Student Assessment Booklet

CHCDIV001
Work with Diverse People

Student Name:

CHC33015 Certificate III in Individual Support

14/785 Pascoe Vale Road, Glenroy, VIC 3046

 03 8609 1393 
Chandler RTO is a trading name of The Skills Development and Training Company Pty Ltd , RTO 52733.

CHCDIV001 Work with diverse

PAGE 2
people
 RECORD OF ASSESSMENT OUTCOMES:
This section records the outcome of each task/assessment requirement so that the final assessment
outcome can be determined for CHCDIV001 Work with diverse people.

The table below shows all the assessment requirements for this unit. Once a student has satisfactorily
completed all requirements related to the unit, they can be given a Final Assessment Result of ‘C-
Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment
Results should only be recorded once all tasks have been attempted.

Task Outcome

Assessment requirements/tasks Satisfactory (S)

Assessor
Not Date
initials
satisfactory
(NS)

1. Written questions

2. Culture reflections

3. Workplace observations

Final Assessment Result Result (C - Competent / NYC - Date

Not Yet Competent)

CHCDIV001 Work with diverse people

Student name:

Student ID:

Assessor name:

Assessor signature: Date: / /

CHCDIV001 Work with diverse

PAGE 3
people
 Assessment overview
This Student Assessment Booklet includes all your tasks for assessment of CHCDIV001 - Work with
diverse people.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required in this unit.

Assessment Task 2: Cultural reflections You are to reflect on your own experience of culture and diversity
in the workplace.

Assessment Task 3: Workplace observations You are to be observed by your assessor communicating with
people from diverse social and cultural backgrounds in your
workplace, in at least three different situations.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents
you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet

At the end of this task you will find an Assessment Task Cover Sheet. Please fill it in, making sure you sign the
student declaration.
Your assessor will give you feedback and will write this on the back of the Task Cover Sheet.

Reassessment
Students who are deemed NYC at the first attempt will be given two more opportunities for re-assessment
at a mutually agreed time and date without any cost to learner. If a learner fails the re-assessment after
two additional attempts, they will be advised to re-enrol in the unit and learner will be required to pay the
cost applicable for the unit. For further details, refer to Chandler RTO’s Assessment Policy and Chandler
RTO’s Course Progress Policy.

Complaints and Appeals

Students not satisfied with an assessment outcome may appeal the assessment decision by accessing
Chandler RTO’s Complaints and Appeals Policy. In the first instance, learners are encouraged to appeal
informally by contacting their trainer/assessor and discussing the matter with them. In the event that the
learner is dissatisfied with the outcome of such discussion, the learner may appeal further to either the
Lead trainer and/or course coordinator. If a learner is still dissatisfied, the learner may appeal formally and
in writing to have their result reviewed.
For more information, refer to Complaints and Appeals Policy and Procedures.

CHCDIV001 Work with diverse

PAGE 4
people
 PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be
evidence that the candidate has:
 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
 recognized situations where misunderstandings may arise from diversity and formed
appropriate responses

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
KNOWLEDGE
outlined EVIDENCE
in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
 concepts of cultural awareness, cultural safety and cultural competence and how these impact
different work roles
 concepts and definitions of diversity
 own culture and the community attitudes, language, policies and structures of that culture and how
they impact on different people and groups
 features of diversity in Australia and how this impacts different areas of work and life:
 political
 social
 economic
 cultural
 legal and ethical considerations (international, national, state/territory, local) for working with
diversity, how these impact individual workers, and the consequences of breaches:
 discrimination:
- age
- disability
- racial
- sex

 human rights:
- universal declaration of human rights
- relationship between human needs and human rights
- frameworks, approaches and instruments used in the workplace

 rights and responsibilities of workers, employers and clients, including appropriate action when
rights are being infringed or responsibilities not being carried out
 key areas of diversity and their characteristics, including:
 culture, race, ethnicity

CHCDIV001 Work with diverse

PAGE 5
people
  disability
 religious or spiritual beliefs
 gender, including transgender
 intersex
 generational
 sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual
 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures,
including:
 social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people
 own culture, western systems and structures and how these impact on Aboriginal and/or Torres
Strait Islander people and their engagement with services

 potential needs of marginalised groups, including:

 protective factors
 physical, mental and emotional health issues/care needs
 consideration of impacts of discrimination, trauma, exclusion and negative attitudes
 resources that support individuals and organisations to embrace and respond to diversity
 language and cultural interpreters
 imagery
 influences and changing practices in Australia and their impact on the diverse communities that
make up Australian society
 impact of diversity practices and experiences on personal behaviour, interpersonal relationships,
perception and social expectations of others

For all documentation on the performance criteria and assessment requirements of the unit CHCDIV001 – Work with
diverse people, please refer to the training.gov.au website with this link:
https://training.gov.au/Training/Details/CHCDIV001.

