Leadership and management assignment

no plagiarism please, need quality work

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Assessment

Task 2

Lead communication in the workplace

BSBXCM501





Student Declaration

To be filled out and submitted with assessment responses

◻ I declare that this task and any attached document related to the task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s)

◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me

◻ I have correctly referenced all resources and reference texts throughout these assessment tasks.

◻ I have read and understood the assessment requirements for this unit

◻ I understand the rights to re-assessment

◻ I understand the right to appeal the decisions made in the assessment


Unit Title

Unit Code

Student name

Student ID number

Student signature

Date

Task Number

——OFFICE USE ONLY—–

For Trainer and Assessor to complete:

◻ Student requested reasonable adjustment for the assessment


Completed successfully

Did the student satisfactorily:

Comments

Y

N

DNS

The student has satisfactorily completed and submitted the following:

· Communication needs analysis – Report in Task 2.1A

· List of improvements to policies in Task 2.1B

· Code of Conduct – communication with a diverse audience in Task 2.1B

· Virtual meeting etiquette in Task 2.1B

· Process for virtual meetings in Task 2.1B

· Email to staff in Task 2.2A

· List of selected communication challenges in Task 2.2B

· Action plan to address communication challenges in Task 2.2B

· Planning notes for the mentoring/coaching session in Task 2.2C

· Reflection on the coaching/mentoring session in Task 2.2C

· PowerPoint in Task 2.3

· Feedback Forms from Role-Play in Task 2.3

· Email to CEO, CFO and CSM with action plan in Task 2.3

The student actively participated in the briefing session:

· Asked questions

· Listened actively

· Took notes

Demonstrated ability to:

· Analyse internal and external information needs relevant to workplace

· Identify and document areas for improvement in communication for team or organisational practices

This is evidenced by:

· Communication needs analysis – Report in Task 2.1A

· Validation of active participation in the briefing session (Refer to Marking Sheet)

Demonstrated ability to:

· Develop or structure communication protocol(s) to meet organisational information needs and goals

· Identify ways to adapt communication protocols to suit various contexts

· Prepare materials to support and/or implement communication protocols

· Implement plans to improve communication processes

This is evidenced by:

· List of improvements to policies in Task 2.1B

· Code of Conduct – communication with a diverse audience in Task 2.1B

· Virtual meeting etiquette in Task 2.1B

· Process for virtual meetings in Task 2.1B

· Email to staff in Task 2.2A

· Email to CEO, CFO and CSM with action plan in Task 2.3

Demonstrated ability to:

· Direct others to communicate according to organisational requirements and goals

· Explain complex information to positively influence others

· Motivate others to communicate respectfully, considering the needs of all, including those from diverse backgrounds

This is evidenced by:

· Email to staff in Task 2.2A

· PowerPoint in Task 2.3

· Feedback Forms from Role-Play in Task 2.3

· Email to CEO, CFO and CSM with action plan in Task 2.3

Demonstrated ability to:

· Identify and address any communication challenges to remove barriers to understanding

This is evidenced by:

· Action plan to address communication challenges in Task 2.2B

Demonstrated ability to:

· Identify and use a variety of communication styles relevant to varying audiences

· Present information in a succinct, clear and persuasive manner

This is evidenced by:

· Email to staff in Task 2.2A

· Participation in Role-Play in Task 2.2C

· PowerPoint in Task 2.3

· Feedback Forms from Role-Play in Task 2.3

· Email to CEO, CFO and CSM with action plan in Task 2.3

· Participation in the Role-Play in Task 2.3 (Refer to Marking Sheet)

The student performed the Role-Play: coaching/mentoring session:

· Prepared for the session

· Met with the coachee

· Explained the aims of the coaching session

· Introduced and explained the topic

· Took into consideration the learning style of the coachee

· Used a communication style suitable for the session

Feedback in comments

Demonstrated ability to:

· Provide mentoring to others to assist them in achieving communication goals

This is evidenced by:

· Planning notes for the mentoring/coaching session in Task 2.2C

· Reflection on the coaching/mentoring session in Task 2.2C

· Performance of the Role-Play in Task 2.2C (Refer to Marking Sheet)

The student performed the Role-Play: present and negotiate in Task 2.3:

· Prepared a PowerPoint

· Prepared to negotiate: took in consideration the audience, and established the non-negotiable

· Presented persuasively

· Answered questions from stakeholders

· Listened actively

· Used questioning and summarising when communicating with stakeholders to confirm understanding

· Adapted communication style to the diverse audience

· Negotiated using appropriate negotiation technique/s such as compromise, and collaborate

· Worked towards an agreed outcome

· Achieved an agreed outcome

Feedback in Comments.

