CHCDIV001- Work with diverse people

Workplace Project Task

Student name

Student email address

Unit Code and Title

CHCDIV001- Work with diverse people

About this Assessment

This assessment requires you to complete two (2) parts. You must complete the following parts, which also consists of roleplays. You will need other people (other party) to participate in the roleplay who can be your friends, family members, colleagues, etc.

Part 1: Guided Reflection

Part 2: Practical Demonstration

Assessment Resource Requirements

To complete th

is

Workplace

Assessment

,

you

must ensure

you

have:

Access to the appropriate resources:

Computer, printer, internet, and email software

Microsoft Word or a similar program

A real or simulated workplace environment

Access to the supporting templates and supporting documents

Access to Workplace Supervisor or other participants to complete the roleplays

Instructions for the Student

You are required to demonstrate the ability to complete the following:

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:

Selected and used appropriate verbal and non-verbal communication

Recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Instructions for the Workplace Supervisor/Other Party

You are required to follow instructions and read through the material given by the student.

You must support the student while performing the roleplay, but you cannot help/assist/prompt the student during the task.

It’s encouraged that you

perform

parts in

all three (3) roleplays with the student for consistency and continuity within the assessment tasks

Please note: A qualified trainer and assessor will review and assess all the submitted comments, observation checklists, and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Task Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

Task overview

For this part of the assessment, you must express and document your perspective on diversity. You must read the task instructions provided below and complete the assessment.

Please note: This task must be completed before you commence Part 2 of this Workplace Project Task. You may complete this task in your own time.

Instructions

To complete this task, you will need to:

Ensure that you use Part 1 Reflection Journal template to guide you in demonstrating your perspectives on diversity.

Ensure that you submit the following evidence:

Completed Part 1 Reflection Journal

Task resource requirements

Access to a real or simulated workplace environment

Part 1 Reflection Journal

1. Prompts and knowledge questions

Examining your own beliefs and values is a process. The following questions are structured as a guide to assist you in reflecting on your own perspectives on diversity. The questions will assist you in gaining awareness of your own values and beliefs.

Imagine that you have been transported to a place in the world where the culture, language, traditions, values, beliefs and practices, food, dress, gender roles, religious beliefs, individual rights, family roles, and child-rearing practices are completely different to your own. You are required to live in this place for six months without any contact with your home or family.

a. Describe how you might feel and what you would miss most.

b. What assistance would you like from your new community to help you settle in and feel safe?

c. Describe how you might translate this self-reflection to your work with customers and colleagues from a culture other than your own.

In your own words, define and explain the concept of diversity.

Reflecting on your own background, experiences, and beliefs, answer the following questions regarding your perspective on diversity.

a. How would you describe your social and cultural perspectives and/or biases? Explain how and why you have developed these beliefs?

b. Identify two (2) limitations in your own self and social awareness.

c. How can you use self-reflection to support your ability to work with inclusive practices and to become more understanding of others?

What are the benefits of self-reflection? List five (5) benefits.

Identify and plan for ways to improve your own self and social awareness.

Scenario 1

You work as an Education Support Worker at Acorn College. Gracie is a parent of one of the students at Acorn College. She is a South Asian woman and does not understand or speak English very well. She, along with her family member, Amber, has come to attend a meeting with you as her son needs special assistance during class, and they would like to discuss the needs and requirements of her child. The purpose of your interaction would be to explain how the staff at Acorn College would take care of the needs of her child and provide the best assistance required.

Scenario 2

Danielle is the office administrator of the primary side of a large school in the city. She is the only female staff member at the management level. The Principal (who is significantly older than her) often refers to her as the “office mum”, although no males at the management level are ever referred to as “office dads”.

He expects Danielle to handle staff birthdays and always asks her to organise coffee for him and the Deputy Principal each morning.

Danielle is becoming frustrated with these requests and the “office mum” label. She tells the Principal of her concerns, and he responds by telling her that she is “overly sensitive”.

