CHCDIV001 WORKING WITH DIVERSE PEOPLE :
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| 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 5 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: Case studies | There are three case studies in this task. You are to read and complete the questions related to each. |
| Assessment Task 3: Culture research | You are to undertake a research project on a number of different cultural groups living in Australia. |
| Assessment Task 4: Cultural reflections | You are to reflect on your own experience of culture and diversity in the workplace. |
| Assessment Task 5: 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.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
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 appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Requirements | Due date |
| 1. Written questions | |
| 2. Case studies | |
| 3. Culture research | |
| 4. Cultural reflections | |
| 5. 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 assessment? | ¨ Yes | ¨ No |
| Do you understand the requirements of this CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment? | ¨ Yes | ¨ No |
| Do you agree to the way in which you are being assessed? | ¨ Yes | ¨ No |
| Do you have any special needs or considerations to be made for this assessment? If yes, what are they? _____________________________________________________________________________________________ | ¨ Yes | ¨ No |
| Do you understand your rights to appeal the decisions made in an assessment? | ¨ Yes | ¨ No |
Student name: ________________________________________________________________________________
Student signature: __________________________________________________ Date: _____________________
Assessor name: _______________________________________________________________________________
Assessor signature: _________________________________________________ Date: _____________________
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCDIV001 Work with diverse people. | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Written questions | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| 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 CHCDIV001 WORKING WITH DIVERSE PEOPLE 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.
- Write in the date of submission as advised by your assessor: ______________________
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.
- Answer the questions that were incorrect verbally.
Instructions to students:
Provide answers to each of the questions.
Question 1
Answer the following questions.
- In your own words explain the concepts and definition of ‘diversity’.
- 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.
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- In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed in community services.
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- List two ways in which an organisation and its staff can demonstrate cultural competence.
- In your own words, describe the concepts of ‘cultural safety’ and its impact on community service workers.
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- What ways could an organisation and its staff develop cultural competence? Provide at least three strategies.
Question 2
- 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.
- What actions can a client take if they feel an organisation is being discriminatory and not taking due care to meet their cultural needs?
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Question 3
- 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.
- 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.
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Question 4
- Identify the type of legislation and types of workplace procedures that have been breached and how.
- Explain how this situation can impact the cultural safety of the workplace.
- 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.
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Question 5
- Describe the purpose of the Universal Declaration of Human Rights.
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- Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide an example.
- Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What fundamental rights has Tom been refused?
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Question 6
- List at least three effective strategies that could encourage effective communication in a situation where there is a language barrier.
- 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.
- Describe the effectiveness of visual imagery when communicating information to diverse audiences.
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- Provide at least three examples of universal imagery or colours used within the workplace (you may draw examples where required).
Question 7
- Explain how diversity has impacted Australia’s ever-changing economic, employment, social, cultural and political landscape. Write at least one paragraph for each area.
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- 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.
Question 8
| Disability | Provide three examples of different types of disability you may encounter in your preferred work role/industry. |
| Culture | Provide a definition of ‘culture’. Culture refers to the shared beliefs, values, customs, behaviors, and artifacts that characterize a group or society. It includes the language, religion, dress, and other elements that define a group’s way of life. Culture can also refer to the understanding and appreciation of art and literature, as well as the social and intellectual pursuits of a particular group or society. Culture plays a significant role in shaping an individual’s identity and influences their thoughts, behaviors, and actions. It is also an important factor in shaping the relationships and interactions that individuals have with others within their cultural group and with those from other cultures. |
| Ethnicity | Provide a definition of ‘ethnicity’. Ethnicity refers to a person’s cultural or racial identity. It is often used to describe groups of people who share a common ancestry, language, cultural traditions, and history. Ethnicity is often used to classify people based on their physical characteristics, such as skin color, hair texture, and facial features. However, ethnicity is not solely determined by physical characteristics and can also be influenced by cultural practices, language, and national origin. Ethnicity is an important aspect of an individual’s identity and can shape their experiences, perspectives, and relationships with others. |