Demonstrated ability to:

· Evaluate differences in perspective and critically examine outcomes

· Negotiate towards a final outcome with a focus on key outcomes

This is evidenced by:

· PowerPoint in Task 2.3

· Feedback Forms from Role-Play in Task 2.3

· Participation in Role-Play in Task 2.3 (Refer to Marking Sheet)

Demonstrated ability to:

· Confirm and implement outcomes of negotiation or communication using appropriate methods

This is evidenced by:

· Email to CEO, CFO and CSM with action plan in Task 2.3

Task Outcome: Satisfactory Not Yet Satisfactory

Student Name:

Assessor Name:

Assessor Signature:

Date:

Table of Content

Student Declaration 2
Task 2 – Lead and manage communication practices 8
Task 2.1 Establish communication protocols 11
Task 2.2 Coordinate and support effective communication 14
Task 2.3 Presentation and negotiation 17
References 20
Appendix 1 – Scenario 21






Task 2 – Lead and manage communication practices

Task summary and instructions

What is this assessment task about?

Refer to and read the documents:

· MMI company scenario (Appendix 1)

· Policies and Procedures ( in a separate folder)

You have been recently engaged by XYZ Pty Ltd trading as MMI as a Communication Liaison Leader.

The CEO asked you to:

· Establish communication protocols

· Coordinate effective communication

· Review communication practices


This task comprises of the following assessment methods:

· Product-based ☒

· Direct observation of Role-Play ☒

· Case Study ☐

· Other (specify) ☐

It has been designed to evaluate your ability to/competency in:

· Analyse internal and external information needs relevant to workplace

· Develop or structure communication protocol(s) to meet organisational information needs and goals

· Identify ways to adapt communication protocols to suit various contexts

· Prepare materials to support and/or implement communication protocols

· Direct others to communicate according to organisational requirements and goals

· Explain complex information to positively influence others

· Motivate others to communicate respectfully, considering the needs of all, including those from diverse backgrounds

· Identify and address any communication challenges to remove barriers to understanding

· Identify and use a variety of communication styles relevant to varying audiences

· Present information in a succinct, clear and persuasive manner

· Evaluate differences in perspective and critically examine outcomes

· Negotiate towards a final outcome with a focus on key outcomes

· Confirm and implement outcomes of negotiation or communication using appropriate methods

· Provide mentoring to others to assist them in achieving communication goals

· Obtain feedback from a variety of sources to manage the outcomes of communications and negotiations

· Identify and document areas for improvement in communication for team or organisational practices

· Implement plans to improve communication processes

Your assessor will be looking for demonstrated evidence of your competency in the above.


You are required to address the following:

· Task 2.1 Establish communication protocols

· Identify communication improvement needs

· Establish communication protocols

· Improve existing communication processes

· Task 2.2 Coordinate and support effective communication

· Communicate improvements and protocols to staff

· Identify and address communication challenges

· Coach/mentor a staff member to help them achieve communication goals

· Task 2.3 Presentation and negotiation

· Present to pertinent stakeholders and negotiate

· Follow up to confirm the outcomes of the negotiation

What do I need to do to complete this task satisfactorily?

· submit the completed assessment tasks, according to instructions,

· complete the tasks with sufficient detail and present them in a professional manner,

· use your own words and reference sources appropriately,

· meet the word count where required,

· use the scenario provided,

· use the templates provided where required,

· for your performance to be deemed satisfactory in this assessment task you must satisfactorily address all of the assessment criteria,

· if part of this task is not satisfactorily completed you will be asked to complete further assessment to demonstrate satisfactory performance.

Specifications

You must deliver/participate in:

· Briefing session in week 1

· Coaching/mentoring session in week 4 (Role-Play)

· Presentation and negotiation in week 5 (Role-Play)

You must submit to GOALS

· Communication needs analysis – Report

· List of improvements to policies

· Code of Conduct – communication with a diverse audience

· Virtual meeting etiquette

· Process for virtual meetings

· Email to staff

· List of selected communication challenges

· Action plan to address communication challenges

· Planning notes for the mentoring/coaching session

· Reflection on the coaching/mentoring session

· PowerPoint

· Feedback Forms from Role-Play

· Email to CEO, CFO and CSM with action plan

Resources and equipment

· Computer with Internet access

· Access to Microsoft Office suites or similar software

· Learning material

· Scenario for assessment as provided

· Appendices as provided

· Relevant policies and procedures as provided

· Templates as provided

Re-submission opportunities

You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.




Complete the following activities:

To complete this assessment, review the following:

· Policies and Procedures folder

· Scenario in Appendix 1





Task 2.1 Establish communication protocols


MMI is now opening a new campus in Sydney.

The CEO asked you to establish communication protocols to ensure effective communication between the two campuses.

A. Internal and external information needs

Analyse internal and external information needs to deliver the communication project:

1. Review the Case Study (Appendix 1) and the policies and procedures provided in a separate folder

2. Attend a briefing session with the CEO (played by the trainer and assessor in simulated work conditions), to discuss the following:

· Communication and information needs (internal and external)

· Communication challenges

· Communication expectations

· Communication contexts

· Communication channels

Use this opportunity to understand the communication project requirements better, build a positive working relationship with the CEO, and gather information to execute it.

The trainer and assessor will validate your participation in the briefing session.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to attend a briefing session.

3. Research the following topics:

· Virtual communication

· Communication technology

· Building communication and trust with a new team

· Virtual communication protocols

4. Summarise your findings using a report (Template 1).

(150-200 words in total)

Template 1 – Communication needs analysis

Communication needs analysis – Report

Internal and external communication and information needs

Communication challenges

Stakeholder expectations about communication effectiveness

Current protocols – suggested changes and improvements

Communication contexts and channels

Technology options

<Other>

B. Communication protocols

Develop communication protocols to suit the identified communication context/s:

1. Review and improve the current communication policy; information management policy; marketing policy, stakeholder engagement policy, and meeting procedures.

Document the improvement and changes you have identified for the policies and procedures in the table below. (1-3 improvements/policy and/or procedures)

Policies and Procedures

Improvement

Communication policy

Information management policy

Marketing policy

Meeting procedures

Stakeholder engagement policy

2. Develop a code of conduct (Template 2 ) to communicate with a diverse audience

Write 8-10 standards for the code of conduct.

The standards must address communicating with an audience from diverse cultural backgrounds, communicating with people with disability, formal and informal communication.

Template 2 – Code of Conduct – communication with a diverse audience


Code of Conduct – Communication with a diverse audience


<Define diversity in the workplace and why it is important to communicate with a diverse audience effectively>

Standards

3. Develop a virtual meeting etiquette.

(50-100 words)

4. Develop a process for virtual meetings

(step by step or flow chart)




Task 2.2 Coordinate and support effective communication

A. Inform staff about changes

Write an email (Template 3) to all staff to address the following:

· Inform them about the code of conduct you developed in Task 2.1B:

· Why the code of conduct was developed

· Why it is important to communicate effectively with a diverse audience

· Standards in formal and informal communication

· Inform them about the opening of the campus in Sydney and how virtual communication will become part of their daily work:

· Summarise the virtual meeting etiquette and process

When writing the email consider:

· Motivate and direct staff to communicate according to organisational protocols and in alignment with organisational goals

· Explain the information to influence staff positively

· Motivate staff to communicate respectfully, considering the needs of all

The email text should be in grammatically correct English, written in an appropriate (polite, business-like) style.

(80-120 words)

Template 3 -Email

Email to all staff


To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

B. Address communication challenges

Consider the following communication challenges extrapolated from Appendix 1:

· Introducing virtual meetings

· Expanding offering to international students

· Senior management to stay in Melbourne: campus director and team leaders to be employed to manage and supervise Sydney’s operations

· Working with dispersed teams

· Sustainability practices to be implemented in the organisation

· The organisation is top-heavy, and there are concerns that this may not suit the strategic objectives for growth and the opening of a second campus in Sydney.

· The Board of Directors is invested in the change process; however, intervention is needed to bring departmental managers and teams on board.