CHCDIV001 Work with diverse

PAGE 6
people
 ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name

Unit: CHCDIV001 - Work with diverse people

ASSESSMENT DETAILS
 AT1: Written questions  AT2: Cultural reflections
Assessment Type
 AT3: Workplace Observations
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of
 Yes  No
assessment?

Do you understand the requirements of this assessment?  Yes  No

Do you agree to the way in which you are being assessed?  Yes  No

Do you have any special needs or reasonable adjustment to be made for this
assessment?
 Yes  No
If yes, what are they? ………………………………………………………
………………… ……… … … .………………………………………….

Do you understand your rights to appeal the decisions made in an

 Yes  No
assessment?

None of this work has been completed by any other person.  Yes  No

I have not cheated or plagiarised the work or colluded with any other  Yes  No
student/s.

I have correctly referenced all resources and reference texts to complete  Yes  No
these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action
 Yes  No
may be taken against me.

STUDENT DECLARATION

I, , certify that the statements I have attested

above have been made in a good faith, are true and correct. To the best of my knowledge and belief,
these tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

CHCDIV001 Work with diverse

PAGE 7
people
 ASSESSMENT TASK COVER SHEET – Attempt 1

Result Satisfactory (S)  Not Yet Satisfactory  (NYS)

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment
Result Satisfactory (S)  Not Yet Satisfactory  (NYS)

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

CHCDIV001 Work with diverse

PAGE 8
people
 ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Satisfactory (S)  Not Yet Satisfactory  (NYS)

Result

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSOR DECLARATION

I, declare
STUDENT that I have conducted
ASSESSMENT APPEALS a fair, valid, reliable, and flexible assessment with this student.
I, declare that I have observed the student demonstrate unit outcomes through consistent and
Dear Student,
repeated application of skills and knowledge over a period of time.
I, declare
You can makethat
anI appeal
have provided appropriate
about an assessmentanddecision
timely feedback.
by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process or visit our website.
Trainer/Assessor Name:

 ITrainer/Assessor
have received my Signature:
assessment result and I am satisfied with the given feedback for this assessment.

 I am not satisfied about my result, and I would like to appeal regarding my result.
Date: / /

Student Signature: …………………………………. Date: ......... /.........../..................

CHCDIV001 Work with diverse

PAGE 9
people
 ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must include
your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you can
email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your responses).
 Access to a copy of the Universal Declaration of Human Rights.
WHEN DO I DO THIS TASK?
 You will do this task in your own time.
 Your assessor will provide due date for the submission of this assessment.
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need
to do one of the following:
 Answer the questions that were incorrect in writing.
 Your assessor may allow you to answer the questions that were incorrect verbally.

INSTRUCTIONS TO STUDENTS:

WRITTEN ANSWER QUESTION GUIDANCE

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These
words will guide you as to how you should answer the question. Some questions will also tell you how many
answers you need to give – for example, ‘Describe three strategies…’.
 Analyse – when a question asks you to ‘analyse’, you should do so in detail, identifying important points
and key features. Generally, you are expected to write a response of one to two paragraphs in length.
 Compare – when a question asks you to ‘compare’, you will need to show how two or more things are
similar, ensuring you also indicate the relevance of the consequences. Generally, you are expected to
write a response of one or two paragraphs in length.
 Contrast – when a question asks you to ‘contrast’, you will need to show how two or more things are
different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write
a response of one or two paragraphs in length.
 Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or
features. Generally, you are expected to write a response of two or three sentences in length.
 Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or
features and express some form of critical judgment. Generally, you are expected to write a response of
one or two paragraphs in length.
 Evaluate – when a question asks you to ‘evaluate’, you should do so putting forward arguments for and
against something. Generally, you are expected to write a response of one or two paragraphs in
length.