| Religion | Provide a definition and three examples of ‘religion’. Religion is a set of beliefs, practices, and rituals centered on the worship of a higher power or deity. It involves the recognition of a divine or supernatural power that is believed to have ultimate control over the universe, and often involves the belief in an afterlife or a system of moral values. Examples of religion include: Christianity: A monotheistic religion based on the teachings of Jesus Christ, who is believed to be the Son of God. Islam: A monotheistic religion based on the teachings of the prophet Muhammad, who is believed to be the last and greatest prophet of God. Hinduism: A polytheistic religion that originated in India and is based on the belief in multiple deities, as well as a belief in reincarnation and the idea that one’s actions in this life determine one’s fate in future lives. Buddhism: A religion and philosophy founded in ancient India that emphasizes the practice of mindfulness and the pursuit of enlightenment. |
| Spirituality | Provide a definition of ‘spirituality’. Spirituality refers to a person’s connection or relationship with a higher power, or with the divine or the sacred. It often involves a sense of personal growth or self-improvement, and may involve practices such as prayer, meditation, or rituals. Spirituality can also involve a sense of community or connection to others, and may involve beliefs or values that shape a person’s understanding of the world and their place within it. Spirituality can be an important aspect of a person’s identity and can provide a sense of purpose or meaning in life. |
| Gender | Provide a definition of ‘gender’. Gender refers to the social and cultural norms and expectations associated with being male or female. It is typically associated with one’s biological sex, and is often used to categorize individuals as male, female, or non-binary. However, gender can also be understood as a spectrum or as a fluid concept that is not necessarily tied to biological sex. Gender includes a wide range of characteristics, such as appearance, behavior, and personal identity, and is shaped by social and cultural factors as well as individual experiences. Gender can also intersect with other identities, such as race, ethnicity, and sexual orientation, and can be a source of diversity and inclusion in many societies. |
| Transgender | Provide a definition of ‘transgender’. Transgender refers to people who identify with a gender that is different from the one they were assigned at birth based on their sex. This may involve a person’s self-expression and presentation, such as their name, pronouns, and clothing, as well as medical treatments such as hormone therapy or surgery. A transgender person may or may not decide to pursue such treatments, and may identify as male, female, or non-binary. Being transgender is not a mental disorder, and should not be confused with sexual orientation, which refers to a person’s attraction to others. The term transgender is an umbrella term that includes a wide range of identities, such as trans men, trans women, and gender non-conforming individuals. |
| Intersex | Provide a definition of ‘intersex’. Intersex refers to people who are born with physical sex characteristics (such as genitals, gonads, or chromosomal patterns) that do not fit typical binary notions of male or female bodies. Intersex people may have a combination of male and female physical traits, or may have traits that do not fit into either category. Intersex people may also be referred to as people with differences of sex development (DSD). The term intersex is an umbrella term that encompasses a wide range of identities and experiences, and should not be confused with transgender or gender non-conforming identities. |
| Lesbian | Provide a definition of ‘lesbian’. A lesbian is a woman who is romantically and sexually attracted to other women. The word “lesbian” is often used as an umbrella term for people who are attracted to people of the same sex, regardless of their gender identity. It is also sometimes used to describe romantic and sexual relationships between women. |
| Gay | Provide a definition of ‘gay’. Gay is an adjective that is used to describe a person who is romantically and sexually attracted to people of the same sex. It is often used to describe men who are attracted to other men, but it can also be used to describe people of any gender who are attracted to people of the same gender. The term “gay” is often used as an umbrella term to refer to people who are attracted to people of the same sex, regardless of their gender identity. |
| Bisexual | Provide a definition of bisexual. Bisexual is an adjective that describes a person who is romantically and sexually attracted to people of their own gender and people of other genders. People who are bisexual can be attracted to people of any gender, including men, women, and non-binary people. The term “bisexual” is often used as an umbrella term to describe people who are attracted to more than one gender, regardless of their gender identity. |
| Heterosexual | Provide a definition of ‘heterosexual’. Heterosexual is an adjective that describes a person who is romantically and sexually attracted to people of the opposite sex. A heterosexual man is attracted to women, and a heterosexual woman is attracted to men. The term “heterosexual” is often used to describe people who are attracted to people of the opposite sex, regardless of their gender identity. It is sometimes referred to as being “straight.” |
| Generational | Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this generation. Generation Y, also known as millennials, is a term used to describe the generation of people born between the early 1980s and the mid-1990s. There is no precise date range for when the millennial generation begins and ends, but it is generally accepted to include people who are in their late 20s to mid-30s. Two common stereotypes of the millennial generation are: |
