Learner Guide: BSBWOR502
Lead and manage team effectiveness
Section 4 Liaise with stakeholders
BSBWOR502 LEARNER GUIDE 2 | P a g e Version 3.5
Version No. Date Dept. Change
1.0 11/11/2015 Training Original
2.0 03/03/2016 Training Re-write
3.0 16/05/2016 Training Re-write
3.5 13/12/2016 Training Updated content
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Contents Contents 3
Introduction to Lead and manage team effectiveness 5
Glossary of Terms 6
Section 4 Liaise with stakeholders 7
4.1 Establish and maintain open communication processes with all stakeholders 7
Maintain open communication processes 7
Establish open communication processes 7
Reluctance to communicate or share information 8
4.2 Communicate information from line manager/management to the team 9
The objective of communication is to make your message understood and remembered 9
Team communication plan 9
4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-
up with line manager/management and other relevant stakeholders 10
4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders 10
Communicate unresolved issues – Issue management 10
Build team effectiveness 11
Monitoring Performance 12
The performance and development cycle 13
Performance review: 13
Recognition and reward: 13
Manage Self 14
Seeking Feedback 14
How to ask for feedback 14
If you are a Supervisor or Manager 15
Types of Training 16
Technical training 16
Quality training 16
Skills training 16
Soft Skills Training 16
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Professional Training 17
Safety Training 17
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Introduction to Lead and manage team effectiveness This is one of the Units you require to competently complete to obtain your Diploma in Logistics.
When studying for this Unit there are several guidelines that will assist the student and the assessor
to ensure that the student has successfully completed the components deemed necessary by ASQA
to have fulfilled their knowledge acquisition of this Unit.
These components are made up of the elements of the study material, then the students must show
that they have knowledge and performance skills learnt during the study of this Unit. The table
below will identify for the students the elements they must become competent in and then the
performance and knowledge skills they must show.
If the student does not work within the industry at present, then these skills shall be identified with
Case study or Role play scenarios that the student must perform
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Glossary of Terms
The criteria for this unit of competency include understanding certain terms. Developing a glossary
of terms is a useful way to ensure you have the basic terminology correct. It is strongly
recommended that you develop your own glossary and add to it throughout this unit and the rest of
For further information, refer to your Learner Guide or www.businessdictionary.com
Accountabilities The obligation of an individual or organisation to account for its activities, accept responsibility for them, and to disclose the results in a transparent manner.
Cohesion Extent to which the members of a group find staying together to be in mutual interest.
Communication that brings to an individual’s attention an area in which their performance could improve, in a manner that helps the individual understand and internalize the information.
Consultation Seeking and giving of advice, information, and/or opinion, usually involving a consideration.
Key Performance Indicators
Key business statistics such as number of new orders, cash collection efficiency, and return on investment (ROI), which measure an organisation’s performance in critical areas. KPIs show the progress (or lack of it) toward realizing the organisation’s objectives or strategic plans by monitoring activities which (if not properly performed) would likely cause severe losses or outright failure.
The process by which a manager or consultant (1) examines and evaluates an employee’s work behaviour by comparing it with pre-set standards, (2) documents the results of the comparison, and (3) uses the results to provide feedback to the employee to show where improvements are needed and why.
Policy A policy is a guiding organisational principle used to set some form of direction
Policies are used to guide and influence decisions
Procedure A procedure is a particular way of accomplishing something, e.g., that which is contained within a ‘policy’
To be effective, it should be designed as a series of logical steps to be followed and reviewed
A procedure would likely have an approach or cycle to accomplish an end result
Responsibilities A duty or obligation to satisfactorily perform or complete a task (assigned by someone, or created by one’s own promise or circumstances) that one must fulfil, and which has a consequent penalty for failure.
Roles A prescribed or expected behaviour associated with a particular position or status in a group or organisation
Stakeholders A person, group or organisation that has interest or concern in an organisation.
Stakeholders can affect or be affected by the organisation’s actions, objectives and policies.