CHCDIV001 Work with diverse

PAGE
people
 Examine – when a question asks you to ‘examine’, this is similar to ‘analyse’. You will need to provide a
detailed response with key points and features and provide a critical analysis. Generally, you are expected
to write a response of one or two paragraphs in length.
 Explain – when a question asks you to ‘explain’, you will need to make clear how or why something
happened or the way it is. Generally, you are expected to write a response of two or three sentences in
length.
 Identify – when a question asks you to ‘identify’, you will need to briefly describe the required
information. Generally, you are expected to write a response of two or three sentences in length.
 List – when a question asks you to ‘list’, this means you will need to briefly state information in a list
format, often with a specific number of items indicated.
 Outline – when a question asks you to ‘outline’, this means giving only the main points. Generally, you are
expected to write a response of two or three sentences in length.
 Summarise – when a question asks you to ‘summarise’, this is similar to ‘outline’, only giving the
main points. Generally, you are expected to write a response of two or three sentences in length.

QUESTION 1

Answer the following questions.

a) In your own words explain the concepts and definition of ‘diversity’.

b) In your own words, explain the concepts of ‘cultural awareness’. Consider the work roles in your preferred
industry and write down how an understanding of cultural awareness can be of benefit to relationships
with others in the workplace.

CHCDIV001 Work with diverse

PAGE
people
c) In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed
in community services.

d) List TWO ways in which an organisation and its staff can demonstrate cultural competence.

1.

2.

e) In your own words, describe the concepts of ‘cultural safety’ and its impact on community service workers.

CHCDIV001 Work with diverse

PAGE
people
f) What ways could an organisation and its staff develop cultural competence? Provide at least THREE
strategies.

1.

2.

3.

CHCDIV001 Work with diverse

PAGE
people
QUESTION 2
a) Describe the legislative and ethical rights and responsibilities of employees, employers and clients to
ensure a culturally safe and diverse work environment and care experience. List in your answer the types of
requirements that must be adhered to.

b) What actions can a client take if they feel an organisation is being discriminatory and not taking due care
to meet their cultural needs?

QUESTION 3

Terese is an elderly lady whose family has decided to put her into care with some reluctance – the matriarch
is generally cared for by the family, but unfortunately Terese’s sons and daughters cannot manage with the
high level of care she now requires.
Terese speaks only a limited amount of English but can mostly understand what is being said to her. Her
family has always communicated to others for her, and have previously taken her to all doctor appointments,
specialist appointments and even banking and other daily needs.

CHCDIV001 Work with diverse

PAGE
people
a) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain
which interpreter is required in this scenario and how it will help Terese.

b) Terese’s family has given permission that the services of an interpreter can be used. Use the Internet to
locate an interpreting/translation services provider in your own local area. (You can choose Terese’s
cultural background to locate specific translation/interpretation services.) Write down their name, address
and telephone number.

QUESTION 4
A group of aged care workers are planning a social night out. Their manager is organising dinner at a local
pub, and advises staff they are welcome to bring a friend or partner and to respond via email of their
acceptance and if they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new
colleagues in a more relaxed environment. He decides he will bring his partner of 5 years, Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that Dave will
attend too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom accepts
the new date. Two days later it changes again. He is unable to attend this time, Dave has his own work
function and Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and how much
of a good time they had. Two staff get up and leave the kitchen during this chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the direction of
those who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave going to the
dinner, and that the manager kept changing the dates with the hope that Tom would be busy, and that the rest
of the staff could still come.

CHCDIV001 Work with diverse

PAGE
people
a) Identify the type of legislation and types of workplace procedures that have been breached and how.

b) Explain how this situation can impact the cultural safety of the workplace.

c) Explain how this situation can impact Tom socially and professionally. Consider in your response the impact
on his relationships with others in the workplace and his relationship with Dave.

d) Explain actions that Tom could take in this situation. Imagine that his workplace does not handle
the situation and Tom continues to be excluded. What could he do next?

QUESTION 5
a) Describe the purpose of the Universal Declaration of Human Rights.

CHCDIV001 Work with diverse

PAGE
people
b) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide
an example.

c) Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What
fundamental rights has Tom been refused?

d) What are some of the frameworks, approaches and instruments used in aged care industry workplaces
that relate to human rights? List at least 3

CHCDIV001 Work with diverse

PAGE
people
QUESTION 6
a) List at least THREE effective strategies that could encourage effective communication in a
situation where there is a language barrier.

1.

2.

3.

b) List TWO strategies you could use if you were involved in a cross-cultural conflict with a work colleague and
needed to sensitively resolve it.
1.

2.

c) Describe the effectiveness of visual imagery when communicating information to diverse audiences.

