organizational functions, consider future scenarios, and
develop a management mindset.
 Mentoring and Coaching – these relationships help emerging leaders
become more exposed to other parts of the organization.
Developing Middle Management

Middle management leadership development needs to take special consideration
the specific needs of seasoned leaders, compared to emerging or senior-level
leaders. Leaders that fall into this category tend to be supervisory, managerial, or
directorial-level leaders. These middle management leaders need a program
curated to deepen their current skills, engage and influence others to amplify their
results, operate strategically within their existing management framework, lead
other leaders, and establish teams.
A middle management leadership development program should include the
following practices:
 Exposure – to higher-level leaders outside of the organization, in order to

strengthen insights.
 Professional or Industry Association Involvement – this helps them to gain
deeper knowledge and forge connections in the industry itself.
 Action Learning – this allows for middle management leaders to practice
solving high-level, complex, real-world business issues with diverse, cross-
functional groups.
 Individual Mentoring and Coaching – these are beneficial when
relationships are forged with higher-level or senior leaders, allowing for
middle management to gain an understanding of the business.
 Acting as a Coach or Mentor – helping the emerging, high-potential leaders
strengthens their coaching and relational skills.
 Leading a Major Organizational Initiative – experience in managing a full-
time strategic project assignment gives them the opportunity to practice
building high-performing teams and leading other leaders.
 Volunteer Leadership or Board Role – voluntary influential positions in
business decision making for an industry or professional associations helps
build experience in influencing others.
 360–Degree Assessments – helps middle management leaders identify
areas for improvement and how they are perceived by others.
Developing Senior Leaders

Once leaders rise to enterprise-wide roles, the complexity of what
successful leadership development looks like increases as well. Senior leaders are
expected to strategically manage the organization as a whole and manage specific
business units. They are no longer responsible for just groups of leaders, but
rather are expected to act as forward-looking and forward-thinking company
visionaries, driving action on an organization-wide scale.
A senior leadership development program can include practices such as the
following:
 Individual Coaching – this eases the transition into discussing complex,

bigger-picture business issues and development goals.
 Executive Team Coaching – this helps to increase team cohesion
and enhances senior leaders’ ability to identify a shared vision.
 360–Degree Assessments – like its usefulness for middle
management leadership development, these can help identify needed areas of
improvement and impact of their leadership style on others.
 Executive Education Programs – advances degrees in executive leadership
helps to prepare leaders build business acumen and the critical industry-
specific skills needed for enterprise-wide success.
The 5 Critical Skills

While you should adapt your approaches according to leader level, there are 5 key
critical skills that should permeate all aspects of your various leadership
development programs. These include:
1. Coaching – This is one of the most crucial skills that potential and existing
leaders alike can leverage in order to unleash the full potential of their direct
reports. Coachable moments happen every day. A leader with strong coaching
skills can learn to recognize and seize these moments, turning them into valuable
learning experiences for those they are leading.
2. Accountability – The strongest leaders understand that their own success
hinges much more on their team’s performance than on their own. Leaders are no
longer individual contributors to the organization, and they should not be assessed
as such. They are held accountable for others’ actions and result, as well as just
their own, and must take accountability for team outcomes.
3. Change Management – Changes in the marketplace, employee turnover,
company growth, and countless other factors contribute to ongoing business
shifts. Change management training should be a part of any leadership
development program, ensuring leaders can harness the power of vision and
provide strong and clear leadership during any season, capitalizing on transitional
times to improve company performance.
4. Influence and Negotiation – Learning how to be strong influencers and fair
negotiators allows leaders to return to their roles knowing that it is not

about established authority as a leader, but rather the ability to best influence an
employee to achieve results.
5. Communication – This is a skill that needs to constantly be optimized in order to
remain fully relevant and useful. In a leadership role, communication happens at
all hours of the day through a vast array of mediums, including presentation, one-
on-one sessions, phone calls, emails, text messages, videoconferencing, and so
on.
An Effective Leadership Development Program is Essential to Your Organization’s

Success
Closing the gap between the desire for excellent leadership within your
organization, and the reality of failed leadership programs, requires a serious look
inward to gauge your organization’s readiness and current leadership
competence. Perhaps your organization has put leadership development on the
backburner recently, choosing to focus on more pressing matters given the current
situation. However, the necessity for a program that enables the emergence of
strong leadership is just as essential as ever. Considering company and level-
specific challenges and the needs of all types of leaders in today’s business world is
critical to the development of a solid leadership strategy.
Overall, leaders should use the core skills of a leadership development program to build

quality relationships, align priorities effectively, and find a win-win that leads to completed
projects and delivered results.
1. Early career

Young, ambitious managers with 5 to 10 years of business experience can
prepare for greater responsibility and accelerate their careers with business
management training.
2. Mid-career
An executive development program can provide mid-career managers with the skills to create
higher value for their organizations and drive performance in a fast-changing global
environment. Such programs will also improve your networks at this important time. This is also
the time to consider business management degrees.
3. When facing specific challenges
Leaders facing specific business challenges in business development strategy,

finance, sustainability or operations can benefit from business management
programs that focus on sharpening analytical and strategic leadership skills.
4. Top level
As a senior executive, or CEO, you need to ensure you continue to identify the right business
opportunities, drive innovation and lead with conviction. An executive leadership development
program specifically designed for top managers, as well as board member training, will help you
stay cutting-edge and ultimately reach the highest pinnacle of your leadership development plan.
2. Socially responsible practices

Develop strategies to embed socially responsible practice into the program.
o Strategies to communicate to program staff in constituent projects and
components and relevant stakeholders’ explicit expectations for socially
responsible practice
o Strategies to identify and address effectively threats to socially responsible
practice within the program
o Identify, list and describe policies and procedures to allow individuals to safely
report breaches of socially responsible practice without fear of retaliation.

Stakeholders all over the world expect their favourite brands to engage somehow in responsible activities.
That is, they value those boards that invest in social and beneficial projects. One example could be a
company giving back to the community. Another one comes from grants. Regardless of the nature of the
aid, social business has the purpose to deliver a tangible and measurable impact. Moreover, it’s not about
supporting or advocating whichever cause. As a matter of fact, companies have to carefully select those
projects that best align with their own culture and mission.
Social Responsibility Within The Company

An effective corporate social responsibility strategy is a combination of a number of
factors, such as the company's business model, corporate culture, and company
values. Firstly, a company must look at its own impact and adopt more socially
responsible business practices within its supply chains. For example, most fast
fashion stores nowadays are dealing with backlash from customers over the horrific
conditions garment workers have to work in. A socially responsible company would look
at its impact in this area and find ways to make the working conditions more humane. For
larger companies, this will also mean holding their suppliers accountable and socially
responsible.
A company has a special kind of responsibility to its local area and the people living there.
However, for some large corporations, this social responsibility has extended as they’ve
become increasingly global. Such companies are then responsible to communities
worldwide, not just the spot where they were founded.

Participate In Fair Trade

Companies can develop and implement their own fair trade practices, or become a
member of Fair Trade USA, a global movement made up of a diverse network of
producers, companies, consumers, advocates, and organizations putting people and
planet first.

Commit to Diversity and Inclusion

Diversity and inclusion go beyond just hiring minority employees. It also means fair
compensation, promotion within the organization, listening to their concerns, and
creating an environment free of stereotypes and discrimination. Feeling a sense of
belonging at work is essential for employees to be happy in their careers.
 Almost 90% of the Fortune 500 CEOs are still white males
 Only 0.6% of the Fortune 500 CEOs are African Americans, 2.4% are East Asians or
South Asians, and 3.4% are Latinx
 Women lead only 37 of the fortune 500 companies in 2020. That’s 7.4%
 Black lead only 3 of the fortune 500 companies in 2020. That’s 0.6%

Support Diverse Suppliers
A diverse supplier is a business that is at least 51% owned and operated by an individual
or group that is part of a traditionally underrepresented or underserved group.
Organizations like Council for Supplier Diversity help diverse suppliers to expand and
increase their bottom line by creating market share growth for minority, women, and
service disable businesses through interaction with corporate members.
Support Non-Profit Causes And Social Movements

Once companies have rectified their own impact, some go beyond that and, in addition,
support non-profit causes and social movements. While some companies certainly only
do so to improve their image, rather than for reasons of empathy, taking action to
support a social cause can do wonders for an organization’s reputation.
Standing against social injustices and discrimination is something every company should
be doing. While this is not required by law in many regions of the world, companies
arguably have a moral obligation to do so with the power that they possess.