| Provide a definition of ‘Generation X’. List two common stereotypes of this generation and two common characteristics Generation X is a term used to describe the generation of people born between the mid-1960s and the early 1980s. There is no precise date range for when the Generation X begins and ends, but it is generally accepted to include people who are in their late 30s to mid-50s. Two common stereotypes of the Generation X are: Two common characteristics of Generation X are: | |
| Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation. Baby Boomers are a generation of people born between the mid-1940s and the mid-1960s. There is no precise date range for when the Baby Boomer generation begins and ends, but it is generally accepted to include people who are in their mid-50s to mid-70s. Two common stereotypes of the Baby Boomer generation are: |
| Disability | Choose two of the three types of disability you identified above and provide an answer for each. For people with intellectual disabilities, it is important to consider their cognitive abilities and potential communication challenges when providing care and services. This may include using visual aids, using simple language, and providing extra time for tasks to be completed. For people with mental health disabilities, it is important to consider their emotional and psychological needs when providing care and services. This may include being aware of triggers and providing a safe and supportive environment, as well as being aware of the specific challenges and issues that may be faced by people with different types of mental health conditions. |
| Culture | Culture refers to the beliefs, behaviors, objects, and other characteristics that define a group or society. It can include language, customs, traditions, and artistic expression, as well as other forms of social and intellectual production. When providing care and services to people of different cultures, it is important to consider their specific cultural needs and traditions. This may include being aware of cultural differences in communication styles, customs, and expectations, and making efforts to be culturally sensitive and responsive. It may also involve working with interpreters or other cultural mediators to ensure that care and services are provided in a way that is respectful and meaningful to the individual. |
| Religion and spirituality | Religion and spirituality are important aspects of many people’s lives and can play a significant role in their sense of identity, meaning, and purpose. When providing care and services to people of different religions and spiritualities, it is important to consider their specific beliefs and practices. This may include being aware of and respecting differences in religious observances, customs, and dietary requirements, as well as being open to discussing spiritual beliefs and practices in a sensitive and non-judgmental way. It may also involve working with religious leaders or spiritual advisors to ensure that care and services are provided in a way that is respectful of an individual’s faith and beliefs. |
| Transgender | Transgender is an adjective that describes a person whose gender identity does not align with the sex that they were assigned at birth. For example, a person who was assigned male at birth but identifies as a woman is a transgender woman. When providing care and services to transgender individuals, it is important to respect their gender identity and use their preferred name and pronouns. It is also important to be aware of the specific challenges and discrimination that transgender people may face, and to work to create a welcoming and inclusive environment. In some cases, it may be necessary to make accommodations, such as providing access to single-occupancy restrooms or private areas for changing. It is also important to be aware of the specific health care needs of transgender people and to provide access to appropriate and affirming medical care. |
| Lesbian, gay, bisexual | It is important to recognize that individuals who identify as lesbian, gay, or bisexual may have different health care needs and experiences compared to individuals who identify as heterosexual. Some specific things to consider when providing care and services to individuals who identify as lesbian, gay, or bisexual include: |
| Generational: Generations X and Y | There are a few ways that the characteristics of Generations X and Y (also known as millennials) may inform how you provide care and services to them: |
| Generational: Baby Boomers and older | There are a few ways that the characteristics of baby boomers (born between 1946 and 1964) and older individuals may inform how you provide care and services to them: |
Question 9
| Martin, 58, is sitting in a conference room being interviewed 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. 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. |
- Answer the following questions about Martin’s situation.
- What breach has the workplace committed?
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- What could be the consequences of this scenario?
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- 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. |
- Answer the following questions about Giovanni and Cathy’s situation.
- What breach has the café committed?
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- What could be the legal consequences of this scenario?
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- What do you think would be the impact on Giovanni and Cathy in this situation?
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| Umair has finished his qualification. He has passed all his assessments and the feedback from his trainers has been very positive. Umair is very excited to get 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! |
- Answer the following questions about Umair’s situation.
- What breach has the workplace committed?
- What could be the consequences of this CHCDIV001 WORKING WITH DIVERSE PEOPLE scenario?
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- What do you think would be the impact on Umair in this CHCDIV001 WORKING WITH DIVERSE PEOPLE situation?
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- Review the Universal Declaration of Human Rights and identify Article/s that are being breached in Umair’s story.
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Question 10
- Explain why some people experience CHCDIV001 WORKING WITH DIVERSE PEOPLE marginalisation.