· The increased number of complaints due to lack of cultural sensibility of trainers and client service personnel when dealing with students from the non-Australian background (15% increase in the last six months alone)

· Lack of use of social media platforms

· Silo mentality

· Lack of communication from the top

Develop an action plan (Template 4) to address four (4) challenges from the list above. Include 10 key actions.

List the four challenges you chose in the space provided below:

Template 4 -Action Plan

Action

Responsibility

Timeframe

Resources needed

KPIs

(one/action)

C. Coaching and Mentoring

Schedule a time with the trainer and assessor in week 4 of class and provide mentoring/coaching to a staff member (played by a classmate in simulated work conditions), on one of the following topics:

· Code of conduct -communication with a diverse audience (developed in Task 2.1B)

· Communicating with people with a vision or hearing impairment

· Do’s and don’ts of zoom meetings

Research the topic of choice, if you are not familiar with it.

This is a Role-Play

Duration: 15 minutes

The trainer and assessor will validate you performed the Role-Play on the marking sheet.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to perform the Role-Play.

Before the Role-Play

· Assume that the coachee is a kinesthetic learner (learns from experience). Prepare a coaching/mentoring plan in the form of personal notes:

· Confirm the chosen topic

· Outline how you will explain the topic

· Select a communication style for the session

· List the key points of the coaching/mentoring session?

Document your planning notes in the space provided below.

During the Role-Play

· Meet with the coachee

· Explain the aims of the coaching session

· Introduce the topic

· Deliver the coaching/mentoring session

After the Role-Play

· Reflect on the coaching/mentoring session:

· Was the coaching/mentoring session useful? Why?

· What would you improve when planning a coaching/mentoring session again?

· Did the coachee learn about the topic?

· What further coaching/mentoring does the coachee need?

· What did you do well? What could you improve?

Document your reflection in the space provided below:

(50-100 words)




Task 2.3 Presentation and negotiation

Schedule a time with the trainer and assessor in week 5 to present a proposal to implement collaborative work between the two campuses.

You will present to and negotiate with a group of stakeholders played by your classmates (Role-Play).

The trainer and assessor will evaluate your performance during the Role-Play and provide feedback on the marking sheet.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to perform the Role-Play.


Duration: 20-30 minutes

Focus on the following:

· Your choice of platform for virtual meetings

· Your choice of messaging program for effective communication

Assume the following:

· The CEO gave you a budget of $5,000

· The two campuses will have 250-300 users

Prepare a PowerPoint presentation (4-5 slides) to illustrate your proposal:

· What technology/ies you would recommend

· Reasons for the recommendation, benefits, features

· Cost

· Q&A slide

Submit the PowerPoint with your assessment

Before the Role-Play

· Research and select a suitable platform and messaging program

· Prepare the PowerPoint presentation

· Prepare to negotiate. Assume the following about the stakeholders you will present to and negotiate with:

· The CFO, LeonardBlack, is against the implementation of the new communication platforms. He believes it is an unnecessary expense.

· Leonard Black prefers a competitive style of negotiation. He is detailed oriented; he asks many questions; he uses facts and logic.

· The CEO, Deborah Red, is supportive of the initiative, but she wants things done fast.

· Deborah Red is set on efficiency and effectiveness; she controls her emotions, and she is inflexible.

· The Client Service Manager (CSM), Taylor Jones, is insecure and prefers to agree during negotiation. The CSM wants to please everyone.

Please note that your classmates will play their roles based on the notes above.

· Prepare the feedback form (Template 5) in hard or soft copy for the stakeholders to complete after the session.

Template 5 -Feedback


Feedback Form

Full Name and signature of the student completing the feedback.

Full Name:

Signature:

Date

The Communication Liaison Leader illustrated the proposal persuasively.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Communication Liaison Leader demonstrated positive reception of ideas and sought common ground.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Communication Liaison Leader evaluated the group’s differences in perspectives.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Communication Liaison Leader negotiated effectively.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Communication Liaison Leader was knowledgeable about the topic.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The presentation and negotiation session was….

Exceptional

Excellent

Very Good

Good

Fair

Poor

Very Poor

Opportunities for improvement.

List 2-3.

