CHCDIV003

Manage and promote

diversity (Release 1)

Learner Workbook
V2.0

Table of Contents
Section 1 - Unit of competency details................................................................................3
Section 2 – Assessment tasks..............................................................................................3
Section 3 – Instructions to Learners.................................................................................3
3.1 Assessment Instructions.................................................................................................3
3.1.1 Overview.................................................................................................................. 3
 3.1.2 Active Participation.................................................................................................4
3.1.3 Competency outcome.............................................................................................. 5
3.1.4 Assessment appeals process....................................................................................8
3.1.5 Candidate Details.................................................................................................... 9
Assessment Task 1 - Knowledge Assessment....................................................................10
Assessment Task 2- Practical Assessment.........................................................................27
Assessor Instructions........................................................................................................... 27
Learner Instructions............................................................................................................. 27
Task 1 Foster Diversity in Workplace................................................................................28
Role Play......................................................................................................................... 28
Observation Checklist 1.1 (For Assessor’s Only).........................................................30
Task 2 Case Study 1 (Adapt Communication Strategies)...................................................33
Observation Checklist 2.1 (Assessor’s Use Only).........................................................36
Case Study 2 (Adapt Communication Strategies)...........................................................38
Observation Checklist 2.2 (Assessor’s Use Only).........................................................41
Task 3 Adapt Professional Development for Diverse Workforce Needs.............................44
Record of Assessment (Assessor’s Use Only)....................................................................45

CHCDIV003 Learner Workbook Version 2.0 Page 2 of 52

Section 1 - Unit of competency details
Unit of competency
Code: CHCDIV003
Name: Manage and Promote Diversity
Releases: 1
Release date: 6/Aug/2015

Section 2 – Assessment tasks

The learner must successfully perform each of the following assessment tasks to gain
satisfactory in order to demonstrate competence.
Assessment method/ Type of evidence Document
Assessment Task 1 - Knowledge Assessment ☒
Assessment Task 2 – Practical Assessment ☒

Section 3 – Instructions to Learners

3.1 Assessment Instructions

3.1.1 Overview
Prior to commencing the assessments, the trainers and/or assessors will explain each assessment task
including the terms and conditions which relate to the submission of your assessment task. Learners
must read and understand all the information regarding the unit of competency requirements (UoC)
before performing assessment activities. Please consult with the trainers and/or assessor if there is
any question. It is important that learners understand and adhere to the terms and conditions, and
address fully each assessment task.
a. Written work
Assessment tasks are used to measure learners’ understanding and underpinning skills and
knowledge of the overall unit of competency (UoC). When undertaking any written assessment
tasks, learners are required to address the following criteria:
 Address each question including any sub-points
 Demonstrate that learners have researched the topic thoroughly

CHCDIV003 Learner Workbook Version 2.0 Page 3 of 52

  Cover the topic in a logical, structured manner
 Learners’ assessment tasks are well presented, well-referenced and word
processed
b. Observation/practice work
Assessment tasks are related to learners’ practical activities which are used to assess their
knowledge and skills for units of competency (UoC). When undertaking any practical
assessment activities, learners are required to address the following criteria:
 Address each action required to perform during assessment activities
 Demonstrate the abilities to the topic thoroughly
 Address requirements in the training packages
 Learners’ assessment activities are performed safely,

3.1.2 Active Participation

It is a condition of enrolment that learners actively participate in their studies. Learners’ active
participation is required in order to complete all the assessment tasks on time.
a. 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 learners have any doubts about including the work of other authors in your
assessment, they are expected to consult their trainers and/or assessors. 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.
b. 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.
c. Confidentiality

CHCDIV003 Learner Workbook Version 2.0 Page 4 of 52

 The college 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.

3.1.3 Competency outcome

There are two outcomes in each assessment activity/task: S = Satisfactory and NS = Not Satisfactory
(requires more training and experience and/or assessment resubmission).
Once the learner has successfully completed all the assessments for the unit of competency, the
learner will be awarded “Competent” (C). However, if the learner has not successfully completed all
the assessments required in the unit of competency on time, they can be given “Not Yet Competent”
(NYC) for the unit of competency. Learners will be provided with clear and constructive feedback
based on the assessment decision.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the UoC. To demonstrate competence in this
unit, learners must undertake all assessment activities and have them deemed satisfactory by the
trainer and/or assessor. Once learners have demonstrated the required level of performance, they will
be deemed competent in this UoC.
As part of the assessment process, all learners must abide by the assessment policy and procedure and
any other relevant policies.
a. Re-assessment conditions
 If the evidence is graded as NS – Not Satisfactory, learners will be given the
opportunities to re-submit the assessment evidence. In this case, learners will be
provided with clear and constructive feedback based on the assessment decision
so that they can improve their skills / knowledge prior to reassessment.
 Where a ‘NS – Not Satisfactory’ judgement is made, learners will be
given guidance to improve their performance and provided the
opportunity to resubmit evidence to demonstrate competence based on the
assessment policy and procedure. The trainers and/or assessors will
determine and provide the feedback for NS – Not satisfactory on any of
the criteria.