W.I.S.H. • WELL – Looking at what you do WELL as a Team
• IMPROVE – Looking at what needs to be IMPROVED in your team
• STRATEGY – What strategy do you need to develop to improve your teamwork
• HOW – Now that you have a strategy – HOW are you going to implement it into your team environment
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Section 4 Liaise with stakeholders
4.1 Establish and maintain open communication processes with all stakeholders
Maintain open communication processes
Establishing open communication lines between stakeholders and you or the team is very important.
As with all open communication it is critical to be honest and constructive to reduce the potential of
rumours or misunderstandings.
As already mentioned, a stakeholder can be anyone connected with or having an interest in the
organisation, so, as such it is inevitable that stakeholders with a vested interest will have differing
views and outlooks, different priorities and certainly in the case of non-paid stakeholders a different
levels of interest.
There will be different objectives existing between the team and the stakeholder that may lead to
conflict, ambiguities, and power struggles. Position your communication with stakeholders as such
that they will value the intended business result.
Consider these options and detail the advantages or disadvantages as you see them
Monitor your key stakeholders
Update regularly with all external
Secure commitment of your
stakeholders and clients
The more your stakeholders are
committed to your objectives the more
likely you are to achieve your specified
Establish open communication processes
Use a strategic approach when communicating with stakeholders:
Distinguish between proactive and reactive communication. Whatever mode is selected; it should
facilitate two-way communication. Ensure the communication is two-way and offer stakeholders the
opportunity to ask questions and provide their opinions
Effective communication methods are strategically linked to the target audience: ➢ The purpose of being strategic in this approach is to be more proactive and to anticipate
stakeholder issues rather than react
➢ Create a cooperative framework between the team and the stakeholders minimising any
perceived gaps in communication intent such as addressing policies, management decisions
and organisation actions
➢ Establish the needs and wishes of stakeholders before selecting the best methods for
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➢ Establishing the right dialogue processes e.g., face to face, internet, phone, email or other
method with the stakeholders to ensure efficiency and accuracy
➢ Ensure the stakeholders are aware of relevant issues of importance and not caught off guard
In developing your communication strategy consider the organisations policy that supports this When communicating information ensure that it is consistent, understandable and delivered in
timely manner. Anything that is in the organisation policy which prohibits this, would be seen as an
obstacle to good communication and may contain pitfalls.
Typical potential policy breaches may include: ➢ Poor use of, or inappropriate language
➢ Any inconsistencies in sharing and distributing the information discussed and communicated
between the team and the stakeholders
➢ Unacceptable or confidential terminology
➢ A range of potential legal issues/obstacles when communicating with a range of
➢ Poor timeline or time management
➢ Breaches in confidentiality
➢ Breaches in commercial sensitivities such as intellectual property
Reluctance to communicate or share information Although you may have the right strategy and intent to open communication, not all stakeholders
would be willing or able to offer such open communication in return?
You may encounter:
➢ The inability to obtain or deliver the necessary information ➢ An unwillingness to share communication ➢ Information overload ➢ Too much useless information in the view of the stakeholder ➢ Defensiveness or some form of distorted perception ➢ A bias or need to offer distortions from the past into your current communications ➢ Cultural differences and language difficulties ➢ Inconsistency of approach with a result that you send different messages ➢ Poor standards or incomplete data that will not suit your required information quality ➢ Lack of empathy or understanding of the stakeholder
In order to ensure, as much as possible, your communication strategy is effective consider the following guidelines when communicating with someone:
➢ Has a clearly defined action plan
➢ Targets appropriate audience
➢ Allows constructive feedback
➢ Followed up to determine effectiveness
➢ Proactive rather than reactive
➢ Follows agreed timeline
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4.2 Communicate information from line manager/management to the team The single most important observation is that the objective of communication is not the
transmission but the reception. The whole preparation, presentation and content of communication
in any format must therefore be geared not to the speaker but to the recipient.