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- List three protective factors that can help those in marginalised CHCDIV001 WORKING WITH DIVERSE PEOPLE groups to cope.
Question 11
In a short paragraph, describe at least three cultural biases or social CHCDIV001 WORKING WITH DIVERSE PEOPLE expectations which may exist when working with:
- Someone of an older generation.
- A person with a disability.
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to these questions | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2 |
Students: Please fill out this cover sheet clearly and accurately for this CHCDIV001 WORKING WITH DIVERSE PEOPLE task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCDIV001 Work with diverse people. | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Case studies | ||||
| Case study 1 | ||||
| Case study 2 | ||||
| Case study 3 | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 2: CASE STUDIES |
| Task Summary: Complete the questions that follow each case study. |
What do I need in order to complete this CHCDIV001 WORKING WITH DIVERSE PEOPLE 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 your own time.
- Write in the date of submission as advised by your assessor: ______________________
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 CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment.
- Answer the questions that were incorrect verbally.
Instructions:
| Case Study 1 – Team conflict |
| A team of community services workers is experiencing conflict. There is an Aboriginal worker on the team (Barry), a Muslim worker (Ahmed) and two white Australian workers (Janice and Julia). It started when Ahmed accused Barry of being lazy and rude – ‘He never rushes, even when we are rushed off our feet and he doesn’t even look me in the eye when he talks to me.’ Barry retaliates by accusing Ahmed of taking time off all the time to ‘pray on his stupid prayer mat’. Janice responds by saying, ‘For God’s sake, why can’t you just be like the rest of us?’ Janice and Julia get caught up in it with, both Ahmed and Barry complaining all the time about each other and trying to get them to take sides. Their conflict is impacting on their clients and colleagues. |
- There are a range of issues that are causing difficulties within this work team. List each one you can identify. For each issue you identify, indicate the cultural differences that are being misunderstood among the team members.
- What could you suggest to help this team resolve their differences in a culturally sensitive manner? List at least one strategy.
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- Imagine Barry complains to CHCDIV001 WORKING WITH DIVERSE PEOPLE management about the time Ahmed takes to pray. Ahmed puts forth a suggestion that his prayer time is taken as break times, and he still works a full day – just a longer one than his colleagues. Management refuses the suggestion as if he gets special treatment, everyone will want special treatment.
What further issue has now occurred in this workplace?
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- Now let’s imagine Ahmed’s suggestion is CHCDIV001 WORKING WITH DIVERSE PEOPLE successful. However, Barry continues to complain and encourages others to make fun of Ahmed during his time of prayer. Julia is very uncomfortable about what is happening.
As an employee, what is Julia’s responsibility in this situation?
- Review the Universal CHCDIV001 WORKING WITH DIVERSE PEOPLE Declaration of Human Rights. What Article/s are being breached in this scenario?
| Case Study 2 – Fadi |
| Fadi has just come into full-time residential care. Fadi tells his son that the food is mainly western style, is very dull and often tough. As he is a Muslim, Fadi does not eat pork. The staff always provide another alternative when pork is on the menu but yesterday, when pork sausages were on the menu, the only alternative was fish – which Fadi has a strong aversion to and cannot eat without being ill. When he said he couldn’t eat the sausages or the fish, he was told by staff that he would have to have a Vegemite sandwich. Fadi’s son is shocked – this is hardly enough for the main meal of the day! Fadi’s son encourages his father to complain, but Fadi says he doesn’t want to cause trouble, he is new and is still trying to settle in. Fadi’s son decides to put in a formal complaint about the food that is served to his father. The manager explains that there are many different nationalities and it is impossible for every cultural food requirement to be catered for all the time. However, the kitchen is keen to help out as much as they can so long as it is within their tight budget, therefore this is why Fadi was given a sandwich. |
- As a client, what rights does Fadi have that are being breached?
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- What process should be undertaken to investigate this complaint in a culturally sensitive manner?
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- Suggest three strategies CHCDIV001 WORKING WITH DIVERSE PEOPLE that might solve Fadi’s problem.