Avoid Social Washing And Unethical Practices
It’s no secret that consumer support for ethical business has been growing. Consumers
prefer to purchase from purpose-driven brands, companies that stand for a purpose that
reflects their own values and beliefs, and will avoid companies that don't. The 2019
Edelman Trust Barometer Special Report: In Brands We Trust shows that the vast majority
of consumers across markets, ages, incomes, and gender say that brand trust is essential
to buying. Consumers reveal that:
 A major consideration for brand purchase is now “I must be able to trust the
brand to do what is right,” at 81 percent.
 More than 70 percent link purchase to considerations that historically were tied to
trust in corporations, including supply chain, reputation, values, environmental
impact, and customer before profit.
 53 percent of consumers agree that every brand has a responsibility to get
involved in at least one social issue that does not directly impact its business.
Sometimes, companies may want to appear as a socially responsible business without
actually doing any of the work. In these cases, they employ shady marketing techniques
making consumers believe they’re being socially responsible; however, these claims are
false or semi-constructed.
Let’s take a look at the different social activities a company can promote:
 Social Sponsorship: Social sponsorship is a form of sponsorship that goes further into audience

engagement. The audience is indeed invited to engage and experience the product.
 Cash donations: historically this has been the most popular way companies have contributed to
social causes. Granting financial support, in fact, is immediate and easy. Nevertheless, sometimes it’s
not as effective as other aid tools.
 Gift in-kind: this form of corporate giving has been praised by many market experts. As a matter of
fact, its quality comes from the fact that donating goods and services can help nonprofits pursue their
goals in a more efficient way
 Corporate volunteering: many big firms offer employees the possibility to volunteer extra-time for
nonprofits, school or other institutions. Extra-time regularly paid, of course
 Community engagement: giving back to the community. Many corporations are switching to
this CSR branch as it’s a powerful strategy to enhance reputation.
Socially responsible business behaviour can take those shapes. But it can also be the global
behaviour and direction taken by the business that will touch the audience and have an
effect on the brand image.
Social Business Benefits
 Social impact: helping social projects achieve their mission by donation or proactive participation
can boost their impact.
 Brand image: standing out as a noble and committed corporate citizen can improve your
reputation.
 Customer loyalty: people love brands who are involved in social activities and they are more
inclined to buy from them in the future.
 Differentiation: living in a period where the competition is tight almost in every market, gaining
the reputation of a kind and caring corporation can help you differentiate.
3. Program staff behaviours

Develop strategies to develop the potential of program staff around expected behaviours and
roles’ expectations. Develop strategies to address each one of the following points:
 Strategies to establish individual expectations for constituent project managers
 Strategies to encourage desirable behaviours and discourage undesirable behaviours
 Strategies to define, document and communicate agreed individual program roles
There is a certain way individuals behave in a particular situation. No two individuals

behave in similar ways. There are individuals who find it difficult to handle stress whereas
there are certain individuals who have the ability to face unforeseen circumstances with a
smile.
Employee behaviour is defined as an employee’s reaction to a particular situation at

workplace. Employees need to behave sensibly at workplace not only to gain appreciation
and respect from others but also to maintain a healthy work culture. One needs to adhere
to the rules and regulations of workplace. Remember, Office is not a place where you can
shout on fellow workers, spread rumours, criticize your Boss and so on. You just can’t
afford to be rude with your team members. Be polite and speak softly. Do not forget that
you are not the only one working; there are other people around as well. Some people
have a tendency to have their lunch at their workstations only. Such a behaviour is
completely unprofessional.
Male employees need to respect their female counterparts. Never ever think of sexually
harassing your female team members. Such a behaviour is unethical and not at all
acceptable at workplace. One complaint from them and your career is finished. Avoid
making lewd comments, physical advances or touching them. An individual’s behaviour
has lot to do with his upbringing and family background. A child who has been brought up
in a decent family where females are respected and thought to be equal would never
even in his wildest dreams think of abusing female colleagues.
It is completely unethical to steal office property. Why do you have to take office
stationery to home? Office stationery (pens, pencils, stapler, eraser, punching machine,
glue and so on) are meant to be used only in offices and nowhere else. Avoid damaging
office property. Remember, if you do not respect your organization, you will not get
respect in return.
Employees need to understand that some information is confidential and should not be
discussed with anyone. Never break your manager’s trust. Do not disclose your team’s
strategies or internal policies to others just because they are your friends. Some people
tend to submit fake bills to claim more money than actual. Individuals with such a
behaviour find it extremely difficult to survive in the long run. What is the use of
submitting wrong bills? Believe me, if you are caught, you will lose in your job in no time.
Such a behaviour will not only tarnish an individual’s image but also speak ill of his family
background and upbringing.
Why do you have to use your office computer for online shopping, watching movies,
paying cell phone bills, internet bills and so on? Do not store your personal photographs
or information in office computer. Avoid browsing objectionable websites at workplace. If
your office people have blocked certain sites, they must have done it for some reasons.
Please do not try to open blocked sites using through proxy server and fake passwords.
Rather than wasting our energy on unproductive things, it is always good if we
concentrate on our work.

One of the important objectives of the field of organizational behavior is to understand
why people behave the way they do. Which behaviors are we referring to here? We will
focus on four key work behaviors: job performance, organizational citizenship behaviors,
absenteeism, and turnover. Note that the first two behaviors are desirable ones, whereas
the other two are often regarded as undesirable. While these four are not the only
behaviors organizational behavior is concerned about, if you understand what we mean
by these behaviors and the major influences over each type of behavior, you will gain
more clarity about analyzing the behaviors of others in the workplace.
Job Performance
Job performance refers to the level to which an employee successfully fulfills the factors included in the job
description. For each job, the content of job performance may differ. Measures of job performance include
quality and quantity of work performed by the employee, the accuracy and speed with which the job is
performed, and the overall effectiveness of the person on the job.
In many companies, job performance determines whether a person is promoted,
rewarded with pay raises, given additional responsibilities, or fired from the job.
Therefore, most employers observe and track job performance. This is done by keeping
track of data on topics such as the number of sales the employee closes, the number of
clients the employee visits, the number of defects found in the employee’s output, or the
number of customer complaints or compliments received about the person’s work. In
some jobs, objective performance data may not be available, and instead supervisor,
coworker, customer, and subordinate assessments of the quality and quantity of work
performed by the person become the indicators of job performance. Job performance is
one of the main outcomes studied in organizational behavior and is an important variable
managers must assess when they are engaged in the Controlling role.
Cohesiveness
For a business to perform well, it must be comprised of qualified, well-trained

professionals who have the ability to work in a collaborative team environment toward
shared common goals. When any member of the team exhibits unprofessional behavior,
it has the potential to create animosity and resentment among the ranks and derail
progress in carrying out corporate objectives. Some examples of poor or unprofessional
behavior include:
 Being late or a no-show

 Non-participation in meetings and group initiatives
 Disrespectful behavior toward colleagues or superiors
 Failure to meet agreed-upon deadlines
 Not pulling your weight or doing your share
 Gossiping or spreading rumors
Productivity
When employers behave poorly in the workplace, things don’t get done -- or done right.
For example, if a member of the team fails to compete their portion of a group project,
or undermines the rest of the team due to a disagreement, work product suffers. This
can result in angry or lost clients, increased costs and dissent among the ranks.
Concurrently, employees who behave well and who band together, who contribute
equally and agree to disagree can surpass expectations in achieving goals and
objectives.
Morale
When people are happy to come to work, are satisfied with their jobs and enjoy the
company and collaboration of their colleagues, morale is high. When the workplace
feels hostile, unsettled and unwelcoming, and when employees and managers are
constantly bickering and refusing to work as a team, morale suffers. Low morale can

produce more absenteeism and high levels of turnover, all of which are costly for a
business.
Recruitment and Retention
When it comes to finding and keeping the best employees, workplace atmosphere is a
critical factor. If prospects inquire about turnover rate or environment, they may choose
to look elsewhere, if it’s clear professional behavior is the exception rather than the
rule. Even if someone does accept a job with the company, once they’re in the thick of
things and recognize unprofessional behavior, they may quickly exit. This can halt
productivity, as well as require additional time and funds to re-recruit and retrain for
the role.
Public Perception
In an age in which perceptions of companies are shared widely via the internet, a
company that has a reputation for poorly behaved employees and associated poor
service levels will discover that its reputation has spread rapidly. Having a reputation for
unprofessional behavior puts a company at a distinct disadvantage. In addition to having
problems attracting and retaining employees, it may be difficult to keep existing
customers and to bring in new ones. Keep in mind that employees who behave poorly
toward one another, often behave the same way with clients.
4. Learning Environment
Develop strategies to support the program by creating a learning environment.
o Strategies to encourage project managers and, more in general, program staff
and key stakeholders, to view program planning and program planning
implementation as a learning process
o Strategies to encourage all program staff to treat errors, mistakes and concerns
as learning opportunities
o Strategies to encourage reflection on and review of practice as a basis for
learning
o Strategies to develop and maintain plans for identifying, capturing, disseminating
and exchanging knowledge