Communicating information from a line manager or other management person to the team would
be a failure if the team does not understand or are not persuaded of its intent and its content.
Line manager/management may refer to: ➢ Chief executive officer
➢ Direct superior
➢ Other management representatives
The objective of communication is to make your message understood and remembered How to keep communication channels open
Sender Message Method Recipient Meaning
Make sure your team is aware of the objectives of the overall business and that the team’s
objectives help make the business objectives successful. Each team member should understand how
their role enables the business to meet those objectives. Second, establish a regular communication
channel with management.
Here are some suggestions: ➢ Communicate regular status reports.
➢ Invite management to one of your team meetings.
➢ Present ideas for regular communication in the future
➢ Link your communication to where the objectives commence not half way
➢ Ask your management how and how often they want communication from and to your team
➢ Indicate your team’s desire to help the company be successful
Team communication plan
Sender Message Method Recipient
Deliverable Description Delivery Method Frequency Owner Audience
Reports Status report Regular update Meeting Monthly Manager Teams, A,B
Quality report Quality performance
E-mail Weekly Quality Manager
Teams A, B, C
Reviews & Meetings
Team meeting Meeting to review status
Meeting Monthly Manager Teams A,B
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4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders
4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders
Communicate unresolved issues – Issue management
Firstly, identify or define the issue
This is essential so you can track the concerns and problems raised by team members and to ensure
you have communicated with or assigned responsibility to the right people in order to resolve them.
Although unresolved issues and risks are not quite the same thing, the nature of both is largely
unknown before you begin. With risks, you usually have a general idea in advance that there is a
cause for concern, whereas with an issue, especially those that are unresolved or emanating from
other already solved issues, tend to be less predictable
You might like to classify or use organisational categories to identify the unresolved issues, concerns or problems, for example:
➢ Technical – areas relating to functionality or performance
➢ Process issues – areas affecting the team project or objective
➢ Change management – an area often in need of additional
resolution and generally raises concerns or problems
associated with misunderstanding, clarity of change or
reluctance to change.
➢ Customer or environmental changes
➢ Resource – issues affecting the provision or performance of
duties, actions that relate to equipment, material, or people
➢ Third party – issues or concerns that are raised with suppliers
or someone outside of the organisation.
It is then helpful to identify where the issue was discovered
Timing – discover when the issue was identified. Provide full
details and a description about what happened, what caused
the particular issue or concern and the potential impact if
unresolved or communicated correctly.
List risks and what would happen if the particular issue or
concern was left uncommunicated or unresolved.
Priority – As with all forms of communication, it is necessary to
prioritise this so that it fits within the most advantageous
opportunity to gather the team.
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It may be simply an email or other notation that is all that is
➢ High priority – A critical issue that will have a high impact on the team success and has the
potential to cause a major concern or other established risk impact.
➢ Medium priority – An issue, concern, or problem raised by team members that will have a
noticeable impact, but won’t stop the objective proceeding.
➢ Low priority – An issue, concern, or problem raised by team members that doesn’t affect
activities on a critical path schedule or timeline and probably won’t have much impact if it’s
resolved at some point later.
Determine who is responsible for communicating the issue, especially the phase of follow-up with
line manager/management and other relevant stakeholders.
This person/s may or may not actually implement a solution (if a solution is in fact needed) but
would be responsible for tracking progress.
Target resolution date
➢ In all cases of communication based on unresolved issues, concerns or problems raised by
team members, it is essential to have a resolution time/date in place.
➢ As mentioned earlier, this communication may simply need an email or other form of
speedy resolution or maybe it is a longer process?
➢ Set in place a similar follow-up date with line manager/management and other relevant
Build team effectiveness
Many elements contribute to highly effective teams however ensuring that team members
understand the following key components is a critical aspect.
