BSBDIV501 Manage diversity in the workplace Learner Workbook

BSBDIV501 Manage diversity

Table of Contents

Table of Contents. 1

Instructions to Learner 3

Assessment instructions. 3

Assessment requirements. 6

Candidate Details. 7

Assessment – BSBDIV501: Manage diversity in the workplace. 7

Observation/Demonstration. 8

Third Party Guide. 9

Third party details (required information from the learner) 9

Activities. 10

Activity 1A. 10

Activity 1A checklist – for assessor 11

Activity 1B. 12

Activity 1B checklist – for assessor 13

Activity 1C. 14

Activity 1C checklist – for assessor 15

Activity 1D. 16

Activity 1D checklist – for assessor 17

Activity 2A. 18

Activity 2A checklist – for assessor 19

Activity 2B. 20

Activity 2B checklist – for assessor 21

Activity 2C. 22

Activity 2C checklist – for assessor 23

Activity 2D. 24

Activity 2D checklist – for assessor 25

Activity 2E. 26

Activity 2E checklist – for assessor 27

Activity 2F. 28

Activity 2F checklist – for assessor 29

Activity 3A. 30

Activity 3A checklist – for assessor 32

Activity 3B. 33

Activity 3B checklist – for assessor 34

Summative Assessments. 35

Section A: Skills activity. 36

Summative assessments: Section A checklist 37

Section B: Knowledge activity (Q & A) 38

Summative assessments: Section B checklist 39

Section C: Performance activity. 40

Summative assessments: Section C checklist 41

Workplace Documentation – for learner 42

Workplace documents checklist 42

Supplementary Oral Questions (optional) – for assessor 43

Competency record to be completed by assessor 47


Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

  • Address each question including any sub-points
  • Demonstrate that you have researched the topic thoroughly
  • Cover the topic in a logical, structured manner
  • Your assessment tasks are well presented, well referenced and word processed
  • Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Handing in assessments markedly similar to or copied from another learner
  • Presenting the work of another individual or group as their own work
  • Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s).  If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

 

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

  • Direct observation
  • Product-based methods e.g. reports, role plays, work samples
  • Portfolios – annotated and validated
  • Questioning
  • Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

  • Supervisors
  • Trainers
  • Team members
  • Clients
  • Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – BSBDIV501: Manage diversity in the workplace

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBDIV501: Manage diversity in the workplace.

Name:                  _____________________________________________________________

Address:               _____________________________________________________________

                              _____________________________________________________________

Email:                   _____________________________________________________________

Employer:            _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:                 ____________________________________________________________

Date:                    ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:           ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 2:           ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 3:           ____________________________________________________________

Signed:                 ____________________________________________________________

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

  • Performing a work based skill or task
  • Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

  • Performing a skill or task that is asked of you
  • Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

The reasons to use a third party may include:

  • Assessment is required in the workplace
  • Where there are health and safety issues related to observation
  • Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name:               ______________________________________________________________

Position of third party:               ______________________________________________________________

Telephone number:               ______________________________________________________________

Email address:                   ______________________________________________________________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature:     _____________________________________   Date: ___________________

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A

Estimated Time45 Minutes
ObjectiveTo provide you with an opportunity to locate and review diversity policy.
Workplace activityAt your place of work (or as a simulated workplace activity as directed by your trainer/assessor) obtain your diversity policy and make a review of this. Provide details of your diversity policy and the findings of your review (e.g., whether this is current and if it covers the needs of your organisation).                                                                            

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 1B

Estimated Time20-30 Minutes
ObjectiveTo provide you with an opportunity to determine diversity policy application to specific work content.
Q&AProvide a brief outline of how diversity policy needs to apply to your place of work/type of business.                                                                                        

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 1C

Estimated Time20 Minutes
ObjectiveTo provide you with an opportunity to ensure diversity policy actions are understood and implemented by the relevant parties.
Q&AHow can you ensure that diversity policy actions are implemented successfully in the workplace?                                                                                        

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 1D

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to understand the importance of providing feedback and suggestions for improvement, currency and efficacy of diversity policy.
Q&A                                                                                 

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2A

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to address own prejudices and demonstrate respect for difference in personal interactions.
Case study activityChoose a situation that you have experienced at work to assess if your communications or actions were influenced by prejudices. Provide a brief description of this experience and how your communications or actions could have been improved without the influence of prejudice.                                                                                    

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2B

Estimated Time20 Minutes
ObjectiveTo provide you with an opportunity to aim for diversity in selecting and recruiting staff.
Q&A                                                                                       

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2C

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to identify and address training needs to address issues of difference in the team.
Workplace activityAt your workplace (or an example workplace), assess the training needs that are required to address differences within the team, to help improve team work.                                                                                        

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2D

Estimated Time25 Minutes
ObjectiveTo provide you with an opportunity to understand how to manage tensions and encourage collaboration and respect between staff who struggle to work effectively with difference.
Role play activityAs a role play activity within the learning group, work in small teams of approximately 5 people (or as directed by your trainer/assessor).   One individual should represent the person in charge of the work team, while the other members should represent the work team itself. Each member of the work team should represent a different diverse group (of your own choosing) and should apply this in a workplace discussion on how to perform a work task (you should also decide in the group the work task to be used for the role play).   The person in charge should use their skills to manage the differences and any tensions that relate to how the task should be performed by the team, i.e. different outlooks, understanding and approaches.                                                                  

Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2E

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to understand how to assist staff to see that working effectively with difference is a strength that can improve the organisation’s products, services and customer relations.
Q&AProvide five examples of how differences can be used as strengths in work teams.                                                                                      

Activity 2E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 2F

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to manage allegations of harassment and address complaints according to established organisational procedures.
Q&AProvide details of what is included in the grievance procedure at your workplace (or an example workplace).                                                                                        

Activity 2F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 3A

Estimated Time15 Minutes
ObjectiveTo provide you with an opportunity to promote the organisation’s workforce diversity in internal and external forums to enhance the company’s image and reputation.
Q&AGive an example of how workforce diversity can be promoted in both an internal and an external forum.                                                                                      

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Activity 3B

Estimated Time30 Minutes
ObjectiveTo provide you with an opportunity to capture ideas and information from the diversity in the workforce to enhance products and services and contribute to competitive advantage; and support organisational efforts to value diversity.
Group discussion activityIn a group discussion, as directed by your trainer/assessor, discuss how ideas and information on diversity can be obtained in the workplace to improve organisational business, and how organisations can show value in diversity.                                                                                    

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

  • Skills – skill requirements, required skills, essential skills, foundation skills
  • Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
  • Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

  • Reading
  • Writing
  • Oral communication
  • Navigate the world of work
  • Interact with others
  • Get the work done.

Answer the activity in as much detail as possible, considering your organisational requirements.

  1. As a workplace activity (or simulated workplace activity) you will need to be observed in the workplace conducting the following with your work team/employees:
  • In verbal and non-verbal communications, provide information to the work team on diversity and the diversity objectives of the organisation, you should use and refer to workplace policy documentation and procedures to support this
  • Provide guidance and assistance to the work team during the course of your work shift to achieve diversity objectives in working procedures, pay special care to your own actions to ensure these are not influenced by prejudices,

This will need to be observed by your assessor/third party and all observations recorded in the observations and demonstrations checklist document.

Summative assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Section B: Knowledge activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

  • Outline formal and informal complaints procedures
  • Identify and outline key features of relevant current legislation regarding:
  • age discrimination
  • disability discrimination
  • racial discrimination
  • sex discrimination
  • human rights
  • equal opportunity.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

  1. To comply with both organisational and legal requirements, provide details of your organisation’s (or an example organisation’s) formal and informal complaints procedures.
  • How do the following legislative acts assist in positive diversity and inclusion in the workplace?
  • Age Discrimination Act 2004
  • Disability Discrimination Act 1992
  • Racial Discrimination Act 1975
  • Sex Discrimination Act 1984
  • Australian Human Rights Commission Act 1986.

Summative assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Section C: Performance activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

  • Demonstrate the application of diversity policy in a work context
  • Critically review a diversity policy
  • Implement strategies to ensure that diversity is understood and respected in the work team
  • Demonstrate compliance with procedures for handling complaints or harassment allegations
  • Promote the benefits of diversity to others.

Answer the activity in as much detail as possible, considering your organisational requirements.

At your workplace (or in a simulated workplace environment), perform the following tasks. These will need to be observed by your assessor/third party and all observations recorded in the observations and demonstrations checklist document.

  1. Critically review a diversity policy as it applies to one area of your work and identify how this can be applied into working practices.
  • Formulate and implement at least three strategies with your work team to help diversity understanding and respect within the team.
  • In a workplace complaint or harassment allegation follow organisational procedures to handle and help resolve this.
  • Actively promote the benefit of diversity to other employees or your work team.

Summative assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the activity been answered and performed fully, as required to assess the competency of the learner?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?    Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was:Not yet satisfactorySatisfactory
If not yet satisfactory, date for reassessment: 
Feedback to learner:                  
Learner’s signature 
Assessor’s signature 

Workplace Documentation – for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.

Document name/descriptionDocument attached
 Yes     No    (Please circle)
  Yes    No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
 Yes     No    (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents?Yes     No    (Please circle)
If not originals, have the originals been validated or checked?Yes     No    (Please circle)
Learner’s signature 
Assessor’s signature 

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date of assessment 
Question:    
Learner answer:          
Assessor judgement:SatisfactoryNot Satisfactory
Question:    
Learner answer:          
Assessor judgement:SatisfactoryNot Satisfactory
Question:    
Learner answer:          
Assessor judgement:SatisfactoryNot Satisfactory
Question:    
Learner answer:          
Assessor judgement:SatisfactoryNot Satisfactory
Question:    
Learner answer:          
Assessor judgement:SatisfactoryNot Satisfactory
Feedback for the learner                                                    
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

 

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence (Code and Title) 
Date(s) of assessment 
Has the learner completed all required assessments to a satisfactory standard?    Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?    Yes         No     (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic    Yes         No     (Please circle)
Valid    Yes         No     (Please circle)
Reliable    Yes         No     (Please circle)
Current    Yes         No     (Please circle)
Sufficient    Yes         No     (Please circle)
Learner is deemed:Not yet competentCompetent
If not yet competent, date for re-assessment:    
Comments from trainer/assessor:                                                                            
Learner’s signature 
Assessor’s signature 

 

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