During the Role-Play

· Present your proposal in a succinct and persuasive manner

· Negotiate the proposal and achieve an agreed outcome

After the presentation

· Ask the stakeholders to provide feedback about the session (Template 5).

· Collect the feedback received and submit evidence of the completed feedback forms (for example, a scanned copy of the feedback received).

· Write an email (Template 3) to the CFO, The CEO and the CSM to confirm the agreed outcomes and provide a plan to implement the agreed solution, using an action plan (Template 4). Include 3-4 key actions.

Template 4 -Action Plan

Action

Responsibility

Timeframe

Resources needed

KPIs

(one/action)

The email text should be in grammatically correct English, written in an appropriate (polite, business-like) style.

(50-100 words)

Template 3 -Email

Email to all CFO, The CEO and CSM

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:









References


Please include your references below:

(Please refer to this

referencing guide

if needed or speak to your trainer for any specific referencing requirements for this assessment)





Appendix 1 – Scenario



The company




XYZ Pty Ltd trading as MMI Professional Education is an Australian boutique education provider in Melbourne Registered Training Organisation -RTO), offering VET accredited and non-accredited business courses to corporate clients and to local clients (domestic students).

MMI was founded in 1998 by brothers Mark and Andrew White who built the company to become a quality RTO with major accounts in Melbourne, Sydney, and Brisbane. Mark Brown sold his shares to his brother Andrew who is the current chairman of the company.

The education provider is centrally located in Collins Street, Melbourne CBD with state-of-the-art facilities:

· Administration and Management Offices (including the main boardroom, 2 meetings rooms and a computer lab with 20 PCs) on Level 45

· 15 Classrooms, kitchenette, client lounge room and a trainers’ room on Level 46

Corporate training is mainly non-accredited and delivered at the clients’ premises around Australia, but it can also be catered for at Collins Street. Corporate clients include major Bank groups, National Management Consultancy firms, Manufacturing companies and Government agencies.

Accredited courses are delivered in Collins Street with a combination of face to face and online training delivery. The accredited courses are the Diploma of Business and the Diploma of Project Management. MMI has a current capacity to enrol 500 clients, current enrolment number is 250 clients.

Important note:

· A VET accredited course has been assessed by the Australian Skills Quality Authority (ASQA) as compliant with the Standards for VET (Vocational Education and Training) Accredited Courses and the Australian Qualifications Framework (AQF). Accreditation means that the course is nationally recognised and that the registered organisation (RTO) can issue a nationally recognised qualification or Statement of Attainment (this for single units only).

· Non-accredited courses are business courses that have been highly customised to meet clients’ training needs.

The current organisational structure is as follows:

The Teams are composed as follows:

· Board of Directors

· Mr Andrew White – Chairman

· Ms Francis Green – Executive Director

· Mr Eli Brown – Non-executive Director

· Ms Josephine Magenta – Non- executive Director

· Ms Deborah Red – CEO

· Mr Leonard Black – CFO

· Finance Department: CFO and 2 x financial officers (full-time)

Summary of duties: account receivable, account payable; invoicing; payroll; financial record keeping and reporting; taxes/fees

· Marketing Team: Manager (full time) and 1 x marketing officer (part-time)

Summary of duties: promotion; design of marketing collaterals for events; social media; market research; public relations

· HR Team: HR Manager and 2 x admin officers (part-time):

Summary of duties: Recruitment; Induction and training; performance management support; employee relations; safety; compensation and benefits

· Client Services: Client Service Manager and 2 x receptionists; 4x client service officers, 1 x team leader, 1 x maintenance officer

Summary of duties:

· front of office and back of office customer service activities (to include reception and response to enquiries)

· support to academic staff

· client admin: client admission, enrolment, enrolment variations, pastoral care, completion

· building maintenance: 1x maintenance officer

· Academic Services: Academic Manager and 5 contract business trainers for corporate training; 4 full time (ongoing) business trainers for accredited training

Summary of duties: accredited and non-accredited training and assessment; learning material and assessment development and validation; support with compliance monitoring; pastoral care.

· IT services: outsourced to an external company

Summary of duties: network service; database administration (inventory and staff files); maintenance and update of communication system including CRM (Customer Relationship management system); data management and security.