Millennials have grown up in a society that is very different from any group before them.
They have different characteristics and values and are looking for companies that offer
tangible benefits and perks that match these unique values.
Unfortunately, most companies simply aren’t offering them and are suffering retention issues
as a result. According to a recent Gallup report on the millennial generation, 21 percent of
millennials have changed jobs within the past year. This number is three times higher than
the percentage of non-millennials who changed jobs during the same period. The financial
impact to the U.S. economy is a startling $30.5 billion annually.
You can make an immediate impact to alter these statistics in your company. According to a
recent study conducted by PwC, training and development is millennials’ top ranked benefit.
Combine this thirst for learning with the competition to entice and retain millennial talent,
and you have the perfect recipe for learning and development teams to shine and be the
heroes of your organization.
Millennials grew up with instant access to information using technology. Their approach to
solving problems is fundamentally different because of their ready access to information;
thus, they require an evolved learning approach. It’s time to realign your learning strategies
to meet the needs of this generation. Implementing these eight strategies will create an ideal
learning environment for millennials in your company:
1. Personalized Learning
One size doesn’t fit all. Every employee has individual learning needs and styles. The key to
creating a successful personal learning path strategy is to develop a plan that seamlessly
blends the content with the needs and wants of each learner. In addition to the individualized
goals and objectives they set for themselves, employees also must walk away from the
experience with knowledge of the essential subject matter.
2. Microlearning
Bite-sized nuggets of focused information enable learners to grasp specific, actionable

objectives. These nuggets provide opportunities for them to select and use the most relevant
assets for their current upskilling needs. Microlearning works best with content that can
easily be broken into smaller pieces. It can assist you in creating a personalized learning
experience by enabling learners to control what and when they learn.
3. Feedback

Millennials were raised with an emphasis on structure, measurements, coaching and
feedback. Is it any wonder that they crave them in their workplace training? A study
conducted by SuccessFactors found that millennials want feedback 50 percent more than
other generations in the workforce. Training programs that offer constant, frequent feedback
enable learners to take corrective action immediately while avoiding imprinting the incorrect
information.
4. Gamification
Adding game-like elements to learning enables you to increase engagement and

entertainment for your learners. Gamification provides opportunities to earn rewards as
concepts are mastered, which is a great way to provide the instant feedback that millennials
desire. Keep in mind that for gamification to be effective, it must be relevant to the behavior
or task being taught.
5. Training With a Purpose
Relevancy is very important to millennials. Training works best when the learner can
immediately see its application. Millennials seek the ability to apply knowledge right away.
While theory and ideas have a place, corporate training may not be that place. Be sure to
connect real-life application to the learning experience.
6. Challenges
Millennials are not looking for a quick certificate of accomplishment. Training for this
generation is an opportunity to try something new – to stretch themselves. Providing real-
world challenges in a safe training environment allows learners the opportunity to solve
problems and achieve new skills quickly.
7. Collaboration
In a 2016 survey by ttcInnovations, millennials identified “other people” to be their top

learning resource. They crave human interaction and immediate feedback, and they enjoy
collaborating and sharing ideas with fellow training participants, coaches, mentors and
managers. So, while it’s great to provide online opportunities to introduce concepts, follow
up that online learning with collaborative discussions.
8. Learning Styles
Consider offering multiple learning styles in your next learning project. Provide text options
for visual learners, audio options for auditory learners and hands-on experiences for
kinesthetic learners. While it may take slightly longer to build training this way, you will be
meeting a wider variety of learners’ needs, and the overall time to conquer the skill may be
dramatically shorter.
The idea of realigning learning strategies due to changing needs of employees isn’t a new
concept; learning philosophies have shifted over the years as we’ve gained a better
understanding of our learners. It’s time to implement this realignment process into our
current learning and development strategy to meet the needs of our emerging workforce.
Four Learner Characteristics
Generational characteristics. Companies have been struggling for years to find ways to better
employ and retain millennial workers. This generation is known for being constantly
connected, requiring immediate feedback and encouragement, and having high expectations
and demands for the integration of technology.
Access to technology. Regardless of their comfort level, if employees are required to

complete an online course but do not have access to a computer or mobile device during the
work day, their participation will be minimal. Evaluate the technology that is readily available
to your participants, and design experiences that promote participation.
Culture and learning. While it would be inaccurate to say that an individual’s culture
determines his or her learning style, there are commonalities that emerge among individuals
as a result of how they process and act upon information. Sometimes these tendencies are a
result of formal learning experiences. Other times, they have developed as a result of life
events. Understand that each learner may interpret content differently.
Geographic location. Are learners working alongside their peers while participating in the
course? How might the opportunity for casual conversations and face-to-face check-ins
impact the types of activities you design? What if the learners are physically separated from
their peers? What if there are different time zones to account for? It’s important to use tools
that facilitate collaboration among colleagues, regardless of their location.
As you contemplate these characteristics, you may become concerned about your ability to
meet so many needs within one learning environment. Although the one-size-fits-all
approach to learning is quickly becoming obsolete, the truth is that many organizations
simply do not have the resources to create fully customized environments that will address
each learner’s needs.
The learning industry continues to evolve at a rapid pace, creating debate among designers
on how to construct the best possible experience. While you may not ever reach that elusive
100-percent satisfaction rate, here are some guidelines that can help you create a learning
environment that engages learners and maximizes your time and financial resources.
Tips for Developing the Learning Environment
Be authentic. Employees who must take time out of their day to attend courses, while still
managing their normal responsibilities, may be turned off by a generic “off-the-shelf” course.
Customized content featuring visible leaders in the organization can create a strong value
proposition on the importance of the course.
Identify early on if the content will require additional incentives to generate

commitment. It may be hard to admit, but not all learners will be motivated to take your
course. Some companies use badging, competition or career pathing to motivate learners to
complete required modules.
Use existing resources to foster an employee’s motivation to learn. Incorporate elements of

social learning to develop stronger connections among peers. Maximize your human capital
by providing employees with opportunities to showcase their knowledge and share it
throughout the organization. The ideal learning environment can incorporate existing tools
and systems. It does not have to rely on expensive technology to provide the customization
and personalization desired by today’s workforce.
Reduce learner attrition by designing activities that take the holistic user experience into
account. Employees often struggle to keep up with work while meeting the requirements of
their coursework. The stress of these demands places a greater burden on an individual’s
cognitive load (the total capacity of working memory available to the brain at any moment).
Routine activities require less effort from the brain than activities that require the processing
of new information. Cognitive load is important to keep in mind throughout the design
process, as it can guide the rhythm and pacing of your material.
Expand the learning environment. Include supervisors when designing course outcomes to

ensure that they align with expected productivity gains. Encourage learners to discuss course
concepts with their peers, and identify opportunities for learners to immediately apply their
knowledge. Raise awareness of course concepts so that the greater team understands the
value of the learning experience. These actions can garner outside support, encouraging
participants to make the course a priority.
Incorporate activities that develop higher order skills, such as critical thinking. Avoid death
by consumption: Give your learners opportunities to apply their knowledge. Challenge them
with thought-provoking assignments, and encourage a healthy debate on difficult topics
among class participants. These strategies will encourage learners to internalize the content,

which will increase their retention of important concepts.
Design your environment to fit into the learner’s daily routine. This design will give learners
the flexibility needed to meet multiple demands. Specify how much time each activity will
take so that learners can manage their schedule accordingly. If group meetings are part of the
course, be sure to provide ample time to accommodate various work schedules.
Utilize multimedia tools to create a dynamic learning environment, if you have the
budget. Live action videos, animations, and online simulations and interactives are a great
way to spruce up your content. However, don’t fall prey to the idea that technology can save
a poorly designed course. Always refer to your original learning plan to ensure that your
activities are aligned with the desired course outcomes.
A Note on E-Learning Content
E-learning has been heralded as a method to cut costs while delivering a consistent user
experience. Through the use of learning management systems, webinars, enterprise social
networks and video conferencing, organizations have been able to maximize their intellectual
property. Many institutions have established policies stating that all training materials
previously controlled by learning and development departments must now be housed in a
centralized content management system.
While creating a central repository can improve accessibility across the company, this
approach does not necessarily guarantee that employees will use the content to which they
now have access. More than ever before, the learning and development department has an
important role to play in facilitating the learning process.
Becoming The Go-To Resource
Once you have created your ideal learning environment, consider how to establish it as a
vital, go-to resource for your organization.
Develop a clear value proposition for each learning activity. Much time is spent on ensuring
that the organization obtains a return on investment for learning initiatives. Why should they
give up valuable time to participate in a learning activity? Consider the importance of quality
versus quantity when deciding which activities to include. Clearly communicate their value to
the learners, and establish next steps that will help them accomplish their goals.
Discuss with managers the employee development needs they see in their department.
Help them understand the available resources so they can recommend appropriate courses
to their direct reports. Follow up to assess whether the learning activity generated the
expected output and where it needs further refinement.
Create individualized learning plans with accountability measures that motivate employees

to be proactive in developing their skill set. As organizations increase their emphasis on
human capital, learning and development professionals will become central to the overall
success of the company. Get ahead of the game by developing a deep understanding of the
skills each employee brings to his or her work and how those skills can be enhanced to
further the success of the organization.
Evidence 3 – Samples
1. Policies and procedures for socially responsible practices

