CHCDIV001 Work With Diverse People

Instructions to students:

Learner Activities

Summative Assessments

Knowledge Activity (Q & A)

Major Activity

Part-1
Case Study- Canteen menu

Part-2
Self Reflection

Part-3
Role Play (In simulated environment)

Table of Contents

Summative Assessments

Knowledge Activity (Q & A)

Major Activity

Part-1
Case Study- Canteen menu

Part-2
Self Reflection

Part-3
Role Play (In simulated environment)

Activity 3A

Activity 3B

Activity 3C

Activity 4A

Activity 4B

Activity 3A to 4BFeedback – for assessor

Knowledge Activity Feedback – for assessor

Major Activity Feedback – for assessor

Explicitpapers

Activity1A

Activity 1B

Activity 1C

Activity 1D

Activity 2A

Activity 2B

Activity 2C

Activity 1A to 2CFeedback – for assessor

Activity 3A

Activity 3B

Activity 3C

Activity 4A

Activity 4B

Activity 3A to 4BFeedback – for assessor

Knowledge Activity Feedback – for assessor

Major Activity Feedback – for assessor

Testimonials

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

Complete each question, including any sub-questions;
Provide in-depth research on the topic, using appropriate primary and secondary sources;
Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

Observation of real, indisputable actions as they occur;
Written or oral task such as reports, role play, work samples etc;
Portfolios;
Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required):You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
Be aware of relevant procedures in case of accident, emergencies, evacuation
Follow the start and finish times, breaks, work routines, etc.
Follow the policies on personal phone calls and personal emails.
The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’
Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.
Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarismis defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and
Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheatingoccurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;
Impersonating another student or arranging for someone to impersonate a student in any assessment task;
Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;
Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;
Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID: _____________________________________________________________

Name: _____________________________________________________________

Phone: _____________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that

The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.
The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.
I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.
I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

I will perform my work to the best of my ability.
I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.
I understand thatany assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures
I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

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 theactivity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCDIV001- Work with diverse people
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)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to show respect for diversity in communication with all people

How can you show respect for diversity in communication?

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence

Describe non-verbal communication techniques to maintain relationships.

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to where a language barrier exists, use effective strategies to communicate in the most efficient way possible and seek assistance from interpreters or other persons according to communication needs

How can you overcome language and cultural barriers?

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to identify issues that may cause communication misunderstandings or other difficulties and consider the impact of social and cultural diversity where difficulties or misunderstandings occur

What issues may cause communication difficulties and how can you overcome them?

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to make an effort to sensitively resolve differences, taking account of diversity considerations and address any difficulties with appropriate people and seek assistance when required

How can you resolve diverse communication difficulties when you encounter them?

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCDIV001- Work with diverse people
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)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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

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

All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently.

What information about a cultural group may you have to become aware of in order to work effectively with them? How cultural difference can have impact on work role?

What types of diversity may you encounter in your role?

How can your attitudes impact diverse groups of people?

How may cultural diversity impact different areas of work?

What legal methods are there of protecting diverse people from discrimination in Australia?

Choose one of the following areas of diversity and explore in detail their characteristics and factors that may affect people in the group:

Culture, race, ethnicity
Disability
Religious or spiritual beliefs
Gender
Generational
Sexual orientation.

What social, political and economic issues affect Aboriginal and Torres Strait Islander people?

What could the impact of adversity from being part of a diverse group include?

What resources may you need to work effectively with diverse groups?

What may affect people’s attitudes to diverse groups in Australia?

Give an example of a time in your experience when diversity practices have improved an interpersonal relationship.

How do you think that different cultural influences and changing cultural practices have impacted on Australian society? Consider possible political, social, economic and cultural influences while answering.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCDIV001- Work with diverse people
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)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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

This activity will enable you to demonstrate the followingperformanceevidence:

Undertaken a structured process to reflect on own perspectives on diversity
Recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

o selected and used appropriate verbal and non-verbal communication

o recognised situations where misunderstandings may arise from diversity and formed appropriate responses.

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

All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements.

Fadi has put in a formal complaint about the food that is being served at the work canteen . The menu is mainly focussed on western style, is very dull and often does not cater for the devout Muslim. As he is a Muslim, Fadi requires a Halal

The canteen staff always provide another alternative when pork is on the menu but yesterday, when pork sausages were on the menu, the only alternative was fish – Fadi’s concern was the pork sausages may have contaminated the fish as they were next to each other.

Fadi asked the canteen staff if the two food items had been in touch of each other, the canteen staff were unable to answer as the food already comes in cooked.

There are many different nationalities and it is impossible for every cultural food requirement to be catered for all the time. However, 20% of the staff are Muslim and often feel discriminated against as there never seems to be enough food to meet their requirements.

The canteen kitchen is keen to help out as much as they can, as long as it is within their tight budget.

Question 1:	What rights does Fadi have?
Answer:
Question 2:	What process should be undertaken to investigate this complaint?
Answer:
Question 3:	Suggest three strategies that might solve Fadi’s problem
Answer:
Question 4:	How can Fadi be offered choice in determining solutions to his problem?
Answer:

Write a self reflection of 400-500words while undertaking a structured process to reflect on own perspectives on diversity.

In your resposne please ensure that you:

Identify and reflecton your own social perspectives and biases
Identify your limitations in self and social awareness
Identify and act on ways to improve own self and social awareness.