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| Case Study 3 – Joan |
| Joan is a new, Aboriginal carer at Elise’s service. Lately Joan has had a couple of days off work, and has also had a few days where she has started work later than others in her team. Hani, another carer who is also one of Elise’s good friends, begins to gossip about Joan at lunchtime. She says that Joan excludes herself because she is always so quiet and avoids eye contact with people. Hani doesn’t like the fact that Joan is new but gets special treatment – no one else comes in late and takes time off, especially in their first two months at a new job! Elise is not impressed by Hani’s behaviour and decides to remove herself from the lunch group. She instead begins to spend some of her lunchtimes with Joan and some different carers. She learns that Joan takes time off to help with the care of one of her Aunties, who is very ill. One afternoon Joan approaches Elise and tells her that she will be taking time off work due to Sorry Business. Elise is not sure what this means, but does not want to appear ignorant and gives Joan her best wishes – she assumes it must not be good news due to the word ‘sorry’. Joan says that their supervisor is very compassionate and she is lucky to work for a company that respects her cultural traditions, but says that some of the staff make her feel shame. The next day, Hani is talking negatively about Joan again. Elise has had enough, she decides to research Aboriginal culture so she educate Hani before she gets herself into trouble. |
- Using your knowledge of Aboriginal culture, explain:
- Why Hani’s opinion of Joan’s approach to communication is incorrect and inappropriate.
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- Why Joan was caring for her Auntie.
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- Sorry Business and how Joan, her family and community would mourn.
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- Why Joan’s community has a tradition to not say the name of the deceased for some time.
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- What impact is Hani’s behaviour having on Joan? What did Joan mean about feelings of shame?
- How do you think that Elise is contributing to a culturally safe and culturally competent workplace?
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- How should the workplace CHCDIV001 WORKING WITH DIVERSE PEOPLE support Joan in terms of her absences?
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| What do I need to hand in for this task? | Have I completed this? |
| Your answers to these questions | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCDIV001 Work with diverse people. | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Culture research | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 3: CULTURE RESEARCH |
| Task Summary: You are to undertake a research project on a number of different cultural groups living in Australia. |
What do I need in order to complete this CHCDIV001 WORKING WITH DIVERSE PEOPLE assessment?
- Access to textbooks, learning materials and the Internet for research.
When do I do this task?
- You will do this task in your own time.
- Write in the CHCDIV001 WORKING WITH DIVERSE PEOPLE date of submission as advised by your assessor: ______________________
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 theCHCDIV001 WORKING WITH DIVERSE PEOPLE questions that were incorrect in writing and resubmit entire assessment.
- Answer the questions that were incorrect verbally.
Instructions:
Answer each the questions below.
- Research each of the three cultures below and the one of your choice.
What things are of CHCDIV001 WORKING WITH DIVERSE PEOPLE specific importance in these cultures that would need to be considered when providing health and community services? List at least four items of importance for each culture listed. Consider in your response spirituality and/or religion and cultural customs
- Identify two issues that impact Aboriginal or Torres Strait Islander people and describe what programs and projects have been developed by the Australian government or other stakeholder groups to address the issues. You may like to use the table format below to present your responses.
| Issues | Programs and projects developed to address issues |
| Issue 1 | |
| Issue 2 |
- What are four issues that Aboriginal or Torres Strait Islander people face when engaging with health and community services?
- Did your perspective or opinion of each of these cultural groups change due to the information you learned during this research task? If yes, explain what you learned and how your perspective has changed. If no, explain why you feel your perspective has remained the same.
Explain how your learnings will help you appreciate and value diversity in your day-to-day work activities (if you are not currently employed, consider how you will demonstrate this once you are working).
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to these questions | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4 |
Students: Please fill out this CHCDIV001 WORKING WITH DIVERSE PEOPLE cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCDIV001 Work with diverse people. | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Cultural reflections | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and CHCDIV001 WORKING WITH DIVERSE PEOPLE kept in the student’s file with the evidence.
_____________________________________________________________________________________________
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 4: 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, CHCDIV001 WORKING WITH DIVERSE PEOPLE 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.
- Write in the date of submission as advised by your assessor: ______________________
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 CHCDIV001 WORKING WITH DIVERSE PEOPLE writing and resubmit entire assessment.
- 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 CHCDIV001 WORKING WITH DIVERSE PEOPLE covers each item below. You can use the headings provided below to separate your discussions. You must cover each bullet point.
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 experiencesCHCDIV001 WORKING WITH DIVERSE PEOPLE 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?
2: Diversity in the workplace
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 occurCHCDIV001 WORKING WITH DIVERSE PEOPLE 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 do I need to hand in for this task? | Have I completed this? |
| Completed report that addresses all points | o |
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