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BSBDIV501 Manage diversity in the workplace

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BSBDIV501 Manage diversity in the workplace Learner Workbook Version 2.0

Student Name: 
Student ID Number: 
Trainer/Assessor Name: 
Class: 

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.

Authenticity

Students are required to sign the Assessment Cover sheet, indicating that the work they have submitted for assessment is their own.

Practical tasks and clinic observations by the assessor during placement visits ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit.

Supervisor reports (where applicable) require clinic supervisors to sign that they have observed the student undertaking the tasks detailed in the checklist

Reasonable adjustment

A legislation and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities can access and participate in education and training on the same basis as learners without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and / or assessment tasks to accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account such as the views of the learner, the potential effect of the adjustment on the learner and others, the cost and benefits of making the adjustment.

Adjustment must:

Adjustments are not required if they could

Making reasonable adjustments requires MIA to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.

Some examples of reasonable adjustments that could be made for the assessments in this workbook include:

Record any reasonable adjustments made in the space provided in the relevant task’s checklist and in the assessment record.

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.

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.

Assessment Cover Sheet

Students: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: 
Unique Student Identifier (USI): 
Email: 
Units:BSBDIV501 Manage diversity in the workplace
Trainer/Assessor Name: 
Due Date: 
Declaration: I declare that:
Student’s Signature: 
Date of Submission: 
Student feedback/comments: 

Performance Criteria

1.           Implement diversity policy

1.1         Locate and review diversity policy

1.2         Determine its application to the specific work context

1.3         Institute actions to ensure that the diversity policy is understood and implemented by relevant parties

1.4         Provide feedback and suggestions for improvement to ensure currency and efficacy of diversity policy

2.           Foster respect for diversity in the work team

2.1         Address own prejudices and demonstrate respect for difference in personal interactions

2.2         Aim for diversity in selecting and recruiting staff

2.3         Identify and address training needs to address issues of difference in the team

2.4         Manage tensions and encourage collaboration and respect between staff who struggle to work effectively with difference

2.5         Assist staff to see that working effectively with difference is a strength that can improve the organisation’s products, services and customer relations

2.6         Manage allegations of harassment and address complaints according to established organisational procedures

3.           Promote the benefits of diversity

3.1         Promote the organisation’s workforce diversity in internal and external forums to enhance the company’s image and reputation

3.2         Capture ideas and information from the diversity in the workforce to enhance products and services and contribute to competitive advantage

3.3         Support organisational efforts to value diversity

ACTIVITIES AND WRITTEN QUESTIONS

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

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

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 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 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 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 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 2B

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

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 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 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 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 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 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.                                                                                  

Major Assessments

The major 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.

Section ASkills activity
Q1                                                                                 

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.
Section BKnowledge activity (Q & A)
Q1                                                                         
Q2                                               

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.
Section CPerformance activity
Q1                                   
Q2 
Q3 
Q4 

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