Note: in loco computer maintenance is performed by the maintenance officer who has some IT knowledge




Company Ownership structure

The company structure is a Pty Ltd:

· The Chairman Andrew White holds 51% of the shares

· 40% of the shares are held by an external corporation since late 2017, as a silent business partner

· The remaining 9% is owned by other members of the Brown’s family




Vision

Our vision is to develop outstanding individuals through quality business training that encompasses personal and professional growth.




Mission

· We create successful careers in business to advance business growth and to positively impact on the broader community.

· We strive to provide exceptional business training that focuses on quality of teaching, practical learning, and successful outcomes





Values

Our core values are:

· Quality

· Integrity

· Accountability

· Respect for diversity

· Innovation



MMI quality standards

· Australian Skills Quality Authority (ASQA) standards

· ISO9001 – Quality Management Systems

· ISO 27001 Information Security

· ISO 31000 Risk Management

· Australian Business Excellence Framework



MMI – Boards’ of Director expectation

· Quality of practices

· Innovative solutions for business growth based on hard data and extensive research

· Build an innovative and agile company that can respond to the challenges of an ever-changing business environment

· Become market leader

· Increase value for shareholders and clients




Industry, market, and strategic business direction



MMI Professional Education is a Registered Training Provider (RTO) based in Melbourne, Australia that offers business accredited and non-accredited courses to corporate clients, and local clients.





Strategic Objectives:

· To expand the basis of the operation to Sydney where the company has experienced a high increase in demand for corporate training

· To increase revenue by 10% annually for the next 3 years

· To increase profits by 10% annually for the next 3 years

· To position the company as a leader for quality business education in Australia within the next three years

· To expand the course offering by adding new qualifications to the scope of registration: the Diploma of Leadership and Management and the Advanced Diploma of Program Management

· To increase the base of local clients attending accredited courses

· To implement sustainability to work practices: social, financial, and environmental

· To expand the offering to international students by repackaging accredited business courses to add an internship component during the course



Current positioning

· MMI enjoys a good reputation in the industry as a quality provider of business courses for corporate clients

· Courses are marketed as hands-on, with trainers that currently work in the industry, providing current and cutting-edge skills to business professionals

· MMI currently holds 15% of the corporate business training in Australia

· MMI does not currently deliver business courses to international clients

· MMI does not currently deliver courses overseas

· The company is financially stable and sustainable




Operational overview

· State of the art facility in Melbourne to be replicated in Sydney

· Systems in use:

· Student Management System (MMI system)

· Learning Management System (Moodle)

· Accounting Management System (MYOB) – does not interface with MMI system

· Share drive

· Share points

· Zoom

· Project Management Application for remote teamwork (trainers): Wrike

· Trainers work both on-site in Melbourne and around Australia

· Senior management to stay in Melbourne: campus director and team leaders to be employed to manage and supervise Sydney’s operations

· Staff to be employed for the Sydney Campus

· Administrative tasks such as enrolments will be undertaken by the Melbourne’s campus

· Virtual teamwork practices to be implemented between Melbourne and Sydney

· Website tailored to international students to be developed

· Develop and implement sustainability policy and practices across the organisation, and sustainability has not been on the top five priorities of the company so far

· All trainers are based in Melbourne; this impacts on financial costs when having to move trainers to other Australian capitals to conduct corporate training. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI. This generous package impacts an average of 20% on the profit margin for each corporate course that is sold




Organisational culture

The organisational culture experienced at MMI is a mix of market and hierarchy culture.

· The Market Culture: This culture is built upon the dynamics of competition and achieving concrete results. The focus is goal-oriented, with leaders who are tough and demanding. The organisation is united by a common goal to succeed and beat all rivals. The main value drivers are market share and profitability.

· The Hierarchy Culture: This culture is founded on structure and control. The work environment is formal, with strict institutional procedures in place for guidance. Leadership is based on organised coordination and monitoring, with a culture emphasising efficiency and predictability. The values include consistency and uniformity.

(Source:
https://popinnow.com/four-types-organizational-culture/
)

· The organisation is top-heavy, and there are concerns that this may not suit the strategic objectives for growth and the opening of a second campus in Sydney.

· The Board of Directors is invested in the change process; however, intervention is needed to bring departmental managers and teams on board.

· It is recommended that an organisational culture more suitable for innovation, sustainability, agility, and progressive growth is developed and implemented.