Scenario 3

In the staff room at the school, a colleague (Jan) is reading the paper. After reading an article about increases in funding for health and housing for Aboriginal and Torres Strait Islander people, Jan makes a comment about Aboriginal and Torres Strait Islander people “expecting Government handouts” and says that they “should stop living in the past”. Jan always prefaces these comments with “I’m not a racist, but …."

You notice that another colleague, whom you know to be from an Aboriginal background, become upset and leave the room.

You know these are opinions that Jan has expressed before and that it seems to be deeply ingrained. Nobody else seems to mind this behaviour, and you are also aware that several other colleagues also agree with these views, even if they avoid saying it out loud in the presence of others. Sometimes, the staff room discussions get quite heated, with people using derogatory terms when making comments about Aboriginal and Torres Strait Islander people.

You are working in a situation where you and your colleagues frequently work with Aboriginal and Torres Strait Islander students and families. Some of the staff are also of Aboriginal and Torres Strait Islander descent.

Part 2 Instructions

For this part of the assessment, you are required to read the three (3) scenarios provided and complete the practical demonstration. During the role play task, you must engage with people from diverse backgrounds (as specified in the scenario) in three (3) different scenarios.

For Scenario 1:

You will need to roleplay the meeting with Gracie and her family member Amber and discuss the child’s requirements and how Acorn College will accommodate these needs. You must ensure communication between all parties is clear and assists Gracie’s understanding. You will need two (2) participants to play the roles of Gracie and Amber.

For Scenario 2:

You will need to roleplay a meeting with Danielle and the Principal acting as a neutral third-party mediator between them. You will need to explore the social and cultural differences that have led to the misunderstandings. You need to have two (2) participants to conduct this roleplay meeting.

For Scenario 3:

You will need to roleplay a meeting with Jan and explore the social and cultural differences that can lead to misunderstandings and cause offence to individuals that are of Aboriginal and Torres Strait Islander descent. You may discuss options for improving their cultural sensitivity and understanding. You will need one (1) participant to play the role of Jan.

All participants will be required to complete a Participant Form.

Roleplay Participant Instructions

Once you complete the roleplay with the student, you will need to complete the Participant Form. You will need to read through this form and check off all the items that you believe the student was able to display during the roleplay. You will need to provide a short summary of overall feedback.

You will need to submit the completed Participant Form to the student so they may submit this to the assessor to review. The assessor may contact you to verify the student’s performance during the roleplay.

Task resource requirements

Access to a real or simulated workplace environment

Access to individuals for the role play

Part 2 Participant Forms x5

Participant 1

All areas are required to be completed by a participant after the roleplay has taken place.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address

(This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

The student explained the purpose of the meeting

Yes

No

Uses work practices to make environments safe for all by:

Ensuring that communication is respectful

Valuing all contributions

Sharing knowledge

Avoiding stereotypical thinking and prejudice etc.

Yes

No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person's practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

Yes

No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Yes

No

Identifies and responds appropriately to different situations where communication constraints were present. This may include but is not limited to:

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams.

Yes

No

Arrange and utilise interpreters or other persons, if required, e.g. when English is very limited. This may include but is not limited to:

Using family member as an interpreter to ensure correct information is understood

Ensuring the information delivered is accurately translated

Yes

No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

Yes

No

Seek assistance from appropriate people in resolving misunderstandings by (Select at least one):

Obtaining supervisor assistance if they are unable to confront the situation directly.

Requesting assistance or advice in addressing or working through an issue.

Consulting with family members, other workers or meditators.

Yes

No

Identifies and develops a sense of own self and social awareness and ways in which to improve. This includes the following:

Conducting a debriefing session after meeting and discuss ways to improve own approaches

Discussing strategies with others to increase self-awareness. E.g., improving listening skills, identifying the needs of people from various cultural backgrounds, paying attention to the interaction of different people

Yes

No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Participant 2

All areas are required to be completed by a participant after the meeting has taken place.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address

(This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

The student explained the purpose of the meeting

Yes

No

Uses work practices to make environments safe for all by:

Ensuring that communication is respectful

Valuing all contributions

Sharing knowledge

Avoiding stereotypical thinking and prejudice etc.