CHCDIV001 Work with diverse

PAGE
people
d) Provide at least THREE examples of universal imagery or colours used within the workplace (you may draw
examples where required).

1.

2.

3.

QUESTION 7
a) Explain how diversity has impacted Australia’s ever-changing economic, employment, social,
cultural and political landscape. Write at least one paragraph for each area.

CHCDIV001 Work with diverse

PAGE
people
b) Using at least THREE paragraphs, now write about how Australia’s diverse community has been impacted
(consider both positives and negatives) by the changing economic, employment, social, cultural and
political landscape.

CHCDIV001 Work with diverse

PAGE
people
QUESTION 8
a) Key areas of diversity have been listed below. Provide answers to each question. Note: remember to
be sensitive and respectful in your definitions and responses.

Disability Provide three examples of different types of disability you may encounter in your preferred
work role/industry.

Culture Provide a definition of ‘culture’.

Ethnicity Provide a definition of ‘ethnicity’.

Religion Provide a definition and three examples of ‘religion’.

Spirituality Provide a definition of ‘spirituality’.

CHCDIV001 Work with diverse

PAGE
people
Gender Provide a definition of ‘gender’.

Transgender Provide a definition of ‘transgender’.

Intersex Provide a definition of ‘intersex’.

Lesbian Provide a definition of ‘lesbian’.

Gay Provide a definition of ‘gay’.

CHCDIV001 Work with diverse

PAGE
people
Bisexual Provide a definition of ‘bisexual’.

Heterosexual Provide a definition of ‘heterosexual’.

Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this
generation.

Provide a definition of ‘Generation X’. List two common stereotypes of this generation and
two common characteristics

Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation.

CHCDIV001 Work with diverse

PAGE
people
 b) For each group, identify one way that the group’s characteristics inform how you provide care
and services to them.

Disability Choose two of the three types of disability you identified above and provide an
answer for each.

Culture

Religion and spirituality

Transgender

CHCDIV001 Work with diverse

PAGE
people
 Lesbian, gay, bisexual

Generational: Generations X
and Y

Generational: Baby Boomers

and older

QUESTION 9

a) Martin,
Answer 58,the
is sitting in a conference
following room Martin’s
questions about being interviewed
situation.for a job. It is all going well, but then one
interviewer asks how old he is, as his date of birth wasn’t indicated on his resume.
 What breach has the workplace committed?
Martin refuses to give his age – he states that his age is not an indicator of whether he can do the job well, but
his work experience, knowledge and strong references should be what proves his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-year-
old female because they felt a ‘younger person with a soft approach’ would be best for the position.

CHCDIV001 Work with diverse

PAGE
people
  What could be the consequences of this scenario?

 What do you think would be the impact on Martin in this situation?

Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of her
favourite cafés for something different. As Giovanni’s guide dog is working, it is harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks them to leave.
Cathy is taken aback and asks why. The employee states that pets are not permitted inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health
regulations have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more for them.

a) Answer the following questions about Giovanni and Cathy’s situation.

 What breach has the café committed?

CHCDIV001 Work with diverse

PAGE
people
  What could be the legal consequences of this scenario?

 What do you think would be the impact on Giovanni and Cathy in this situation?

b) Umair has the

Answer finished his Certificate
following questionsIVabout
in Ageing Support.
Umair’s He has passed all his assessments and the feedback from
situation.
his trainers has been very positive.
 What
Umair is verybreach has
excited to the
get workplace committed?
a job – he enquires at his placement organisation, but unfortunately, they do not have
any jobs available at the moment. The manager promises to let him know if any jobs are going to be advertised, as
she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his friends, he
decides to call the last workplace his applied to and ask why he wasn’t considered for an interview. He is put
through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about you. Yes, the manager didn’t
want to put your application through further because they thought some of our elderly clients might be unsettled
by a Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!

CHCDIV001 Work with diverse

PAGE
people
  What could be the consequences of this scenario?

 What do you think would be the impact on Umair in this situation?

c) Review the Universal Declaration of Human Rights and identify Article/s that are being breached
in Umair’s story.

QUESTION 10
a) Explain why some people experience marginalisation.

CHCDIV001 Work with diverse

PAGE
people
b) Explain how those in marginalised groups may be impacted by trauma, discrimination, negative
attitudes and exclusion. In your response, refer to the needs of:
 people with disability
 those who are ageing
 those with mental health/emotional issues.

c) List THREE protective factors that can help those in marginalised groups to cope.

1.

2.

3.

QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may exist when working
with:

a) Someone of an older generation.

CHCDIV001 Work with diverse

PAGE
people
 1.

2.

3.

b) A person with a disability.

1.

2.

3.

CHCDIV001 Work with diverse

PAGE
people
QUESTION 12
Research the social, political and economic issues that are affecting Aboriginal or Torres Strait Islander people
and write at least One paragraph about each issue you identify and its impact.

QUESTION 13

Explain how the Australian culture and systems and structures impact Aboriginal and/or Torres Strait Islander
people are impacted on engaging with services?

CHCDIV001 Work with diverse

PAGE
people
 ASSESSMENT TASK 2: CULTURAL REFLECTIONS

TASK SUMMARY:
You are to write a reflective report on your own experience of culture and diversity in your
workplace environment.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks, learning materials and the Internet for research.
 Workplace policies and procedures on working with diversity

WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Your assessor will provide due date for the submission of this assessment.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need
to do one of the following:
 Answer the questions that were incorrect in writing and resubmit entire assessment.
 Your assessor may allow you to answer the questions that were incorrect verbally.

INSTRUCTIONS:
For this task, you are required to reflect on your own attitudes, beliefs and perceptions of cultural diversity in the
workplace (if you are a classroom-based student, think about your experiences so far while undertaking your
work placement, or your experiences when working in a previous role).
You are to write a reflective report that covers each item below. You can use the headings provided below to
separate your discussions. You must cover each bullet point and attach your report to the back of this booklet
Remember that cultural sensitivity and competence is not just shown in how you speak and interact with others,
but how you write about different cultures and your opinions and perspectives.

1: YOUR OWN CULTURE

 Discuss your cultural/social background and that of your family. What language, policies/structures and
customs are relevant to your own culture? How do you think your own background impacts on people
from backgrounds/cultures different to your own?
 How do your cultural beliefs, values and experiences affect your own behaviour, your relationships with
others and your social expectations of others from different cultures?
 How do you think your culture has impacted Australian society – consider now and its impacts in the future?
Do you think there has been positive change?
 What changing practices to Australia’s political, economic and social landscape do you believe have
directly impacted your culture?
 Consider what you have learned during this unit of competency. What cultural biases or assumptions
did you have before undertaking this unit?

CHCDIV001 Work with diverse

PAGE
people
2: DIVERSITY IN THE WORKPLACE
Note to the student: where you refer to specific colleagues, supervisors or clients, do not identify them by name.
You may like to use ‘Colleague A’ or ‘Client 1’ or similar.
 Provide some detail about your workplace (or the service you are doing your placement at). How diverse
is this workplace in terms of staff and client base? Consider race, gender, sexual identity, religious and
spiritual beliefs and other areas that define diversity in your response.
 How do you, in your day-to-day work activities, show that you value and respect people from
different cultures and backgrounds to your own? Provide at least three examples.
 How culturally competent is your workplace? Give a reason for your ratings.
 How do you think your ability to build professional relationships with your colleagues and clients
encourages a culturally safe work environment?
 How does your own cultural background affect your communication style and delivery in the workplace?
Have you been involved in a cross-cultural misunderstanding with anyone in the workplace, or experienced
a difficult situation that stemmed from diversity?

If yes, explain the situation and the strategies you used to bring it to a respectful, sensitive resolution.

If no, explain a situation you have either seen occur between others in the workplace, or have heard about.
Discuss the strategy used to deal with the situation – do you agree with the way in which it was handled, or
would you have done it differently?
 What is one limitation or barrier you feel you have when working with people from backgrounds or
cultures different to your own? What do you think you can do to remove the barrier or address the
limitation?
 What frameworks, approaches and instruments are used in your workplace to not only champion
human rights, but to also adhere to legislative and ethical requirements? In your response, ensure you
are also referring to frameworks and procedures that deal with discriminatory practices and behaviours.
 What interpreter services does your workplace use or make available to its staff and clients? What is
the process used? How does your workplace ensure that the situation requires an interpreter, and that
the person’s communication needs are met?
 What imagery is used in your workplace to assist with a culturally competent and culturally safe workplace?


Note: Student may use additoinal white pages if needed or as necessary.

CHCDIV001 Work with diverse

PAGE
people
CHCDIV001 Work with diverse
PAGE
people
CHCDIV001 Work with diverse
PAGE
people