Develop a high-level policy and procedures for individuals to safely report breaches of
socially responsible practice within the program, without fear of retaliation
Corporate Social Responsibility Policy
0.1 Definitions
This Policy sets out how Piksel (“we”, “our”, “us”) handle our responsibility towards
the environment and social matters.
Piksel is committed to delivering sustainable value to its employees, suppliers and

customers. This Corporate Social Responsibility Policy (“Policy”) is designed to
underpin our business model and equip us for the future in which our success will
also depend on our ability to deliver products and services in a world that is
increasingly resource constrained and experiencing social change.
This Policy is intended to assist staff in outlining the steps that Piksel is and will
continue to take to achieve Corporate Social Responsibility compliance.
2. Scope
We are committed to complying with all our legal obligations and seek to comply
with best practice suggestions from relevant regulatory bodies.
This Policy covers all employees, directors, officers, consultants, contractors,

freelancers, volunteers, interns, casual workers, agency workers, and may also be
relevant to visiting members of the public.
This Policy is non-contractual and does not form part of the terms and conditions of
any employment or other contract. We may amend this Policy at any time. The
Policy will be regularly reviewed to ensure that it meets legal requirements, relevant
guidance published and industry standards.
03. Personnel Responsible
The Legal Department has overall responsibility for ensuring compliance with any
relevant legislation and the effective operation of this Policy. The Legal Department
is also responsible for keeping this Policy up to date
04. Corporate Social Responsibility Policy
Piksel recognises that this Policy requires commitment from all employees to be
successful. The implementation of this Policy largely captures a broad range of
existing Piksel policies, guidance, procedures and practices.
Piksel will ensure the development and implementation of this Policy by:
 An annual review to feed into objectives for the following financial year,
and to monitor past performance;
 An annual update to the Piksel Executive Committee;
 Internal training and awareness for all employees.
05. The Environment
Piksel takes environmental and social responsibility seriously and is committed to

developing our business towards ecological, social and economic sustainability.
Piksel’s approach is on a group wide basis, embracing all our group resources
together with individual responsibilities at each of the Piksel offices.
05.1 Our Business
Piksel want to make our offices, operations and supply chains as sustainable as
possible.
Piksel is committed to working towards carbon neutrality status for our operated
activities worldwide, piloting new approaches to maintaining our offices, and
promoting active and more sustainable lifestyles to our customers and employees.
Piksel will ensure delivery of its sustainability objectives by:

 Integrating sustainability into Piksel everyday systems and processes;
 engaging Piksel employees on sustainability;
 building sustainability into the refurbishment and operation of our offices;
 creating a positive culture of innovation and sustainability.
05.2 Our Sourcing
Piksel believes that our role is to reassure customers and key stakeholders that our
products and services are ethically and sustainably sourced. To do this, we must look
beyond our operations to the wider supply chain, where the biggest impacts occur.
Piksel is committed to engage with our suppliers fairly and lawfully and source
responsibly. Piksel works closely with our suppliers to make sure that they respect
human rights, promote decent working conditions and improve sustainability across
our supply base. This applies regardless of whether Piksel is sourcing items to sell or
use within our business.
Piksel is committed to respecting internationally recognised human rights in line with

the principles and guidance contained in the UN Guiding Principles on Business and
Human Rights. Piksel is committed to ensuring that our Suppliers take a zero-
tolerance approach to slavery, servitude, forced or compulsory labour or human
trafficking.
Piksel suppliers are responsible for achieving and maintaining the requirements of
the principles contained in this paragraph 5.2 and to enforce them within their own
supply chain.
Piksel are committed to developing and supporting sourcing policies, strategies and
standards that facilitate the delivery of industry obligations that go beyond our
minimum standards.
05.3 Prevention of Pollution and Environmental Impact
Piksel’s aim is to operate all our facilities within all applicable laws, regulations and
permits and to seek cost-effective improvements.
Piksel works to continuously reduce its environmental impact. Piksel will work to
build up experience and a good reputation with the environment regulators with
regards to control of pollution.
Piksel will ensure that these objectives are delivered by:

 Continuous improvement through performance monitoring;
 Management reporting to the Executive Committee on an annual basis;
 Active site and Group initiative to reduce waste and packaging as much as
practicably possible and following a recycling scheme which records disposals
by type;
 Actively seeking to reduce our carbon foot print;
 Engagement with an electronic equipment disposal company for all our disposals that

specialise in equipment remarketing, ethical disposal and environmental management;
 Use of environmentally certified datacentre facilities.
05.4 Climate Change Mitigation and Efficient Use of Resources
Piksel’s aim is to reduce where economically and commercially viable our

environmental impact by means of energy, transport and materials efficiency,
reduction of fossil fuels, waste and packaging.
Piksel is continuously improving its materials handling through waste minimisation

and maximising recycling.
06. Community
06.1 Piksel Communities and Charity Partnerships
Piksel aims to create a positive impact in society and improve people’s lives
wherever possible. Piksel supports local communities because we know that vibrant
communities are essential to our success.
Piksel encourages charitable giving but at the same time we need to protect the
business from unscrupulous appeals and possible misappropriation of funds. The
credentials of organisations must be checked and all community investments and
relationships must be disclosed.
As a diverse global business, it is not suitable to have a single charity partner,

therefore Piksel organises fundraising events and donations for a number of charities
each year to help alleviate those in need.
Piksel does not support the following causes:
 Personal appeals on behalf of individual people, including overseas trips

 Advertising or goodwill messages
 Political parties
 Third party fundraising on behalf of a charity
 Religious bodies, except where the project provides non-denominational,

non- sectarian support for the benefit of a project
Piksel encourages our employees to become involved in their local communities and
conducts fundraising events from our offices to involve employees directly.
Piksel will ensure these objectives are delivered by:
 Piksel supporting recognised charities via fundraising events and activities;
 Encouraging employees to volunteer to help in local communities;
 Appropriate engagement with local community groups;
 Local and national sponsorship of events, employees and organisations.
06.2 Community Involvement
Piksel recognises that it has an impact on every community that we operate in. This
imposes a responsibility on Piksel to consider the impact of its business carefully. The
positive impact is in terms of employment and business growth.
Piksel operations have the potential to cause disturbance to local residents,

especially through traffic movements, vehicle noise, light pollution and emissions.
Piksel want all our teams to contribute to a mitigation plan against negative impacts
and to be encouraged to be involved in community initiatives and projects.
 Site operating plans and adherence to appropriate Piksel Group

environmental and health and safety policies
06.3 Education and Culture
Piksel’s aim is to encourage young people to learn about the Technology sector from
an academic and potential employment point of view.
As a major employer in the Technology sector and within the local community, Piksel
recognises that it has a role in engaging new talent. Piksel has the skill and
knowledge to offer people guidance and mentoring and such opportunities should
be encouraged, both internally and externally.
 Local offices working with schools, universities and further and higher
education centres
 Attending local career fairs and university career events
 Developing graduate trainee and apprenticeship schemes
 Encouraging and developing work experience and Internship placements
06.4 Health and Wellbeing
Piksel aims to demonstrate support of local events and activities which promote
healthy living and wellbeing, and to encourage healthy living for our employees.
 Authorising specific sponsorship of events;
 Actively encouraging employees to participate in local events;
 Occupational health and intervention;
 Hosting basic health checks in the office such as blood pressure checks.
07. Fair Operating Practice
07.1 Anti-Corruption and Behavioural Standards of Employees
Piksel requires that all employees observe the following standards of business and
personal ethics in the conduct of their duties and responsibilities. Piksel employees
must practice honesty and integrity in every aspect of dealing with other employees,
customers, suppliers, other business partners, communities and government
authorities.
Neither Piksel nor any of its employees shall make illegal or improper payments or
bribes and will refrain from participating in any corrupt business practices. The
exchange of hospitality, entertainment and gifts can build goodwill in business
relationships, but some gifts and entertainment can create improper influence.
Piksel does not expect its employees to engage in such activity or to offer or receive
any items of personal inducement to secure business. Neither Piksel nor any of its
employees may accept payments, gifts or other kinds of reimbursement from a third
party that could affect or appear to affect their objectivity in business decisions.
All employees must not condone, under any conditions, the offering, giving or
receiving of bribes or inducements. In addition, Piksel employees will not permit
intermediaries, agents, subsidiaries, joint ventures or any other third party
performing services on Piksel’s behalf to engage in such conduct.
Employees should avoid entering into situations where their personal, family or
financial interests may be in conflict with that of Piksel. Where any such potential
conflict of interest arises, the employee should disclose this and seek advice from
their line manager.
 adherence to Piksel’s Anti-Corruption and Bribery Policy
 close supervision of employees through training, quarterly reviews and

leading by example
 communication and publication of this policy.
08. Suppliers, Customers and Partners
The first principle of dealing with third party business is the adoption of a fair and
ethical approach to all of our dealings. As individual employees, our people have the
responsibility of protecting and promoting the good name and reputation of Piksel.
08.1 All Third–Party Transactions
Piksel’s aim is to have the reputation of an organisation that third parties want to
conduct business with and that they feel comfortable in dealing with Piksel.
Piksel strive to ensure that everyone with external trading and other relationships
understand the standards of business engagement expected of them, and that they
feel responsible for the reputation of Piksel and present themselves with the highest
degree of integrity at all times.
 Recruitment, training and development of staff with the highest level of

integrity;
 Communications through regular team meetings, guidance and

supervision.
08.2 Engaging Our Customers
Piksel aims to ensure that we engage with our customers and respond to their needs
by providing a wide range of products, services and information to maximise their
own commercial aspirations sustainably.
Piksel is aware that there is an increasing customer awareness of environmental and

social issues. This places an expectation on Piksel to offer information, products and
services to help them create more sustainable business with their customers and
ultimate customers.
 communicating with our customers in order to understand and respond to

their needs for information, products and services;
 offering customers honest information, responsible marketing and useful

data and in doing so inspire trust in our brands.
08.3 Our Suppliers and Other Partners
Piksel’s aim is to ensure that there is a mutual benefit in dealing with Piksel and that
our suppliers and other partners have confidence in the value of doing business with
Piksel.
Piksel has a direct impact on the environment and lives of people all over the world
and Piksel is committed to doing business in a way which ensures that everyone in
our supply chain benefits from trading with us.
Piksel believe that protection of the environment, high workplace standards, good
health and safety and fair pay and employment conditions are all elements of a
successful, professionally run business and contribute to its efficiency and
productivity. Piksel will work with our suppliers to help them reduce their impact on
the environment and manage the challenges of sustainable business growth.
 full knowledge and engagement with every Supplier we deal with and
through third party accredited certification to ensure sustainability;
 working with Suppliers who share our aims and values and can
demonstrate that they meet the minimum workplace and environmental

standards that Piksel set.
09. Communications
Piksel aims to provide honest, clear and helpful information at appropriate levels of
details to all employees, customers, suppliers, the public and other stakeholders.
Piksel strives to communicate clear messages across all audiences as benefits a

business of its size and reputation.
 regularly updating our websites;
 regular notices, workplace meetings and team briefings;
 periodic group meetings, seminars or conferences;
 testing through feedback surveys;
 regular meetings with groups of stakeholders;
 utilising local area networks.
The Board of Governors is committed to seeing that the University operates in an

economically, socially and environmentally responsible manner while recognizing
the interests of its stakeholders.
The following policy sets out a framework to guide Administration’s actions in

achieving, recording and reporting on corporate social responsibility objectives at
RRU.
Within parameters established by the Royal Roads University Act, the Royal Roads University Terms of
Reference, the Board’s Context Statement and goals approved by the Board from time to time, the
University will strive to fulfil its corporate social responsibility and accountability in the following
three areas. Examples of activities appear under each heading.
Corporate Social Responsibility Framework
1. Economic Responsibility
The University will operate in a sound, ethical and accountable manner.

Examples: Ensuring comprehensive compliance and financial reporting;
implementing a comprehensive risk management framework; implementing ethical
investing and fundraising practices; implementing sustainable procurement
practices; ensuring a code of conduct and conflict of interest policy is in place;
reducing reliance on government funding; holding employees accountable for
adhering to ethical business practices as they carry out their responsibilities. 2. Social
and Cultural Responsibility
While acknowledging the ancestral history of the Coast Salish people and respecting
its military heritage, the university will treat students, staff, faculty and partners
equitably, respecting cultural and diversity differences, and maintaining the
university’s commitment to excellence in academic programming and service to
society.
2. Social and Cultural Responsibility
While acknowledging the ancestral history of the Coast Salish people and respecting
its military heritage, the university will treat students, staff, faculty and partners
equitably, respecting cultural and diversity differences, and maintaining the
university’s commitment to excellence in academic programming and service to
society.
Service to society
Examples: Building community through consultation and collaboration with local First Nations and
civic government; employing problem-solving approaches with governments, the Indigenous
community, local schools, etc.; providing regular reports to the community; providing accessibility for
learners who traditionally find it difficult to attend university; supporting charitable giving and
involvement in community causes (includes setting goals and guidelines); encouraging individual
personal responsibility for charitable giving and community outreach.
Equitable treatment of students, employees and partners
Examples: Implementing equitable and transparent hiring, promotion and remuneration policies
(including policy on intellectual property); setting the expectation of individual personal responsibility
for effective communications, leadership and teamwork.
Ensuring compliance with human rights legislation (including freedom of information
legislation and policies on persons with disabilities); implementing the RRU Diversity
Statement; respecting the human rights of our collaborators in countries with gaps in

their human-rights records; setting the expectation for individual personal
responsibility for upholding human rights.
Excellence in Academic Programming

Examples: Setting a research and consultancy agenda that is action-based, problem-solving and
experiential in nature; developing curriculum that observes and responds to expressed societal needs
and the needs of the BC labour market; ensuring high ethical standards for research and scholarship;
incorporating major projects and organizational management projects as an integral element of the
curriculum; promoting lifelong learning (sustainability); granting prior learning assessment credit for
life experience.
3. Environmental Responsibility
The university will operate in an environmentally sustainable manner.
Examples: Reducing energy use, carbon emissions and resource consumption;

diverting materials from the landfill through reuse, recycling and composting;
reducing harmful outputs to water, soil and the atmosphere; operating within
sustainable procurement practices; protecting the ecological integrity of the campus;
adapting to a changing climate, reporting results and instilling the RRU community
with a sense of personal responsibility to affect positive change in all aspects of
environmental sustainability.
President's Responsibilities
The President will ensure that resources, procedures, personnel and processes are in
place to effect this policy, and that goals for achievement are set as necessary. The
University’s corporate social responsibility agenda should be reflected in
organizational policies and procedures.
2. Position description for a project manager

Develop a draft of a PD for a project manager in your program.
Project managers are responsible for planning and overseeing projects to ensure
they are completed in a timely fashion and within budget. Project managers plan and
designate project resources, prepare budgets, monitor progress, and keep
stakeholders informed the entire way. This is all done within the confines of a
company's goals and vision. Project managers are needed on a wide variety of
projects, including construction, IT, HR, and marketing.
Project managers generally need to have a Bachelor's degree in computer science or

business, as well as several years of experience in the relevant line of work with
increasing responsibility. Many project managers choose to pursue a Project
Management Professional (PMP) cerfication. To obtain a PMP certification, one must
have a degree (associate's or Bachelor's), a certain number of hours leading and
directing projects, a certain number of hours of project management education, pass
an exam, and participate in ongoing professional development. Successful project
managers are detail-oriented and have excellent communication skills.
Here at Sample Company, we are a leader in our field in the metro area. We're
proud of our 3.7 Glassdoor rating. We are seeking to hire a seasoned Project
Manager to join our team. If you're a passionate self-starter, Sample Company is a
great company for you. Don't hesitate to apply.
Responsibilities for Project Manager
 Determine and define project scope and objectives
 Predict resources needed to reach objectives and manage resources in an

effective and efficient manner
 Prepare budget based on scope of work and resource requirements
 Track project costs in order to meet budget
 Develop and manage a detailed project schedule and work plan
 Provide project updates on a consistent basis to various stakeholders about

strategy, adjustments, and progress
 Manage contracts with vendors and suppliers by assigning tasks and

communicating expected deliverables
 Utilize industry best practices, techniques, and standards throughout entire

project execution
 Monitor progress and make adjustments as needed
 Measure project performance to identify areas for improvement

Qualifications for Project Manager
 Bachelor's degree in computer science, business, or a related field
 5-8 years of project management and related experience
 Project Management Professional (PMP) certification preferred
 Proven ability to solve problems creatively
 Strong familiarity with project management software tools, methodologies,

and best practices
 Experience seeing projects through the full life cycle
 Excellent analytical skills
 Strong interpersonal skills and extremely resourceful
 Proven ability to complete projects according to outlined scope, budget, and

timeline
3. Knowledge management
Identify what knowledge can be collected and shared across the program. Select one item
from your list and develop a document to share it (for example: as part of a newsletter, an
email to staff, a process to add to a program manual and so forth depending on the type of
knowledge that you are considering)
Knowledge management uses knowledge as an organizational benefit that is an

essential component of project management. Organizations that make the greatest
use of their knowledge assets understand the competitive advantage they can
develop as they manage projects smartly and more efficiently.
People, Process, and Tools
Knowledge management is about how to systematically develop and share

knowledge throughout the organization. Adopting knowledge management in an
organization involves three major items.
 People: This involves understanding the importance of knowledge and information to

organizational success.
 Process: This involves having a framework for knowledge management in the organization

and embedding that framework into project management processes and methodology.

 Tools: Some of the tools and technologies that can facilitate managing and sharing
knowledge and information include document management systems, online communities through the
use of web portals, data repositories for storing and retrieving lessons learned, and Web 2.0 tools
such as wikis and blogs.
How to Apply Knowledge Management to Your Projects
Knowledge management and project management are complimentary practices that

can work hand-in-hand to improve organizational performance. First you need to
demonstrate the value of knowledge management practices, and then you can
introduce knowledge management into the project management process and
methodology.
The project manager can serve as a mentor or change agent to establish knowledge
management activities as part of the project work. Once team members experience
the benefit of knowledge sharing, they are more inclined to participate in the
process.
When closing out a project, don’t forget to store important project artifacts (e.g.
project charter, WBS, schedule, communication plan, risk and issues log, change
control documents); these can serve as templates for future projects. The post-
project review is a way to capture information for the knowledge repository.
Beneficial knowledge provides long-term benefit in terms of improving
organizational performance and fostering a learning organization.
Knowledge is increasingly being valued as a strategic asset essential to sustaining a
competitive advantage. Knowledge management provides a way to capture
knowledge from projects in as close to real time as possible, transfer the data and
information, and apply those learnings to future projects. Applying knowledge
management techniques to project management practices can result in enhanced
communication and better project integration, improved decision-making, reduced
risks, and continuous improvement in project performance.
Evidence 4 – Personal reflection on leadership

 Reflect on the learning in this unit.
1. Reflection
Reflect on your learning in this unit and address all the following in the form of personal
planning notes to support your work as program manager:

 Describe what interpersonal and leadership style you will use in the program based on
circumstances
 Describe how you would honour realistic personal expectations
 Describe how you would implement program knowledge as planned
Effective management and leadership begins with being self-aware. This simply means that you need
to work hard to intimately understand your strengths and weaknesses, model ways in which your
values are congruent with your behavior, and develop a culture of respect for yourself and for others
on your team. Recently, a new employee said to me: “Although I already had a strong sense of my
core values before joining this organization, working here has pushed me to practice a higher level of
professionalism. Our organization’s culture doesn’t just teach leadership to our students, but expects
faculty and staff to model what leadership actually looks like on a daily basis. We are responsible for
an array of excellent courses, effective programs, and skill-building events, but the most personally
rewarding aspect of my work is participating in an internal culture that is congruent with our external
message.” Explicit and implicit in this employee’s observation is the way in which our team practices
shared management and leadership with awareness and authenticity.
Consider also what integrity means to you as a manager or a leader and why it matters. Integrity has
been defined and described in many ways, but there is one idea that has stuck with me: A person’s
integrity is a matter of the value of his or her word, nothing more and nothing less. If you keep your
word for every task, large or small, people will naturally trust you with more complex responsibilities.
Responsibility and trust create credibility, which then makes the conditions ripe for leading people
towards achieving common goals. This is how your organization and your role within it can grow. So
consider developing a habit of keeping your word — to yourself and to others. I know from personal
experience that this is not an easy thing to do all the time. If you break your word — to yourself or to
another person — apologize and figure out a way to fix the problem you might have created by
breaking your word.
Finally, as a leader, pay attention to self-care. Taking care of your team starts with taking care of
yourself. Understand your limits and what you can reasonably accomplish in a finite period of time.
Identify tasks only you can accomplish and delegate other tasks in ways that will engage your team
members and encourage their development.
Self-reflection at its simplest means taking time to think, contemplate, examine and
review yourself as part of increasing your self-awareness. Self-reflection in leadership
means carving out time to review yourself as a leader and is critical for your leadership
development. It involves examining your current level of skills, your strengths,
weaknesses, behavioural patterns and how you seek to influence others. It is also about
interrogating your values, goals and ambitions. All this serves to increase your self-
knowledge, alignment, authenticity, and learning and growth. Self-reflection also
accelerates improvement in your leadership skills and practice – and enables you to
better understand others.
“By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is
easiest; and third by experience, which is the bitterest.” – Confucius

‘Most authorities on leadership development understand the importance of assisting managers and leaders
to engage in self-discovery and self-reflection. Recorded statements from philosophers about the need for
self-awareness and reflection for those in leadership positions goes back thousands of years to ancient
philosophers and teachers like Confucius, Socrates, Plato, Jesus and Mohammed. However, research has
shown that self-reflection is possibly a manager’s least favourite activity.’
So why is self-reflection so difficult for some people? Jennifer Porter talks about the
benefits of self-reflection to improve performance through assimilating lessons learned.
And a recent study by Lanaj et al highlights the fact that self-reflection can motivate
leaders to engage in energy-generating activities. Heightening their engagement and
energising leaders also makes them more influential.
We know that self-reflection is an important process in leadership development – not
only for new leaders, but for all leaders – especially those who operate in constantly
changing environments.
Areas for self-reflection
Self-reflection can and should take place all throughout your leadership journey, and
across all aspects of your leadership role. Let’s break down those different areas of self-
knowledge:
1. Personal ambitions, passions, intentions, goals
2. Individual and organisational values
3. Personality types
4. Thinking styles
5. Emotional Intelligence
6. Reflective learning – what to do and how to do it
Ambitions, passions, goals

In my coaching practice, I still see too many women who are reticent about their
ambitions, and overly modest about their experience and achievements. It’s time to step
up, speak out and be proud. Ask yourself, now:
 Desire – what do you really want?
 Passion – what lights your fire, and fills you with passion?
 Goals – what are your primary goals?
Self-reflection and self-knowledge mean exploring who you are and what you want – and
specifically, identifying what you want your leadership to look like. This takes into
consideration not only your values and passions, but also involves recognising your
strengths and acknowledging your skills and experiences.
 What kind of leader do you want to be?
 Who do you need to be, to lead on your own terms?

Personal and organisational values
When was the last time you articulated, reviewed, or reflected on your personal values?
Take time to add this activity to your agenda. Reflect on the following questions and/or
Google ‘personal values test’.
Understanding your personal values is the first step to self-awareness and is an important
area of self-reflection in leadership. That said, we we often develop our most important
values unconsciously. Let’s bring them to consciousness.
 A leader you admire – think of the person you most admire. Which three words or phrases
describe the qualities you admire in them?
 Your legacy – what do you want to be remembered for?
 Core values – what are your values? Which things, people and qualities are most important to you?
Values-based leadership sets the tone for the organisation, from the top. Our values drive
our behaviour, impacting on how we respond to the issues we encounter. They also serve
as an example for others in the organisation. ‘Values-driven leadership’ has become even
more important over the last decade and as Miller says, ‘the leader’s personal values may
be one of the most important determinants of how the leader’s power is exercised or
constrained’ in an organisation.
It is equally important to look at how your personal values align (or don’t align) with the
values of the organisation you are working in.
 What are your organisation’s values?
 How do your personal values align with those of your organisation?
 How do your leadership values align with your organisation’s leadership values?
 Remember, values are not static – they can change over time – and they do not
exist in isolation.

Personality types
As part of self-reflection in leadership, specifically the process of gaining self-awareness,
leaders should also seek to understand their own personality type. For example, are you
introverted or extroverted? Intuitive or analytical? What are your strengths? How do you
self-sabotage? How does this impact on your work and relationships – and on your
leadership style?
There are hundreds of personality type tests (like Myers Briggs, Hogan, DISC, Birkman)
and instruments that are available free, online. Just type ‘big five personality test’ into
your search engine – and find out what makes you tick. Or you might also want to try
Shirzad Chamine’s positive intelligence test to identify your saboteurs. Once you
understand your own personality type and appreciate its implications for yourself, your
work, and your team, you can ‘work yourself’ better – you’ll know how to motivate
yourself, and how to improve and enhance your performance.
Then, seek to understand the personality types of your managers and followers. This
enables you to predict their individual behaviour and performance, and to act in ways
relevant to people’s diverse personality types. This increases the effectiveness of your
communication – and achieves better outcomes.
 Self-learning: What have you learned about yourself, recently?
 Descriptions: What three words or phrases most clearly define your personality?
 Ideal: Who is your ideal self?
In summary…
You can be a really effective leader, through self-reflection. Be self-aware and know how
you respond to various situations. And remember –
 Schedule time for self-reflection in your day and/or week
 Look at both what is going well and not so well, or find a balance between the
positive and the negative
Evidence 5 – Provide leadership in the program

 Address a scenario in the context of leadership in your program.
Scenario: you are 6 months into your program and the following occurs:
1. The program board has received your latest program report and it is concerned that some of
the projects are behind schedule with repercussion on the planned benefits realisation plan.
Draft the content of an email directed to the program board, where you reassure them
and by reinforcing your commitment to the program vision and by outlining how the
vision aligns with the mission and values of the sponsoring organisation, you aim to
maintain the support of the board to the program and its vision. (Min. 100 words)
As the name suggests, leadership development training programs empower
employees to be proficient managers and workplace leaders. Corporate leadership
skills training covers a wide range of topics, including:
 Creative problem solving
 Performance management