Team members need to understand
➢ The vision
➢ The values
➢ The purpose of the team
➢ The customers both external and internal
➢ The expectations of the organisation and team members
➢ The performance gaps
➢ The goals and priorities
➢ The skills and processes the team needs to develop
➢ The processes for monitoring and improving performance
➢ The process that will allow the team to review, assess, celebrate, and refocus their efforts.
When you move from being a worker to a line manager, you need to develop a new set of skills, and
make use of new tools and techniques. These will help you with the key management activities of
organising, motivating, developing and communicating with your team.
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The skills you will need include learning how to delegate effectively, how to motivate people,
develop team members, communicate effectively with people inside and outside your team, and
manage discipline effectively.
Valuing the diversity of your group is essential when leading a team. As a manager we must
remember that all staff bring with them their own skills, knowledge and experiences. We should
value the diversity individuals bring to our team and draw on their individual strengths.
The way that an organisation handles and resolves team
and individual conflict can make the difference between
positive and negative outcomes. The fact that conflict exists
is not necessarily a bad thing; if it can be resolved
effectively it can lead to personal and professional growth.
If staff have issues in the workplace they should always
speak with their supervisor or Human Resources. A
Grievance policy or procedure will outline how complaints
or problems should be handled. They provide a mechanism
for the resolution of complaints, grievances or problems
raised by employees in relation to human resource
management and employment related matters.
One of the formal processes used in workplaces to assist with identifying development needs and
monitoring individual progress are performance reviews or appraisals. In a leadership position you
may be required to undertake performance reviews both on yourself and members of your team.
Performance reviews provide an avenue to do the
1. Give direction to a worker by setting clear
targets and standards
2. Providing motivation to meet targets and
develop as a person and professional
3. Identify areas of underperformance and take
Most workplaces will have clear procedures for conducting performance reviews and appraisals, so
take the time to become familiar with this process in your workplace.
Below is an example of the performance and development cycle that provides a framework for
basing your performance review or appraisal process on.
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The performance and development cycle
In the planning phase a discussion is had
between the employee and the supervisor or
manager, during this discussion there are a
number of topics that can be discussed.
These can include:
➢ Setting objectives for the individual
based on individual needs and
➢ Identifying performance indicators or
measures to track progress and assist
with determining whether objectives
have been met or not
➢ Looking at current skills, knowledge
and capabilities and matching this to desire skills, knowledge and capabilities. Then
undertaking the process of identifying discrepancies. This is often don’t through the
completion of a Training Needs Analysis or Skills Gap Analysis
➢ Selecting actions to meet development needs identified. These may take the form of
training, mentoring and coaching arrangements, secondment opportunities or other
Monitoring: As a supervisor it is important to take the time to monitor the progress of the individual against their
performance development plan. This is to identify and the assist with any difficulties the employee
may be experiencing in meeting the objectives set in their development plan.
This is especially important if underperformance has been identified and objectives have been set in
an attempt to raise performance standards.
Performance review: A date for performance review should be set in the planning phase. Performance reviews generally
happen every 6/12 months in an organisation. This process is where you review the plan, monitoring
options and achievements of the employee.
There are a number of software programs designed to assist you with carrying out and recording
information on staff performance appraisals.
Recognition and reward: In many organisations rewards and incentives are offered for people who meet targets or have
performance reviews. Often organisation link by increases to performance review and appraisal
There are positives and negatives of this, in that some people believe it detracts from the purpose of
development as an individual and professional. However, offering rewards and incentives assist with
providing motivation and recognising high performing individuals.
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Seeking feedback on performance at work forms an important role in continuous improvement both
personally and professionally. Feedback can take many forms and come from many different
sources; it can be a quick comment or a more structured discussion with colleagues, management or
Useful feedback can be beneficial to us for a number of reasons. It can assist with:
➢ Facilitating continuous improvement- it identified areas that we may need to work on in
order to improve aspects of our work
➢ It helps maintain open communication- the more we give and receive feedback the more we
are able to effectively communicate with each other
Creates a feedback culture- the more feedback is given and taken constructively the more
likely people are to offer feedback in the workplace. This creates a culture where team
members see feedback as informative, positive and non-threatening.
➢ Provides recognition- everybody likes being recognised for the work they do, providing
positive feedback to people demonstrates that they work they do is recognised and
➢ Supports development- by having discussions and getting feedback about how staff are
doing, it can open discussion for areas for opportunity and growth. This can support the
development of the individual and the organisation.
Being specific involves giving concrete and recent examples of what expectations individuals did or
did not meet. By doing this you are giving the other person (or people) a much better chance of
improving the way they work.
The following is an example of a model you could use when giving feedback.
Asking for feedback is one of the best ways to feel ‘in
control’ of your work, get an accurate idea of what is
expected of you and judge how you can improve even
You can ask for feedback from your manager/supervisor or
colleagues at any time. It is important to let the other
person know you would like feedback so that they have time
You can help the other person prepare by being specific
about what you would like feedback on.
How to ask for feedback
Prepare a set of questions and let the other person see them if you have time.
➢ Ask ‘open questions’. These questions will often begin with the word ‘Why’ or ‘How’. Open
questions are designed to get full and meaningful answers – they can’t be answered with a
simple ‘yes’ or ‘no’.
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➢ Some good ‘open’ questions for seeking feedback are:
o Why did my work on X hit the right mark for you?
o How do you think I could handle Mrs. Y better?
o If I was really successful in this job, what would I be doing and how would I be doing
o Why do you think I keep having this issue and how could I improve things?
o What is your opinion on the way I handled that question from Mr. Z?
o How would you approach this if you were me?
STAR – You can use this model to prepare feedback before actually giving it.
Situation Describe the situation –
What? When? Who?
“I felt you really supported me when
the project missed the deadline on
“I’ve noticed that you have come in to
work at 9:30 AM three times this
Task What is expected in
relation to work,
behaviours skills or tasks?
“I had expected you to be really
frustrated by that because we had
committed to it but…”
“Your shift starts at 8:00 AM. It’s in
our team agreement that we are all
on time in the morning”
Action How did what happened
meet or fall short of those
“You understood and told everyone
that it wasn’t my fault.”
“Because you came into work later it
meant that someone else had to
answer both your phone and theirs
and open the mail.”
Result The outline or impact of
“So I’d like to say thanks, I feel much
better about things.”
“It was extremely busy and being ‘one
person down’ put a lot of unnecessary
pressure on the rest of the team.’
If you are a Supervisor or Manager
Why seek feedback?
It can have a number of positive benefits for you and your team:
➢ It helps build a feedback culture (where feedback is part of the ‘way we do things’)
➢ It builds relationships that are based on trust
➢ It builds your own self-awareness about your supervisory skills and style.
Once we have received feedback it is important that we act on it in order to improve our work. Part
of acting on feedback is seeking clarification on any areas that may not be clear. For example if your
boss says to you, you need to work on you customer service skills, you might ask what specific skills
should you focus on first, such as active listening, complain handling, responding to queries. This
breaks the task down so that it can be more manageable.
Together with your boss you might come up with a few activities to help you improve in certain
areas. You might be able to participate in on the job or formal training, undertake tasks you wouldn’t
normally get to, and grow within the organisation.
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Acting on formal feedback is particularly important. If you have been given feedback and tasks to
work on as a part of a performance review it is important that you take positive actions toward
completing the tasks set out in this review. Often performance reviews are negatively linked to
underperformance so you should do your best to work on any constructive feedback given during
Not all feedback requires you to work on something. Sometimes you receive feedback on what you
are doing well at or recognition for a job well done. You can still act on this feedback by continuing
to excel in this area.
Types of Training There are a number of types of training available to you to assist you with your personal and
When we talk about training many people think about qualifications or learning tasks associated
with your job, however there is much more to training than meet the eye.