Yes

No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person's practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

Yes

No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Yes

No

Identifies and responds appropriately to different situations where communication constraints were present. This may include but is not limited to:

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams.

Yes

No

Arrange and utilise interpreters or other persons, if required, e.g. when English is very limited. This may include but is not limited to:

Using family member as an interpreter to ensure correct information is understood

Ensuring the information delivered is accurately translated

Yes

No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

Yes

No

Seek assistance from appropriate people in resolving misunderstandings by (Select at least one):

Obtaining supervisor assistance if they are unable to confront the situation directly.

Requesting assistance or advice in addressing or working through an issue.

Consulting with family members, other workers or meditators.

Yes

No

Identifies and develops a sense of own self and social awareness and ways in which to improve. This includes the following:

Conducting a debriefing session after meeting and discuss ways to improve own approaches

Discussing strategies with others to increase self-awareness. E.g., improving listening skills, identifying the needs of people from various cultural backgrounds, paying attention to the interaction of different people

Yes

No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person's practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams

Signature

Date

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Participant 1

All areas are required to be completed by a participant after the meeting has taken place.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address

(This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

Selects and uses verbal and nonverbal communication constructively and appropriately in identifying the specific client needs by:

Engaging in clear, open communication without bias.

Tone, pitch, and intonation of voice is suitable for the specific client and in establishing needs.

Using body language appropriately – cues, eye contact, gestures, posture, and facial expressions for each client.

Implementing socially and culturally appropriate communication methods for working with each client, e.g. adjusts style to accommodate differences.

Exhibiting a calm and patient manner.

Yes

No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person's practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

Yes

No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Yes

No

Recognises issues that are likely to cause challenges or misunderstandings in communication. This may include but is not limited to:

Generational gaps.

Lack of awareness of different lifestyle practices.

Prejudice, biases or negative cultural or social stereotypes.

Language barriers or communication styles.

Disabilities and the correct terminology to use when referring to different aspects of disabilities.

Yes

No

Considers the impact of social and cultural diversity when difficulties or misunderstandings occur, e.g. difficulties may result from religious beliefs or work ethics.

Yes

No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

Yes

No

Sensitively and appropriately responds when misunderstandings. This may include but is not limited to:

Responding with consideration to the diverse backgrounds of those involved in the situation.

Identifying the misunderstanding or encouraging those involved in the situation to express where they think the misunderstanding occurred.

Seeking to understand the possible cause of the situation.

Developing and implementing strategies to resolve the issue.

Observing and describing the outcome of the strategies.

Yes

No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Participant 2

All areas are required to be completed by a participant after the meeting has taken place.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address

(This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

Selects and uses verbal and nonverbal communication constructively and appropriately in identifying the specific client needs by:

Engaging in clear, open communication without bias.

Tone, pitch, and intonation of voice is suitable for the specific client and in establishing needs.

Using body language appropriately – cues, eye contact, gestures, posture, and facial expressions for each client.

Implementing socially and culturally appropriate communication methods for working with each client, e.g. adjusts style to accommodate differences.

Exhibiting a calm and patient manner.

Yes

No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person's practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

Yes

No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Yes

No

Recognises issues that are likely to cause challenges or misunderstandings in communication. This may include but is not limited to:

Generational gaps.

Lack of awareness of different lifestyle practices.

Prejudice, biases or negative cultural or social stereotypes.

Language barriers or communication styles.

Disabilities and the correct terminology to use when referring to different aspects of disabilities.

Yes

No

Considers the impact of social and cultural diversity when difficulties or misunderstandings occur, e.g. difficulties may result from religious beliefs or work ethics.

Yes

No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

Yes

No

Sensitively and appropriately responds when misunderstandings. This may include but is not limited to:

Responding with consideration to the diverse backgrounds of those involved in the situation.

Identifying the misunderstanding or encouraging those involved in the situation to express where they think the misunderstanding occurred.

Seeking to understand the possible cause of the situation.

Developing and implementing strategies to resolve the issue.

Observing and describing the outcome of the strategies.

Yes

No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments: