Faculty resistance to participating in formal assessment processes is a recurring challenge in higher education. Prior research discusses strategies for alleviating this resistance, but there is a gap in understanding the impact of assessment leader-faculty relationships on engagement in formal assessment processes. This workshop addresses the gap in research by reviewing the findings of a qualitative phenomenological study framed by Leader-Member Exchange Theory, with specific emphasis on areas of collaboration, trust, distance, and tension. Attendees then engage in discussions to compile ideas for nurturing assessment leader-faculty relationships as a way to improve the efficacy of formal assessment processes.