Task overview	Role Play (Observation). Learner will be completing the role plays in given 3 scenarios.
Assessment Context Instructions to the candidates	This task will be performed in a simulated environment This is an observation of you performing a role play and must be undertaken in a structured process to reflect on your own perspectives on diversity, recognise and respected the needs of people from diverse social and cultural backgrounds in at least three different situations. You will be required to select and use appropriate verbal and non-verbal communication, recognise situations where misunderstandings may arise from diversity and form appropriate responses The Assessment will be performed by: Reading the scenario Form a group of 3-4 participants who will take on the roles as mentioned in the scenarios. Delegate each participant a role Collect required resources Complete each task Submit all documents to your trainer for assessing Scenario 1 You are an administration assistant for an organisation. All of the employees at your workplace are Australian born and the organisation prides itself within the community by displaying and reflecting on the history of the community. You have just found out that next week, a new employee (Lucca) who brings great skills will be appointed to your team and your manager has informed you that Lucca is from Italy and has only been in this country for 6 months. You were also informed that Lucca can speak a little English and your manager has asked you to buddy up with the Lucca to induct him into the reception and staff areas. To ensure that you cover all information relevant for the Lucca’s first day; you utilise the induction form stored in the staff files, upon reading the induction you notice that it is confusing and worded wrongly but there’s no time to inform your manager. You decide to use the induction as a guide only and make adhoc adjustments during the induction. Lucca arrives for work the next day and you introduce yourself and being the induction. Your first task is to introduce Lucca to other team members. During the introductions, each person asks Lucca what accent he has and where is he from. Some staff asked Lucca on occasion to repeat himself because they could not understand him. Also, the signs on the amenitiesrooms are all written in English. In the induction, Lucca informs you he finds it hard being in a new country as things are hard to understand and misses his family and friends back home. You sympathise with him and offer support where you can. You are feeling embarrassed for Lucca due to the poor process of the induction and lack of staff incite and the inappropriate diverse environment within your work place. You realise that if your manager informed you earlier and you had more time to plan the day, you would have planned the induction and made the environment quite different. Now reflect on what would you do differently in the induction for Lucca, and how could you make Lucca feel more at home in your workplace. Spend 15 minutes with your group and discuss that an induction should be conducted to ensure a more inclusive and diverse environment, think about non-verbal communication, document on the paper and then share the outcome of your group’s discussion with the class. Your trainer will assess you on the way that each participant has implemented a more culturally diverse induction and how you have thought about a more diverse environment in your workplace prior to Lucca arriving. Scenario 2 You have noticed that there has been an increase in various ethnic background and Aboriginal and Torres Strait Islander clients at your workplace and you have overheard a few of the staff inappropriately comment on how they feel about the new clients utilising the services at your organisation. These comments have made you feel uncomfortable as you and your ancestors are from an Aboriginal and Torres Strait islander decent, but you don’t want to create a scene or be bullied from other staff, so you decide to discuss your feelings with your manager as well as express your concerns for clients in the waiting room overhearing there comments. Your manager is quite upset and very supportive towards your sensitivity about what you told them and apologises to you for having to experience unnecessary behaviour, your manager informs you that all staff will be discretely spoken to about cultural sensitivity and will need to undertake cultural diversity education and training. You leave work for the day feeling much better about the situation. In your groups, discuss and document on the paper what actions could be taken to improve cultural sensitivity in the workplace. Scenario 3 On Tuesday you arrive for work at the office and you notice a person with a disability arrives in a wheelchair. You observe they are finding the entrance to the waiting room a slight struggle as it is hard to get through the door in the wheelchair. You introduce yourself and ask another staff member to offer assistance by moving some chairs around in the waiting room for the person with a disability to have space. At that moment you realise that the waiting area and access to the building is hard for people with disabilities. There is a staff meeting being held tomorrow and you want to bring this concern to everyone’s attention, to support these situations you want to create a disabled friendly environment. In your group create a plan for appropriate seating arrangements in a waiting area and utilising the chairs in the classroom from the seating arrangements to see if your plan is appropriate and document your plan on the paper.
Resources required	Paper, Pen, utilise chairs in the class room to form a simulated waiting room environment, wheelchair
Assessment conditions	Assessment must be conducted in a safe environment and the role play of an administration area to reflect the real-life work place that students will be exposed to.

Role-play observations checklist

(For Assessor to complete)

Trainer and Assessor will complete this checklist as they observe, ask questions and assess the student’s performance
	Satisfactory (S)	Not Yet Satisfactory (NYS)
The participant Identified and reflect on own social and cultural perspectives and biases (Student compared his/her cultural and social perspective with the given situation)
The participant worked with awareness of own limitations in self and social awareness by recognizing other people’s discriminatory actions (Student compared his/her limitations in self and social awareness with others in the given situation)
The participant used reflection during the role play to support own ability to work inclusively and with understanding of other differences
The participant Identified and acted on ways to improve own self and social awareness during the role play
The participant Identified and reflected on own social and cultural perspectives and biases during the role play
The participant valued and respected diversity and inclusiveness across all areas of work during the role play
The participant contributed to the development of work place and professional relationships during the role play
The participant used good work practices that make environments safe for all during the role play
The participant showed respect for diversity in communication with all people during the role play
The participant used verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence to clients during role play
The participant used good communication strategies and resources where a language barrier existed, that were effective in the most efficient way possible, during the role play
The participant seeked assistance from interpreters or other persons where appropriate to do so according to communication needs to support a client
The participant identified issues that may cause communication misunderstandings or other difficulties during the role play
The participant resolved where difficulties or misunderstandings occurred, considered the impact of social and cultural diversity by reconciling the situation
The participant made an effort to sensitively resolve differences, taking account of diversity considerations during the role play
The participant addressed any difficulties with appropriate people and seek assistance when required during the role play

Observation Sign in Sheet

Course	CHCDIV001 – Work with diverse people
Student Name		Student ID

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCDIV001- Work with diverse people
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)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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CHCDIV001 Work With Diverse People

1^st Attempt

Student Signature

Date Assessed

Assessment Outcome

Satisfactory

Not Yet Satisfactory

Feedback

Assessor Name

Assessor Signature