 Effective communication skills
 Change management (everyone knows a little bit about “change” in
today’s new normal!)
Leadership training programs vary in length and depth. However, the best company
leadership development programs leave managers feeling more confident in
themselves and their ability to lead others.
6 Corporate Benefits of Leadership Development Training Programs
You might be wondering whether company leadership programs are worth
outsourcing. Maybe you think you can train employees on management and
leadership best practices internally.
But the key leaders you’re mentally volunteering for the job need to spend their
time engaging remote teams – not developing training programs (that’s what we
do).
If you're hesitant about committing to a leadership training program, we might just
change your mind in this section. Here’s how your company can benefit from a
corporate leadership development program.
1. Increase Employee Engagement
Only 33% of American workers say their jobs engage them (Gallup). Without
potential growth and career advancement, your employees are practically sitting
ducks. Prioritizing leadership development can improve employee engagement by
training better middle managers.
2. Reduce Turnover Rates
If you want to reduce your employee turnover rate, provide employees with
development opportunities. Engaged employees are enthusiastic about their work
and are more likely to stick around. Improve productivity and retain your talent by
empowering employees to be lifelong learners.
3. Higher Employee Satisfaction
Everyone wants to be satisfied with their jobs, right? Well, you can directly increase
employee satisfaction through leadership training and growth tracks. In addition to
retaining happy employees, ongoing learning and professional development are
attractive benefits to millennial job seekers.
4. Reduce Onboarding Costs
Keeping your employee retention rates high means you don't have to spend as
much money interviewing and onboarding new employees. Instead of throwing
your resources out of a revolving door, invest in leadership training to equip and
promote current employees for open management positions.
5. Improve Communication
Investing in leadership training elevates the professional communication of
managers. Leadership development programs teach aspiring managers how
to provide constructive feedback, solve problems, motivate teams to hit goals, and
resolve interpersonal conflicts. Training managers to have strong communication
skills will also elevate the client experience at your organization.
6. Create Confidence
In 2016, a Grovo study found that 87% of managers wish they had received more
training before being asked to lead. Leadership development programs enable
managers to lead with a newfound confidence in their abilities.
A star-employee won’t always make a good leader. Take a proactive approach and

transform employees into leaders through training before promoting them to
“manager.”
What to Look for in a Leadership Development Program
If you see a need for leadership training in your organization, how do you choose
one of the best company leadership development programs?
Whether you’re looking for a custom leadership training program or timely off-the-
shelf training, we’ve got options for you.
Here are some things to consider before deciding on the best leadership training
program for your team.
Customization
A custom leadership training program molds to your business’s unique needs and
goals, which has a longer shelf life than a generic course.
At Unboxed Training & Technology, we do the heavy lifting involved in
course/content creation – all you need to do is introduce the learning materials to
your employees. If you don’t already have an LMS to house your training content,
check out Spoke® Mobile Learning Management System.
Accessibility
Find a leadership training program that’s mobile accessible. For example, can
employees access learning materials on their desktops at work? What about on their
smartphones while they commute? Is the content available from home on a
personal laptop?
Accessible training offers flexibility in your corporate training programs, enabling
learners to complete the course in a way that works best for them.

Quality Content
Evaluate the relevance and reliability of the program’s content. Is it tested? Are
there case studies proving its results? Does it cover the topics your managers need
to know? Take a look at the training materials and consider whether it aligns with
your brand and business goals. If not, can the content be altered, providing a
more customized training program?
Positive Reviews
Consider whether any well-known businesses in your industry, or in general, endorse
the best leadership training program you find. The training company’s website is
usually a good place to discover who the program is publicly “trusted by,” along with
a few client testimonials.
Don’t forget to look for reviews on third-party websites for unbiased opinions. Are
the reviews generally positive? Are reviewers recommending it to specific types of
businesses? Do you see common themes in the program reviews?
Invest in Your Employees Today
Now that you see the value in leadership and management training, you won’t be
wondering, “what is the purpose of a leadership development program?" anymore.
Stop onboarding new employees.
2. Two of your project managers are having strong disagreements on the way resources are
shared between their projects. One of the project managers, Tom, is concerned that his
project is falling behind and he needs more resources, while the other project manager,
James, believes that it is not his problem because Tom could have managed his project more
effectively.
Develop some planning notes on how you will address the conflict so that:
 Each project manager feels that he has been treated fairly and equitably
 Open discussion between the two project managers is encouraged and the conflict is
defused
 The difference of views, needs and opinions between Tom and James are managed
constructively
 The conflict is attended to in a timely manner
 The best type of leadership to manage the situation is applied (mention what type of
leadership style you will use)
 You commit to a plan to support both project managers
 Address individual behaviours expectations for the project managers
(Tot. min. 200 words)
The set of expected behaviors that have universal appeal to project teams are:
 Treat others with dignity and respect

 Support and promote intra- and inter-departmental teamwork
 Understand and consider the needs and impacts of your own work on others
 Demonstrate an ability to problem-solve and make timely decisions
 Actively seek and receive feedback for improvement
 Consistently share knowledge and information
Introducing Expected Behaviors to project teams has a simple premise: Project work
is conducted through groups; groups tend to be complex challenges from a
management and communications point of view; if project teams come up with
some ways to improve group dynamics, they can enhance group performance.
Team Tool Kit
Similar to the tools used to support successful project management practices, a tool
kit can also support successful project team dynamics. The tool kit should contain
simple user-friendly tools that teams can use to develop and refine their adoption of
the Expected Behaviors.
A tool kit should include enough tools to meet team needs, but not so many tools
that it overwhelms the users. Don't expect or require project teams to use all the
tools. Some tools should be designed to help teams initially agree on how they will
operate, while others should be used only if those agreements are not being kept.
Others tools should be included for the purpose of helping teams address specific
problems caused by not practicing a given Expected Behavior. Overall, the Tool Kit is
used to encourage the healthy differences of opinion that naturally arise and enable
the kind of respectful debate that occurs all the time in high-performing teams.
Project team experience to date suggests one size does not fit all. Teams know that
minimum conditions of success include leadership buy-in, stable team membership,
and a commitment to purpose. Success also relies on early engagement. Over the
past ten years, working with many project teams, it is found that project teams that
introduce Expected Behaviors early in team development are more successful than
those who do not. Success comes when teams use a couple of quick and simple
tools, are not overly prescriptive in their approach, and have mentors available to
them as needed.
Walking the Talk
To ensure both awareness and accountability, ideally all project teams should
adhere to these behaviors by progressing through a series of stage-gate activities in
support of Expected Behaviors. Project teams who are required to participate in a
minimal set of activities and tool use have favorable results on a consistent basis.
The required set of activities includes a structured team conversation on Expected
Behaviors, the completion of an Expected Behaviors Survey, a Rules of Engagement
exercise, and use of standard meeting management templates.
Expected Behaviors Discussion Guide
The Discussion Guide was developed to assist team leaders (project managers) in
planning a discussion with their team about the impact and value of adopting
Expected Behaviors as a way to enhance team effectiveness. The intent is to have
the project manager initiate a discussion that guides the team to evaluate which
behaviors are done well and identify where and how improvements could be made.
Engaging team members in this discussion is not as difficult as you might expect. The
key to having a successful dialogue is timing - when to have such a conversation
defines success more often than the actual exchange itself. Timing is critical. Teams
should not conduct this discussion too early; a group needs some time to cohere as a
team before being able to evaluate its ability to behave well. On the other hand,
don't wait too long, because bad behavior is hard to change. Experience suggests a
successful dialogue for project teams occurs during the first three months of team
formation. This obviously needs to be adjusted for teams with abbreviated project
start/end dates.

3. A project team member comes to see you to let you know that she believes her project
manager is wrongly logging invoices into the budget management system and keeping some
money for himself.
Describe the following:
 What policy and procedure will be applied to protect the whistle-blower
 What steps you will take to address the issue with the project manager
 Once the situation has been addressed, how you will reinforce the expectations you
have about budget management within the program
(Tot. min.150 words)
There can be many issues, some of which fall under these four categories.
1. Major Problem: one that could impede progress or the successful completion of the project
and requires immediate attention.
2. Opportunity: not all issues are bad, some can offer an unforeseen opportunity.
3. Concern: is not a major problem, but it’s something you want to stay aware of, because it
could develop into something that requires attention.
4. Situation: is another issue that might be a concern or a major problem, but develops from a
situational standpoint.
Some examples of these issues are problems with staff of suppliers, technical
failures, material shortages or delays and super-successful promotion. You can get
started logging your issues with our free issue tracking template.
8 Steps for Managing Issues
There is so much to know about issue management. It’s a big topic, and one that
every project manager will have to deal with during their project.
Unlike risk, an issue is not a potential problem. An issue is happening in the here and

now.
Managing issues is no different than managing a project in that it requires a process

and a plan to implement the strategy. These steps will help you have a framework to
control issues as they arise in your project.
1. Create Register
The only way to start is by identifying issues and collecting them in a document, so
that you can start to respond and track progress resolving them. Ideally create a
collaborative document online. In the same way you might manage risks or changes,
you want to manage issues by tracking them in a log or register. Without a process
or a tool to report on the issue, it’ll be lost in the shuffle of the project. You need to
report on issues and notify others, so that others can confirm if the issue remains.
2. Report Promptly
Timing is important. If you allow reporting to lag, you lose the opportunity to resolve
the issue before it becomes too large to fix or requires so many resources as to be a
project-buster. Communication is key and channels must be open to get that
information out to the right people as fast as possible. If you’re reporting promptly,
you better resolve promptly. Sitting on a known issue is asking for trouble.
3. Log Issues
Make sure people know who can log issues and that they do so. If there isn’t
someone who logs the issue, then you are going to have issues falling through the
cracks. That makes more cracks in your project until it eventually just falls apart. You
want to keep a detailed record of this process. There is nothing too small. It might
seem insignificant to you, but it could hold the key to unlocking the solution to the
issue. Plus, a log provides an archival tool for future use.

