CHCDIV001 Work With Diverse People

CHCDIV001 Work With Diverse People :

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STUDENT ASSESSMENT BOOKLET – I

[Theory Tasks]

CHCDIV001 Work with Diverse People – Ageing

Suite 203, 11-15 Deane Street Burwood, NSW, 2134Email: [email protected]RTO Code: 45342

© 2020 Advance College. Advance College is a trading name of Australian Newtown College, RTO 45342.

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Assessment overview

This Student Assessment Booklet-I includes Task 1 for assessment of CHCDIV001 Work with diverse people.

ABOUT YOUR ASSESSMENTS

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

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required in this unit.
Assessment Task 2: Cultural research and reflections	You are to research about some cultures first and then reflect on your own experience of culture and diversity in the workplace.
Assessment Task 3: Workplace observations	You are to be observed by your assessor communicating with people from diverse social and cultural backgrounds in your workplace, in at least three different situations.

How to submit your assessments

Assessment Task Cover Sheet

Prerequisite

The prerequisite for this unit is NIL.

PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• undertaken a structured process to reflect on own perspectives on diversity
• recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:
• selected and used appropriate verbal and non-verbal communication
• recognized situations where misunderstandings may arise from diversity and formed appropriate responses

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

• concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles
• concepts and definitions of diversity
• own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups
• features of diversity in Australia and how this impacts different areas of work and life:
• political
• social
• economic
• cultural
• legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:
• discrimination:
• age
• disability
• racial
• sex
• human rights:
• universal declaration of human rights
• relationship between human needs and human rights
• frameworks, approaches and instruments used in the workplace
• rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out
• key areas of diversity and their characteristics, including:
• culture, race, ethnicity
• disability
• religious or spiritual beliefs
• gender, including transgender
• intersex
• generational
• sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual
• key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:
• social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people
• own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services
• potential needs of marginalised groups, including:
• protective factors
• physical, mental and emotional health issues/care needs
• consideration of impacts of discrimination, trauma, exclusion and negative attitudes
• resources that support individuals and organisations to embrace and respond to diversity
• language and cultural interpreters
• imagery
• influences and changing practices in Australia and their impact on the diverse communities that make up Australian society
• impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

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

ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name
Assessor Name
Unit:  CHCDIV001 Work with diverse people
Assessment Details
Assessment Type	Written/Oral questions
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 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
None of this work has been completed by any other person.		Yes	No
I have not cheated or plagiarised the work or colluded with any other student/s.		Yes	No
I have correctly referenced all resources and reference texts to complete these assessment tasks.		Yes	No
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.		Yes	No

 STUDENT DECLARATION

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

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

ASSESSMENT TASK COVER SHEET

Result – Attempt 1

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK – Attempt 1 (Assessment Task 1)

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

Assessor signature:                                                               Date: 

Re-assessment Result (if NYS in Attempt 1)

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK – Attempt 2 (Assessment Task 1)

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

Assessor signature:                                                               Date:

Re-assessment Result (if NYS in Attempt 2)

Satisfactory (S)

Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK – Attempt 3 (Assessment Task 1)

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

Assessor signature:                                                               Date:

ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have observed the student demonstrate unit outcomes through consistent and repeated application of skills and knowledge over a period of time and provided appropriate feedback.   Signature:     Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

Fill in the declaration below if you have received a not yet satisfactory (NYS) in all three attempts. 

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.

 I have received my assessment result and I am satisfied with the given feedback for this assessment.

 I am not satisfied about my result and I would like to appeal regarding my result.

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

ASSESSMENT TASK 1: WRITTEN QUESTIONS
	Task summary:

What do I need in order to complete this assessment?

When do I do this task?

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:

Instructions to students:

Provide answers to each of the questions.

Question 1 

Answer the following questions.

1.

2.

1.

2.

3.

Question 2

Question 3

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

Question 4

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

• ?

Question 5

Question 6

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3.

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2.

Question 7

Economic           Employment           Social             Cultural               Political

Positive aspects                                 Negative aspects:

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’.
Ethnicity	Provide a definition of ‘ethnicity’.
Religion	Provide a definition and three examples of ‘religion’.
Spirituality	Provide a definition of ‘spirituality’.
Gender	Provide a definition of ‘gender’.
Transgender	Provide a definition of ‘transgender’.
Intersex	Provide a definition of ‘intersex’.
Lesbian	Provide a definition of ‘lesbian’.
Gay	Provide a definition of ‘gay’.
Bisexual	Provide a definition of bisexual.
Heterosexual	Provide a definition of ‘heterosexual’.
Generational	Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this generation.
	Provide a definition of ‘Generation X’. List two common stereotypes of this generation and two common characteristics
	Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation.

Disability	Choose two of the three types of disability you identified above and provide an answer for each.
Culture
Religion and spirituality
Transgender
Lesbian, gay, bisexual
Generational: Generations X and Y
Generational: Baby Boomers and older

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.

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.

Umair has finished his Certificate IV in Ageing Support. 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!

Question 10   

1.

2

3.

Question 11   

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

1.

2.

3.

1.

2.

3.

Question 12

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

Question 13

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

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+61482073403

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