The following information looks at some of the different types of training to help you identify and
broaden your understanding of the types of professional and personal development you may be able
Technical training Technical training is aimed at teaching new employees the technological aspects of their role. This
includes things like learning software and database programs, learning computer systems programs
and even how to operate the phone. It may also involve equipment in the warehouse like RF
scanners and inventory management systems.
Quality training Quality training is training that helps individuals be able to effectively participate in quality control
processes and procedures for the organisation. For example, you may have training in checking
goods properly, or customer service. These types of training set a standard and help you achieve a
‘quality service’ on behalf of the organisation.
Skills training Skills training looks at training aimed to target the specific skills you need to be able to do aspects of
your job. Some of the skills training you may need to do in a workplace involve equipment training,
such as forklift driving to answering phones, and dealing with enquiries.
Soft Skills Training Soft skills refer to personality traits, social graces, communication, and personal habits that are used
to characterize relationships with other people. There are a number of types of training to assist
with developing soft skills in the workplace. Soft skills might include how to answer the phone, being
friendly and welcoming to customers. It could include sexual harassment training, anti-
discrimination, bullying and ethics training.
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Professional training is training required to be up to date in your own professional field. For
example, in warehousing you may undertake training relating to new laws that come out with regard
to safety, or undertake training in other areas relevant to aspects of the industry.
Safety training is a training that occurs to ensure employees are protected from injuries caused by
work-related accidents. There are a number of different types of safety training in the workplace,
some can be applied in numerous workplaces like first aid and some are more specific to certain
workplaces, such as those that work with dangerous goods.
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You have now finished Section 4 of the unit ‘Lead and manage team effectiveness.
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References Virtual Team Success: A Practical Guide for Working and Leading from a Distance [Hardcover], Richard Lepsinger (Author), Darleen DeRosa (Author)
The Wisdom of Teams: Creating the High-Performance Organisation, J. R. Katzenbach, Douglas K. Smith (Authors)
Team Effectiveness and Decision Making in Organisations (J-B SIOP Frontiers Series) [Hardcover], Richard A. Guzzo (Author), Eduardo Salas (Author)
Group Cohesion, Trust and Solidarity (Advances in Group Processes) [Hardcover], S.R. Thye (Author), E.J. Lawler (Author)
Stakeholder Theory and Organisational Ethics [Hardcover], Phillips (Author)
Stakeholder Relationship Management: 1 [Hardcover], Lynda Bourne (Author)
www.businessballs.com : Businessballs – free resources including career help, business training and
www.management.about.com About: management – basic information about management, viewed
www.managementhelp.org Free management library – provides free, comprehensive resources
about personal and business management
www.mindtools.com : further information, tools and training for management and training
www.skillsinfo.gov.au SkillsInfo provides comprehensive data on industry employment trends and
industry prospects in Australia. SkillsInfo also provides information and links on the Australian labour
www.jobguide.deewr.gov.au Job Guide provides an in-depth look at a range of jobs, and their
education and training pathways. market, vacancy trends, skills shortages, regional employment,
education and training.
www.isc.org.au: Provides information regarding the industry skills councils
www.training.gov.au: Information regarding training and apprenticeships
- Introduction to Lead and manage team effectiveness
- Glossary of Terms
- Section 4 Liaise with stakeholders
- 4.1 Establish and maintain open communication processes with all stakeholders
- Maintain open communication processes
- Establish open communication processes
- Reluctance to communicate or share information
- 4.2 Communicate information from line manager/management to the team
- The objective of communication is to make your message understood and remembered
- Team communication plan
- 4.3 Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders
- 4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders
- Communicate unresolved issues – Issue management
- Build team effectiveness
- Monitoring Performance
- The performance and development cycle
- Performance review:
- Recognition and reward:
- Manage Self
- Seeking Feedback
- How to ask for feedback
- If you are a Supervisor or Manager
- Types of Training
- Technical training
- Quality training
- Skills training
- Soft Skills Training
- Professional Training
- Safety Training
- 4.1 Establish and maintain open communication processes with all stakeholders