CHCDIV003 Learner Workbook Version 2.0 Page 5 of 52

  If learners do not complete the assessment, they should notify their
trainers and/or assessors as to why they did not complete the assessment
and if due to illness, a medical certificate must be produced.
b. Intervention strategies
 College’s has intervention strategies, including learner support services
available to enable learners to complete qualification in the expected time frame.
Learners at risk of not completing within this time frame are identified as early as
possible and an intervention strategy may be put in place.

Additionally, learners are permitted during their study to request:

a. Reduction of study hours
Learners will be able to apply for reduction of study hours in case a learner has been granted
credit transfer or based on the learner’s progression during training and assessment, or both.
Learners will be required to prove that their prior knowledge is relevant to the qualification.
They may get a reduction in the qualification duration after they prove their relevant
knowledge and skills. Also, the assessment completed by learners will help in deciding
whether learners will be allowed the reduction in study hours or not. Reduction of study hours
will be granted as per the assessment policy and procedure.

b. Special needs
Learners with special needs (e.g., sickness, disability, etc) 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. Additionally, trainers and assessors can refer
learners to any other services available in the college such as:
 assessment and exam adjustments
 alternative formatting
 timetable adjustments
 access to assistive technology
 training and assessment support
 learning support
Eligibility for these services is determined on an individual needs basis, upon review of the
recommendations made in learners’ supporting documentation and consultation with a college
staff such as trainers/assessors, and learner support officers.
c. Reasonable adjustment

CHCDIV003 Learner Workbook Version 2.0 Page 6 of 52

 ‘Reasonable adjustment’ in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a candidate with a
disability. A reasonable adjustment can be as simple as changing classrooms to be
closer to amenities or installing a particular type of software on a computer for a
person with vision impairment.

Why are we considering to make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that candidates with disabilities have:
 The same learning opportunities as candidates without disabilities, and
 The same opportunity to perform and complete assessments as those
without disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
 Customising resources and assessment activities within the
training package or accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and
during the course
 Monitoring the adjustments to ensure candidate needs continue
to be met

Assistive/Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November
2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:

CHCDIV003 Learner Workbook Version 2.0 Page 7 of 52

Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally
would not be a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.

3.1.4 Assessment appeals process

If learners feel that the assessment processes are unfair and/or assessment outcomes are not at the
satisfactory level, learners have the right to lodge a complaint and appeal based on the complaint and
appeal policy and procedure. They must first discuss the issue with their trainer/assessor. If they
would like to proceed further with the request after discussions with your trainer/assessor, learners
need to lodge their appeal via the complaint and appeal form. Learners are required to refer to the
complaint and appeal policy and procedure for the complaint and appeal process.

CHCDIV003 Learner Workbook Version 2.0 Page 8 of 52

3.1.5 Candidate Details
Assessment – CHCDIV003 – Manage and Promote Diversity

Learners are expected to complete the assessment activities and hand in to their work to trainers

and/or assessors for marking. This forms part of learner’s assessment for CHCDIV003 – Manage and

Promote Diversity

Name: ____________________________________________________________

Learner ID: ____________________________________________________________

Email: ____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the

exception of where I have listed or referenced documents or work and that no part of this assessment

has been written for me by another person. I also understand the assessment instructions and

requirements and consent to being assessed.

Signed: ____________________________________________________________
Date: _____________________________________________________________

CHCDIV003 Learner Workbook Version 2.0 Page 9 of 52

Assessment Task 1 - Knowledge Assessment
Instruction to learners

Learners must answer all below questions correctly, sufficiently and properly.

Question 1

Briefly describe the below concepts:

a. Cultural Awareness
b. Cultural Safety
c. Cultural Competence

CHCDIV003 Learner Workbook Version 2.0 Page 10 of

52
Question 2

Describe how cultural awareness, cultural safety, and cultural competence influence
leadership and management practices in your workplace respectively.

Question 3

Define Diversity and Diversity in Workplace

Question 4

Provide Examples of different aspects of diversity?

Question 5

Answer the below questions regarding the defining traits or characteristics of the following
facets of diversity: Disability, Religious or Spiritual Beliefs, Gender, Generational, Sexual
Orientation, Sexual Identity, Culture, Race, Ethnicity.

a. Explain the distinctions between race and ethnicity and their significance in fostering
diversity.
b. How do disabilities contribute to diversity, and what challenges might individuals
with disabilities face in various environments?
c. What role do religious or spiritual beliefs play in shaping diversity, and how can
understanding different beliefs foster inclusivity?

CHCDIV003 Learner Workbook Version 2.0 Page 11 of

52
 d. In what ways does gender diversity, including transgender individuals, enrich
organizational or societal dynamics?
e. Could you elaborate on the concept of intersexuality and its implications for
diversity and inclusion?
f. How does generational diversity impact workplaces and communities, and what are
some common stereotypes associated with different age groups?
g. What is the significance of recognizing and embracing various sexual orientations
and identities, such as lesbian, gay, bisexual, and heterosexual, in promoting
diversity and acceptance?

Question 6

How can workplaces cultivate an inclusive environment that respects and supports
individuals with different sexual orientations and identities, including lesbian, gay, bisexual,
and heterosexual employees, ensuring equal treatment and opportunities for everyone?

Question 7

Answer the following questions on roles of leaders in encouraging diversity.

A. How can leaders and managers actively influence and shape work practices to ensure
they align with diversity goals and foster an inclusive workplace culture?

CHCDIV003 Learner Workbook Version 2.0 Page 12 of

52
 B. In what ways can leaders and managers enhance work service delivery to prioritize
diversity, ensuring equitable access and outcomes for all employees while meeting
organizational objectives?

Question 8

How have workplace diversity practices, such as implementing diversity training and
mentorship programs, influenced your personal behavior and interactions with colleagues
from diverse backgrounds? Have these experiences positively affected your understanding of
different perspectives and cultures?

Question 9

In what ways do workplace diversity practices, like fair hiring practices and addressing racist
remarks, impact social expectations and interactions between employees, leading to a more
inclusive and respectful work culture?

Question 10

Below are examples of Direct and Indirect discrimination from different features of diversity.

Provide the following for each type of discrimination:

i. A diversity practice that can be done (on a management level) to answer the
discrimination provided.

ii. An anti-discrimination act (that is relevant to the diversity practice) from:

a. the State/Territory of your workplace

CHCDIV003 Learner Workbook Version 2.0 Page 13 of

52
 b. the national anti-discriminations

iii. Ethical considerations for the diversity practice provided.

Responses must be contextualised in your workplace. Indicate the specific section in the anti-
discrimination act where you sourced your response, e.g. Part 2, Division 1 (Section 5A)

CHCDIV003 Learner Workbook Version 2.0 Page 14 of

52
 Feature of Diversity: Age

Direct Discrimination Denial of an employee’s access to opportunities for promotion based on age.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

Indirect Discrimination A workplace requirement has disadvantaging effects on people of a certain age.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

CHCDIV003 Learner Workbook Version 2.0 Page 15 of 52

 Feature of Diversity: Disability

Direct Discrimination Ramps for people on wheelchairs are not provided, and requests for its creation are
denied.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

Indirect Discrimination A workplace requirement has conditions that are disadvantaging to employees with
disabilities.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

CHCDIV003 Learner Workbook Version 2.0 Page 16 of 52

 Feature of Diversity: Racial

Direct Discrimination Denial of a potential employee’s access to hiring based on race.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

Indirect Discrimination A workplace imposed a term where an employee of a certain race cannot comply.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

CHCDIV003 Learner Workbook Version 2.0 Page 17 of 52

CHCDIV003 Learner Workbook Version 2.0 Page 18 of 52
 Feature of Diversity: Sex

Direct Discrimination Denial of an employee’s access to promotion due to pregnancy

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

Indirect Discrimination A workplace has an unreasonable practice for people of a specific gender.

Diversity practice:

State/Territory anti-discrimination act Ethical Considerations

National anti-discrimination act

CHCDIV003 Learner Workbook Version 2.0 Page 19 of 52

CHCDIV003 Learner Workbook Version 2.0 Page 20 of 52
Question 11

Consider the equal opportunity or anti-discrimination act implemented in your state/territory.

a. Specify your state/territory.

b. Identify the equal opportunity or anti-discrimination act implemented in your

state/territory.

The act can either be named as an equal opportunity act or anti-discrimination act depending
on the state/territory.

c. Briefly explain how the act upholds equal employment opportunity in the context
of your workplace.

Question 12

Examine both Part I and Part II of the Australian Human Rights Commission Act.
Answer the following questions:
A. Identify the five international human rights instruments referenced in the act for the
recognition of human rights and freedom.
B. What is the principal purpose and extent of the Australian Human Rights Commission
Act?
C. What powers and functions are vested in the Australian Human Rights Commission by
the Act, and can you provide an example of its practical application?

CHCDIV003 Learner Workbook Version 2.0 Page 21 of 52

 D. How does the Australian Human Rights Commission Act contribute to fostering a
culture of respect and protection for human rights in the country?

Question 13

Refer the case study scenario to answer the question.

Scenario: Alex, a skilled pharmacist with an exemplary track record, applies for a vacant
pharmacist position at Health Plus Pharmacy. Despite being qualified and capable of performing
the job, Alex faces discrimination during the hiring process due to his physical disability. Emily,
the store manager, hesitates to offer the job to Alex, assuming that his disability may hinder his
ability to perform the required tasks efficiently.

Characters:

1. Alex - A highly qualified and experienced individual with a physical disability, seeking a
pharmacist position at Health Plus Pharmacy.

2. Emily - The store manager responsible for hiring new employees.

3. Health Plus Customers - Regular clients who visit the pharmacy for various health needs.

Based on the above case study, describe rights and responsibilities of workers, clients and
employers.

CHCDIV003 Learner Workbook Version 2.0 Page 22 of 52

Question 14

Provide at least four (4) benefits of diversity at workplace?

Question 15

Answer the following questions regarding direct and indirect discrimination.

A. What is direct age discrimination, and can you provide an example to illustrate it?
B. How does indirect age discrimination manifest in various settings, and what impact does
it have?
C. Can you explain what direct disability discrimination is, and offer an example to
illustrate it?
D. In what ways does indirect disability discrimination occur, and what challenges might it
pose for individuals?
E. What are examples of racial discrimination, both in direct and indirect forms?
F. How does direct sex discrimination manifest in different contexts, and what
consequences can it have?
G. Can you provide examples of indirect sex discrimination and how it may affect
individuals in various situations?

CHCDIV003 Learner Workbook Version 2.0 Page 23 of 52

Question 16

Below are scenarios about diverse clients.

A. Scenario 1

Sunshine Health Services is a healthcare organization that provides various medical services to
the community. They have a website where they publish important forms and information for
clients to access conveniently. However, they have received feedback from some clients about
the challenges faced by older clients and clients with disabilities while navigating the website to
find the required forms and information. Review the scenario carefully and answer these
questions.

a. Identify adjustments the organisation can employ to make information easily accessible
for older clients and clients with disabilities? (Equitable)

b. Explain how those adjustments you identified in the previous item are useful for your
older clients and clients with disabilities? (Effective)

B. Scenario 2

A progressive retail store, "EcoWear Boutique," recently conducted a customer survey to

understand the demographics of their clientele. The survey aimed to gather information about
gender identity to better tailor their marketing strategies and products. However, upon reviewing
the survey results, they realized that many of their customers' gender identities were not
accurately represented due to a lack of options and biased language in the survey.

a. Identify adjustments the organisation can employ to make sure clients will not feel
misrepresented?

b. Explain how the adjustments you identified in the previous item are effective for your
clients?

CHCDIV003 Learner Workbook Version 2.0 Page 24 of 52

Question 17

Below are scenarios about diverse clients. Review each scenario carefully and answer the
questions that follow.

A. Scenario 1

Person C is a dedicated community outreach worker, determined to make a positive impact in the
neighborhood. They have a visual impairment and rely on assistive technologies like screen
readers to access information. However, at the community center where they work, digital
documents and online resources are not optimized for accessibility, making it challenging for
Person C to access essential information. This lack of accessibility limits their ability to
effectively communicate with community members and provide necessary support, ultimately
affecting the overall inclusivity and success of the community services initiatives.

i. Based on the scenario, identify the barrier to the person’s inclusion?

ii. Identify what can be done in order to improve Person C’s situation.

B. Scenario 2

Person D, who is from Mexico, recently joined a software development company renowned for
its diverse and talented workforce. However, during a team meeting, Person D faced challenges
in fully participating as the discussion was primarily conducted in English, which is not their
native language. As a result, Person D felt excluded from contributing their ideas and expertise,
leading to a disconnect with their colleagues and affecting their overall confidence and job
satisfaction.

i. Based on the scenario, what is the barrier to the person D’s inclusion in the organisation?

CHCDIV003 Learner Workbook Version 2.0 Page 25 of 52

 ii. Identify what can be done to improve Person B’s situation.

CHCDIV003 Learner Workbook Version 2.0 Page 26 of 52

 C. Scenario 3

Person D is a talented software developer with five years of experience in the tech industry. They
applied for a senior developer position at a renowned software company. During the interview
process, Person D disclosed that they are transgender. Despite their impressive qualifications,
skills, and expertise, the potential employer decided not to hire them based on their gender
identity.

i. Based on the scenario, what is the barrier to the applicant’s inclusion?

ii. Identify what can be done to improve Person C’s situation.

Question 18

Listed below are examples of cross-cultural communication strategies that can be applied in the
workplace.
Provide one example of how you can incorporate each strategy into your workplace.
Base your responses on your current work role or a work role you are familiar with. Specify this
below for your assessor’s reference.

CHCDIV003 Learner Workbook Version 2.0 Page 27 of 52

 Your current work role
or a work role you are
familiar with
Cross-cultural Examples of how these strategies can be incorporated into your
communication work practices
strategies

i. Use of
interpreter or
translation
services

ii. Active listening

iii. Proper non-

verbal
communication

CHCDIV003 Learner Workbook Version 2.0 Page 28 of 52

Question 19

Identify and briefly describe at least two inclusivity principles in your workplace and explain
how they are implemented.

Question 20

Listed below are examples of workforce and diversity planning strategies that can be applied in
the workplace. Provide an example of how you can incorporate each strategy into your
workplace.

Examples of diversity planning strategies How it can be practised in the workplace

i. Disability access plans

ii. Aboriginal employment strategy

Assessment Task 2- Practical Assessment
Assessor Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace or in an
environment with conditions similar to that of a real workplace.
This assessment will help the learner demonstrate skill requirements relevant to managing and
promoting diversity in the workplace.
The Practical Assessment includes the following:
Case Studies: A set of tasks or activities completed according to set instructions and guidelines
to meet the requirements of the relevant unit(s). A simulated environment with case study
scenarios is provided to complete the tasks and activities.

Learner Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace or in an
environment with conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to managing and
promoting diversity in the workplace.
The Practical Assessment includes the following:
Case Studies: A set of tasks or activities completed according to set instructions and guidelines
to meet the requirements of the relevant unit(s). A simulated environment with case study
scenarios is provided to complete the tasks and activities
Task 1 Foster Diversity in Workplace

Introduction:
Unity Care Community Services is a leading organization dedicated to providing disability
care services to a diverse clientele. The company prides itself on maintaining a welcoming and
inclusive environment for both clients and staff, ensuring cultural sensitivity in all interactions.
The team consists of dedicated community service workers who are well-trained to respect and
appreciate the diversity of their clients.

Scenario:
During a team meeting at Unity Care, two colleagues, Lisa and Tom, engage in discriminatory
behavior towards a new client, Mr. Ahmed, who recently joined the disability care program.
Mr. Ahmed is a senior citizen from a Middle Eastern cultural background.
Lisa begins the conversation by expressing reservations about working with Mr. Ahmed due to
his age. She assumes that he might struggle to adapt to modern technology and could be
challenging to work with.
Tom chimes in, making disparaging remarks about Mr. Ahmed's cultural practices, mocking
his attire, and perpetuating stereotypes about his background.
Unbeknownst to Lisa and Tom, another client, Ms. Johnson, overhears their conversation and
joins in without realizing the harm she is causing. Ms. Johnson makes negative comments
about Mr. Ahmed's age and cultural background, using non-acceptable language, further
contributing to the discriminatory conversation.

You are Sarah, a disability support worker in Unity care and you came to know about this
incident involving your colleague’s discriminatory behaviour towards a new client.
Recognizing the severity of the situation, you decide to intervene and stop your colleagues and
immediately bring the matter to the attention of the organization's manager, Mark.

Case Study 1 Fostering Diversity in Unity Care Community Services

Role Play
Steps to take:
Based on the above case study Conduct a role play. You will role play Sarah
Get Four volunteers to act as:
 Lisa (Colleague 1)
 Tom (Colleague 2)
 Mr. Ahmed (Client 1)
 Ms. Johnson (Client 2)
2. Before the role-play activity, discuss and review the scenario provided above with
 your volunteers before starting so you can prepare for the activity.
3. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate
during the role play activity. Review all the skill requirements in this checklist before
starting the role play so you can prepare.
4. In this role-play activity, your goal is to accomplish the following tasks:
 Model two individual behaviours to at least two different colleagues that
demonstrate respect for diversity.
 Assist two different colleagues to accept diversity in relation to both colleagues
and clients
 Coach two different colleagues to accept diversity in relation to both colleagues
and clients
 Promote at least two benefits of having a diverse workforce as per relevant
policies and procedures
 Encourage collaboration and the experience of working with diverse clients and
colleagues
5. Document the performance through video recording. The video recording must not be
longer than 10 minutes.
At the start of the recording, state the date and time.
6. Complete the task 1 Provide Coaching and Mentoring associated with the role play
activity you carried and document your response in the space provided.

Task 1 Provide Coaching and Mentoring

Note: As part of your role play, you must have completed the following tasks:
 Assisted and coached at least two colleagues in accepting diversity.
 Mentored at least one colleague in accepting diversity
1. Discuss how you assisted and coached two of your colleagues in accepting
diversity when working with colleagues and clients.
Be specific in your responses. Provide a descriptive narrative of how coaching was demonstrated in
the role play. Include in your responses the situation, strategies, and/or people involved in these
instances.

2. Discuss how you mentored at least one of your colleagues in accepting diversity
when working with colleagues and clients.
 Be specific in your responses. Provide a descriptive narrative of how mentoring was demonstrated
during role play. Include in your responses the situation, strategies, and/or people involved in these
instances and how long you have mentored this colleague.
Remember that coaching and mentoring is different. Coaching is short-term, performance-driven, while
mentoring is long-term and development-driven.

Observation Checklist 1.1 (For Assessor’s Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Learner name
Workplace/organisation
Date completed

Observation Checklist Outcome

Observations of learner's Role Play Performance YES/NO
Yes NO
1. Actively engage in role play by showcasing respectful and inclusive
behavior towards all individuals involved.

Yes NO
2. Demonstrate an understanding of cultural sensitivity and avoid
perpetuating stereotypes or making discriminatory comments.

Yes NO
3. Treat Mr. Ahmed with the same level of care and respect as any other
client, regardless of his age and cultural background.

Yes NO
4. Demonstrating openness to hearing opinions and ideas of others
regardless of their race, culture, age, sex, gender, language, religious or
political beliefs, etc.

Yes NO
5. Did she respond assertively when witnessing discriminatory behavior
from her colleagues?
 Yes NO
6. Did the learner address Lisa and Tom's discriminatory behavior during
the role play.

Yes NO
7. Use effective communication skills to help her colleagues understand the
importance of embracing diversity and inclusion in their interactions
with clients.

Yes NO
8. Showing genuine interest of what other people can share about their
backgrounds, history, and experiencing arising from their race, culture,
age, sex, gender, language, religious or political beliefs, etc.

Yes NO
9. Did she provide suggestions or strategies to Lisa and Tom on how they
can improve their cultural sensitivity and respect for clients from diverse
backgrounds?

Yes NO
10. Communicated regarding the benefits of diverse workforce as per
relevant policies and procedures.

Yes NO
11. Did Sarah collaborate with her colleagues to create a more inclusive
work environment for everyone, including clients and staff?

Yes NO
12. Did she address their inquiries, questions, and concerns in relation to
how to interact with other colleagues, especially culturally and
linguistically diverse (CALD) colleagues.

Yes NO
13. Providing additional information, advice or clarification on a particular
work instruction relevant to interacting with other colleagues, especially
culturally and linguistically diverse (CALD) colleagues.

Yes NO
14. Refers to relevant organizational policies and procedures relevant to
workplace diversity.

Overall Comments/ Feedback

Provide your comments here:

The learner’s performance was: Satisfactory Not Yet

Satisfactor
y

Assessor Declaration
By signing here, I confirm that I have observed the learner, whose name appears above, during
the meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in
the video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the learner’s performance during the meeting (as shown in the video recording).

Assessor’s signature
Assessor’s name
Date signed

Complete the table below:

1. Coaching
Working with other Colleagues Working with Clients
Colleague 1

Colleague 2

2. Mentoring:
 Working with other Colleagues Working with Clients
Colleague 1

Task 2
Case Study 1 (Adapt Communication Strategies)

Scenario 1
You are Kylie, a dedicated team member at "Community Care Services," a renowned
organization that specializes in offering essential support to diverse communities within the
locality. The company is deeply committed to fostering continuous learning and development,
regularly organizing comprehensive training sessions to equip its employees with the
indispensable skills and knowledge necessary for their respective roles.
Training Dilemma: In a recent turn of events, the organization conducted an array of pivotal
training sessions, encompassing crucial subjects pertaining to community service, policies, and
operational protocols. These sessions are meticulously structured with the primary intent of
empowering employees by providing them with the indispensable tools required to effectively
serve the community. However, a specific group of team members, who have recently become
part of the organization, has approached Kylie with heartfelt concern. This group consists of
Japanese employees who have opened up about their ongoing struggles in comprehending and
fully absorbing the training content. Their difficulty stems from the fact that English is their
second language, and the intricacies of the English language, particularly complex
terminologies and concepts, are proving to be a significant challenge for them. As a result,
these team members are apprehensive that their current predicament might impede their
potential to execute their duties effectively and make meaningful contributions to the
collective team effort.
Question 1

What techniques or communication strategies can be employed to ensure that the training
sessions cater to the varying language proficiency levels of the diverse team members?

Question 2

Could you suggest a group-oriented approach that would allow the Japanese team members to
collaborate and help each other overcome language-related challenges?

Question 3

What personalized strategies can Kylie employ to ensure that the Japanese employees feel more
comfortable and engaged during the training sessions?

Question 4

What resources could Kylie suggest to the organization to assist the Japanese team members in
better understanding training content?

Question 5

Are there any external tools or language support services that Kylie can recommend to aid in
bridging the language gap during training sessions?

Question 6
How might Kylie gather feedback from the Japanese team members about the effectiveness of
the communication strategies employed and seek suggestions for further improvement?

Role Play
Based on the case study you need to conduct a role play. You will act as Kylie and four of your
colleagues will enact as Japanese team members.
1. Before the role-play activity, discuss and review the scenario provided above with your
volunteers before starting so you can prepare for the activity.
2. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate
during the role play activity. Review all the skill requirements in this checklist before
starting the role play so you can prepare.
3. In this role-play activity, your goal is to accomplish the following tasks:
 Apply Varied Communication Approaches for Diverse Workplace Needs
 Customize Communication Tactics for Specific Individuals and Groups
 Identify and Leverage Communication Resources for Effectiveness
 Evaluate and Enhance Communication Strategies for Diversity
4. Document the performance through video recording. The video recording must not be
longer than 10 minutes.
5. At the start of the recording, state the date and time

Observation Checklist 2.1 (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Learner name
Workplace/organisation
Date completed
Observation Checklist Outcome
Observations of learner's Role Play Performance YES/NO
Yes NO
1. Actively listen to the concerns and struggles expressed by the Japanese
employees

Yes NO
2. Maintain an empathetic and supportive tone throughout the conversation

Yes NO
3. Encourage open dialogue by creating a comfortable and non-judgmental
environment

Yes NO
4. Use clear and concise language while explaining the purpose and
importance of the training sessions

Yes NO
5. Provide reassurance to the employees that their concerns are valid and
acknowledged

Yes NO
6. Ask open-ended questions to encourage the employees to share their specific
challenges and needs

Yes NO
7. Take into account the employees language proficiency and adjust her pace
and complexity of speech accordingly

Yes NO
8. Offer alternative explanations or examples to simplify complex concepts for
better understanding.

Yes NO
9. Provide visual aids, diagrams, or relevant materials to enhance
comprehension.

Yes NO
10. Ask for feedback from the employees to ensure that her explanations were
clear and effective.
 Yes NO
11. Encourage the employees to reach out if they have further questions or need
additional support.

Yes NO
12. Discuss about resources such as translated materials, glossaries, or training
materials in Japanese to facilitate understanding.

Yes NO
13. Recommend relevant online resources or tools that the employees could use
to further enhance their learning.

Yes NO
14. Seek feedback from the employees about the effectiveness of the strategies
used.

Yes NO
15. Encourage the employees to share any suggestions for improvement or
additional support they might require.

Yes NO
16. Express her willingness to continuously adapt and refine her communication
strategies to cater to the diverse needs of the team.

Overall Comments/ Feedback

Provide your comments here:

The learner’s performance Satisfactory Not Yet Satisfactory

was:
 Assessor Declaration
By signing here, I confirm that I have observed the learner, whose name appears above, during the
meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in the
video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the learner’s performance during the meeting (as shown in the video recording).

Assessor’s signature
Assessor’s name
Date signed

Case Study 2 (Adapt Communication Strategies)

Scenario 2: Samantha's Communication Challenge in Elderly Care

Samantha works as a dedicated staff member in an elderly care organization that prides itself
on serving a diverse group of elderly individuals with varying needs. The organization is
committed to providing compassionate and personalized care to ensure the well-being of its
residents. One day, Samantha encounters a communication challenge involving one of the
clients, Mr. Johnson.
Mr. Johnson is an elderly resident who faces difficulty hearing. He has recently experienced
changes in his dietary requirements due to health concerns. Samantha notices that Mr. Johnson
 is struggling to communicate these meal changes to Mary, another caregiver at the facility.
Mary is responsible for coordinating dietary preferences and ensuring that residents' needs are
met, but due to Mr. Johnson's hearing impairment, effective communication becomes a barrier.

Question 1

Can you describe the communication methods you employed to ensure effective interaction with
Mr. Johnson, considering his hearing impairment and diverse needs?

Question 2

In what ways did you adjust your communication style to cater to Mr. Johnson's preferences and
create a comfortable environment for him to communicate his dietary changes?

Question 3

Were there any specific considerations you took into account when adapting your
communication strategies for Mr. Johnson's situation?
Question 4

What resources did you identify or develop to facilitate better communication between Mr.
Johnson and Mary in this situation?

Question 5

Identify two (2) communication resources which could be used in this situation and describe how
you would use each to communicate effectively.

Question 6

Are there any areas in which you believe the communication approach could be further improved
to better cater to the unique needs of residents like Mr. Johnson in the future?
 Role Play
Based on the case study you need to conduct a role play. You will act as Samantha and two of
your colleagues will role play Mr. Johnson and Mary.
6. Before the role-play activity, discuss and review the scenario provided above with your
volunteers before starting so you can prepare for the activity.
7. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that you will need to demonstrate
during the role play activity. Review all the skill requirements in this checklist before
starting the role play so you can prepare.
8. In this role-play activity, your goal is to accomplish the following tasks:
 Apply a range of communication techniques to accommodate the diverse
requirements of the client.
 Tailor your communication strategies based on the unique needs of specific
individuals, like Mr. Johnson, and groups within the elderly care community.
Modify your approach to align with their preferences, ensuring clear
understanding and engagement.
 Recognize suitable communication tools, materials, and resources that can
enhance the quality of interactions.
 Continuously assess the outcomes of your communication strategies in diverse
scenarios. Gather feedback, measure effectiveness, and identify areas for
refinement to foster more inclusive and effective communication practices.
9. Document the performance through video recording. The video recording must not be
longer than 10 minutes.
10. At the start of the recording, state the date and time.
(if it is done as class activity, video recording is not required. Please ensure you still need to
submit a signed copy of the observation checklist signed by your trainer/assessor)

Observation Checklist 2.2 (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Learner name
 Workplace/organisation
Date completed

Observation Checklist Outcome

Observations of learner's Role Play Performance YES/NO
Yes NO
1. Actively listen to Mr. Johnson's concerns and needs.

Yes NO
2. Exhibit empathy and understanding towards Mr. Johnson's hearing
impairment.

Yes NO
3. Adjust her speaking pace and volume to accommodate Mr. Johnson's
hearing difficulties.

Yes NO
4. Maintain eye contact and use non-verbal cues to enhance understanding.

Yes NO
5. Show respect for Mr. Johnson's communication preferences and comfort
level.

Yes NO
6. Use clear and simple language while discussing Mr. Johnson's dietary
changes.

Yes NO
7. Employ visual aids or written notes to assist Mr. Johnson's comprehension.

Yes NO
8. Ask open-ended questions to encourage Mr. Johnson's active participation in
the conversation.

Yes NO
9. Ensure that Mr. Johnson had enough time to process and respond to the
discussion.

Yes NO
10. Discuss regarding using any assistive devices, such as a hearing amplifier,
during the role play.
 Yes NO
11. Discuss regarding providing Mr. Johnson with relevant materials, like
dietary charts or diagrams, to support his understanding.

Yes NO
12. Discuss regarding incorporating any technology tools, like text-to-speech
applications, to facilitate communication.

Yes NO
13. Seek feedback from Mr. Johnson and Mary about the effectiveness of the
communication strategies employed.

Yes NO
14. Acknowledge any potential challenges or areas for improvement based on
the role play experience.

Yes NO
15. Express a willingness to adjust her approach based on feedback and ongoing
learning.

Overall Comments/ Feedback

Provide your comments here:

The learner’s performance was: Satisfactory Not Yet Satisfactory

Assessor Declaration
By signing here, I confirm that I have observed the learner, whose name appears above, during the
meeting and perform/demonstrate the skills outlined in this Observation Form (as shown in the
video recording).
I further confirm that the information recorded on this Observation Form is true and accurately
reflects the learner’s performance during the meeting (as shown in the video recording).
Assessor’s signature
Assessor’s name
Date signed
Task 3 Adapt Professional Development for Diverse Workforce Needs

In reference to the Task 2 Case Study 1 and 2 (Adapt Communication Strategies) and
the role play you performed.
Identify two professional development opportunities you adapted to address the needs of a
diverse workforce for the provided case study.
For each professional development opportunity, provide a detailed description of how you
adapted the opportunity to your work and identify one need of a diverse workforce that it
has addressed.

Professional development How you adapted this opportunity in The need it has addressed (need
opportunity the provided case study. must be a need of a diverse
workforce)
Mention Case Study 1 or 2 to
provide reference

Supervisor/Qualified Observer’s Declaration

By affixing my signature in this journal entry, I am attesting that the learner’s responses above are
factual, accurate, and reflect the learner’s experiences during their vocational placement.
Supervisor/Qualified Observer’s
Signature:

Date signed:
Record of Assessment (Assessor’s Use Only)
RECORD OF ASSESSMENT
Learner’s Name
Student number
RTO Name

Assessor’s Name
Unit of Competency CHCDIV003- Manage and promote diversity (Release 1)

Knowledge Assessment S NYS

Question 1 ✘

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

Question 13

Question 14

Question 15

Question 16

Question 17

Question 18

Question 19

Question 20

Practical Assessment
Case Studies S NYS
Case Study 1 Task 1 Role Play

Case Study 1 Task 2 Supplementary Questions 1-6

Case Study 1 Task 2 Role Play

Case Study 2 Supplementary Questions 1-6 ✘

Case Study 2 Role Play ✘

Task 3 ✘

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid

All knowledge and skills evidence submissions are authentic

All knowledge and skills evidence submissions are sufficient

All knowledge and skills evidence submissions are current

Overall Result for the Relevant Workbook/s Satisfactory Not yet

satisfactory
Assessment Workbook
Assessor’s comments/feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document