Operational issues

The following operational issues have been identified internally:

· The increased number of complaints due to lack of cultural sensibility of trainers and client service personnel when dealing with students from the non-Australian background (15% increase in the last 6 months alone)

· All trainers are based in Melbourne; this impacts on financial costs when having to move trainers to other Australian capitals to conduct corporate training. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI. This generous package impacts an average of 20% on the profit margin for each corporate course that is sold

· An increasing number of enrolments in Melbourne, projected student population to raise from 205 to 450 by mid-2021. Current facilities are not sufficient to accommodate the increase in numbers (current facilities can accommodate max 350 students)

· Delays in achieving marketing objectives due to the composition of the team (2 part-timers and one contractor) that cannot sustain the increased amount of marketing tasks (corporate events to enhance networking and identify potential corporate clients have increased by 30% in the past 6 months)

· A new student management system has been developed in-house. The system was recommended by the Client Services and the Academic Managers for the seamless integration of the student management and the learning management system. However, the two managers failed to perform due diligence, and they did not consider that the new system does not interface with the finance management system. This will cause operational disruptions to the workflow as finance records (mainly revenues) will have to be manually inputted based on the new system’s reports on enrolment.

· Covid19 has decreased sales by 20%, the company has managed to deliver existing courses and still maintain a reasonable margin of new enrolments online

Marketing

· MMI has not heavily invested in marketing activities, relying mainly on word of mouth.

· The company has a website:

· Old fashioned look, quite austere

· Not responsive

· In the mobile version, after you have clicked in a few pages, the navigation becomes daunting

· Heavy use of text

· Infrequent updates

· Social Media: there is a FB page that is rarely updated, the LinkedIn Page is not in use

· Print advertisement: Industry magazine

· Referrals: education agents are paid 15% commission for referring students

· Discounts: twice/year MMI offers 10% for new enrolments to attract more students

· Yearly marketing budget: $75,000

· The marketing team is small and not experienced in digital and social media marketing

Pricing

Product

Target Market

Price

Corporate Training

Topics:

· Operational Management

· Leadership

· Project Management

· Emotional Intelligence

· Change Management

· Management

· Individuals looking for upskilling to advance their career

Face to Face classroom (average of 10 participants) $ 2,000/participant

Online $ 800/participant

Individual coaching $ 150/hour

Diploma of Business

Domestic students

Blended learning:

$ 4,000/student

Diploma of Project Management

Domestic students

Blended learning:

$ 6,000/student




Workforce Overview

The following has been reported:

· Turnover rates are high in the academic department (30% yearly) due to the contractual nature of some of the roles. Ongoing training staff is steady, however, there is a need to invest more in their professional development to keep industry currency when teaching.

· Need for a succession plan for management roles

· Gender unbalanced

· Recruitment is done externally, few opportunities for advancement are offered to existing staff

· A recent staff survey outlined the following:

· Lack of opportunities for advancement

· Top heavy management

· Silo mentality

· Not enough room for innovation and improvement

· Lack of well-defined sustainability policy

· Diversity policy is very generic

· HR practices are mainly focused on administrative duties. The Board of Directors has identified the need to embrace HR practices as an essential strategic tool for business advancement.

· Training on HR practise is required for management

· Staff lament a lack of communication from the top

· Sense of working in silos

Remuneration (average) for each role is as followed:

· Board of Director – 25-50 k/year

· CEO – 250 k/year

· CFO – 180 k/year

· Managers – 120k/year

· Receptionist $ 52k/year

· Officers (including team members in the Marketing dept) $ 65k/year

· Team Leader $ 78k/year

· Trainer (ongoing) $ 85k/year

· Trainer (contractor): $ 80/hour. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI.

Note:

· The above remuneration must be considered pro-rata for part-time staff.

· Superannuation is excluded and should be added at 10% to employee’s ordinary earnings

· Superannuation is paid to contractors (business trainers)

Board of Directors

CEO

Marketing Manager

HR Manager

CFO

Finance Department

Marketing Team

HR Team

Client Services Manager

Client Services Team

IT outsources

Academic Manager

AcademicTeam

BSBXCM501 – Lead communication in the workplace V3 2021

Page 80

RTO Provider: 91153 – CRICOS Code: 02672K

greenwichcollege.edu.au

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