4. Assign Actions
Put a name next to an action, too, so there is clear responsibility defined. Issues are
only resolved when there is clear ownership, someone who is tasked with
identifying, tracking and closing the issue. You need to have a point person who is
tasked with everything related to that issue and doesn’t move on from it until the
issue is closed. Accountability is critical in issue management.
5. Monitor Progress
Are people following up on their action items? Validate status regularly. The status
of the issue is a crucial distinction. If the issue has been resolved but resources are
still working on it unnecessarily, then that’s another issue. Notify everyone
frequently. To prevent allocating unneeded resources to an issue, you want to have
complete transparency. Everyone must know the status of the issue to work most
efficiently. Project dashboards can keep everyone aware of the issue status.
6. Assess Impact
Define escalation scale and make sure the actions taken are being measured. But
escalate appropriately. You don’t want to throw all your resources where only some
are needed. That said, you also don’t want to create any unnecessary roadblocks to
stall a speedy recovery.
7. Approve Resolution
Make sure that issues are double-checked after they are marked as resolved. While
there is an owner to the issue, there must be someone who is managing the process,
so they can check the work and make sure it aligns with the overall project and
strategic goals of the organization. Only once all those ducks are in a row can the
issue be closed.

8. Close It Out
That’s when we come to our final step. Closing the issue. Move resolved issues off
the list. That feels good, doesn’t it?
4. The communication officer in your program team, prepares a newsletter to be sent out to
pertinent stakeholders about the program. However, she fails to check it and the newsletter
goes out with many mistakes.
Address the following:
 Describe how you will address the situation (newsletter with errors)
 Describe how you will deal with the communication officer so that this mistake is
treated as a learning opportunity and she reflects and review her work practice as a
basis for learning
 Describe how you will word your expectation of standard of work when speaking
with the communication officer
(Min. 150 words)
Although error avoidance during learning appears to be the rule in American classrooms, laboratory
studies suggest that it may be a counterproductive strategy, at least for neurologically typical
students. Experimental investigations indicate that errorful learning followed by corrective feedback is
beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals
strongly believe that their error is correct: Errors committed with high confidence are corrected more
readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up
to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information
from errors, and error tolerance encourages students’ active, exploratory, generative engagement. If
the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even
encourage students to commit and correct errors while they are in low-stakes learning situations
rather than to assiduously avoid errors at all costs.
First of all do not panic, you have to be fast to alleviate the effects of the error, but it is vital
to thoroughly analyse the situation and consider the most appropriate solutions.
First of all, ask yourself how serious the fault is and its possible impact on your business. If you made
a typo in the subject line and wrote "first flight baloon for 80 euros only", your business should not
suffer from it, however, if you wrote "first flight balloon for 8 euros only" then maybe it could.

Once you know the seriousness of the matter, it is time to take the necessary
measures to amend it.
What can be solved (or not) once the email has been sent
If you made a mistake in the subject line, very sorry, there is nothing you can do a priori to solve it.
But this is most likely a minor spelling error. Indeed, if this is a spelling error, and you simply wrote
"baloon" instead of "balloon", then this is not necessary to send an email of apology. Moreover, an
apology email could even irritate more those subscribers who probably did not notice the failure and
see that they received two of your emails in a short time, one of them apologizing without really
knowing why.
Errors in images, however, can be solved quickly achieving that the major part of your subscribers do
view the correct images. Remember that the images of your newsletter - unless you embedded them,
which is totally discouraged- are downloaded once the user opens the email or choose to download
them. If you modify your images quickly, you will minimize the problem. In case the error in your
pictures is a wrong promotional code or a wrong discount, it is best to send an email to all those
subscribers who have opened your email.
The text or html content of your email with errors cannot be modified in the emails that were
already sent, but what could and should be done is to modify your campaign for those users who
would click on "View online version" or ”Forward to a Friend "in order to display the correct content.
If the problem is located on a link inside the email, all is not lost: if the link does not exist it may be
possible to create it or generate a redirect, if the only solution is to change it, please contact your
Email Service Provider for correction in their databases to make it accessible.
 As a general rule, the mistakes in our emails are more serious in our eyes,
than in our subscribers' ones, and most go unnoticed. After the initial shock,
step back to analyse the problem or even ask a third opinion before taking
disproportionate corrective action.
 If you've been able to solve the problem and when opening your email the
error is not visible anymore, make a segmented sending to your
subscribers. That is to say, send the apology email only to those subscribers
who have opened your email. As mentioned above, if a user did not even
open your first email and receives a second one, even with apologies, he will
probably not understand why and maybe all you get is that he unsubscribes
from your list because you may have caused the false impression that he
receives your emails too often.
 If you put a wrong code or discount coupon, the best solution is to create a
new coupon with that code, if you make it functional, it is not necessary that
you send a message to your subscribers. Even if you decide to send an email
with the correct coupon code, it is advisable to leave the wrong code enabled
for those distracted subscribers who would try to use it.
 If you made a serious error in your message, apologize and try to somehow
reward your subscribers, for example by offering them some kind of
advantage or promotion.
 Whenever possible, try to apologize in a light-hearted tone, in a sympathetic
way or humorously (all in perspective, of course).
 Be proactive and publish your apology to all the social networks where you
have presence and do not forget to monitors feedback from users in order to
respond effectively.
End of Assessment.
Congratulations, you have completed this assessment task.
Please ensure all questions are answered and upload the following:
 This completed workbook


BSBPMG617 Task 2 V1.1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BSBPMG617 Task 2 V1.1

Uploaded by

Copyright:

Available Formats

BSB61218Advanced Diploma

Business College at International House

It is anticipated that the assessment will take approximately 6hoursto complete.

Business College at International House

Business College at International House

Business College at International House

You are required to:

Our mission, vision & values

Business College at International House

Our aim is to be:

 Be leader in the event industry for providing first class services

 Be renown for our creativity, innovation and perfect execution

 Think outside the box

Fáilte Events Organisational Chart

Business College at International House

Duties include strategic financial management, risk management, accounts receivable,

Human Resources Department

IT services include server hosting, network installation and management, provision,

Duties include strategic marketing management, external communications management,

2. Presentation of the program vision - preparation

3. Presentation of the program vision -delivery

Audio/Video recording consent form

Learner’s name: __________________ Date: ________________

Participant’s name Signature

By signing this form, you have consented to participating in a recording.

 Increase corporate events by 45% in the next 5 years

Evidence 2 – Leadership Plan

You are required to:

Business College at International House

organizational leaders. This systematic succession pipeline ensures that new

leaders in an organization are equipped to inspire, motivate, and engage the

However, many companies neglect to identify the specific attributes and

capabilities of their own leaders. While companies continuously

incorporate leadership development training programs, many still fall short of

achieving the desired results. Consider the following findings:

 77% of organizations report that they are experiencing a leadership gap.

both their responsibilities and their organization’s mission as a whole.

of leadership development programs, many are ultimately failing both the leaders

Business College at International House

best out of the workforce. Developing an effective leadership program must start

to confidently lead others and drive the performance of their team or

ensuring there are no gaps in performance. Here is a guide to customizing

a leadership development program for your organization by leader level, ensuring

each leader can develop the targeted productively.

Developing Emerging Leaders

increase their self-awareness, focus on relational skills, and increase evidence-

managing themselves to managing others in the future.

Early-level leaders are still becoming acquainted to organizational leadership,

Business College at International House

 Self-Assessment – this helps identify current areas of improvement.

Developing Middle Management

the specific needs of seasoned leaders, compared to emerging or senior-level

directorial-level leaders. These middle management leaders need a program

results, operate strategically within their existing management framework, lead

other leaders, and establish teams.

A middle management leadership development program should include the

 Exposure – to higher-level leaders outside of the organization, in order to

Developing Senior Leaders

successful leadership development looks like increases as well. Senior leaders are

expected to strategically manage the organization as a whole and manage specific

rather are expected to act as forward-looking and forward-thinking company

visionaries, driving action on an organization-wide scale.

A senior leadership development program can include practices such as the

Learner’s name: __ Date: