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SITXCOM007 Show social and cultural sensitivity

25 April 2024 11:31 AM | UPDATED 4 weeks ago

SITXCOM007 Show social and cultural sensitivity:

SITXCOM007 Show social and cultural sensitivity

  Assessment Manual

SITXCOM007 Show social and cultural sensitivity.

Objective of assessments

We are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practice in your work in the workplace with consistent and competent work performance. The purpose of the assessment process is to assess your ability:

  • to apply skills and knowledge using written and demonstration activities that apply to tasks and activities of a workplace.
  • to translate your learning into your work performance in a workplace through demonstration.
  • to apply skills and knowledge actively, correctly, and consistently for work in a workplace.

Assessment process

The assessment process is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in a workplace, and some in the training room as required by each unit. The assessment tasks have been designed to enable you to demonstrate skills and knowledge application and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example, a written activity, case study, or demonstration and observation. The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment provided to you in the assessment guide separately.

Assessment TaskAssessment MethodEvidence Gathering Techniques (Document and observation used to assess you)Where? (Assessment location)When? (Due date)
Assessment Task 1Written Task (Questioning)Written answers of consistent application of knowledgeTraining RoomRefer to timetable
Assessment Task 2Case studyWritten Solutions Observation of your consistent application of skills and knowledge in performance and demonstrationTraining Room (Simulated workplace environment)Refer to timetable.  
Assessment Task 3Case study and role-playWritten Solutions Observation of your consistent application of skills and knowledge in performance and demonstrationTraining Room (Simulated workplace environment)Refer to timetable.  


Assessment guide

Your assessment guide that is provided to you will explain the following. Please refer to assessment guide for the following information before commencing your written work and demonstration:

  1. Your responsibilities during the assessment.
  2. Assessor responsibilities during the conduct of assessment.
  3. Your rights to appeal if the assessment outcome appears as “Not Yet Competent” for one or more assessment tasks.
  4. The process to apply if you already possess the knowledge and skills to be able to demonstrate competence in this unit.
  5. The formats and structure of the written assessment work for submission.
  6. The length, breath and the quantity of your written work, plagiarism, collusion, cheating and how to use references for sources of information.
  7. How to achieve a satisfactory outcome against the criteria for each type of assessment task.
  8. Application of reasonable adjustments where necessary.
  9. Requirements for demonstration, performance for practical assessment tasks and activities.
  10. Your assessment performance with commitment, consistency, clarity, capacity, capability, correctness, and completeness.

Instructions

  1. Each assessment task provides you with assessment information that includes answers to what, why, how, when, in what condition, what materials, resources and equipment to use and evidence requirements.
  2. Read the applicable information and if unsure seek clarification from your assessor.
  3. Before and during assessment demonstration and interacting with others, ensure you follow simulated workplace policies and procedures.
  4. Ensure you follow hygiene procedures, social distancing rules and ethics before, during and after assessment tasks and activities.
  5. Undertake your preparation activities and demonstration activities as specified and directed by your assessor.
  6. In any situation during the assessment, if you find that you are unable to perform due to any condition (health or safety), stop your work and inform the assessor of the condition.
  7. Ensure you are obligated with your rights as a candidate and respects the rights of your assessor during the assessment performance.
  8. For interactive and role-play activities, organise role-play settings and individuals for role-play in collaboration with assessor and training mates.
  9. Submit your written work when it becomes due and avoid the requirements of extensions.
  10. Use provided self-assessment checklists by checking as you progress in assessment to ensure you do not miss anything that may lead to unsatisfactory outcomes.

Submission specifications

  1. Fill your submission details in the front page of assessment template separately provided to you and attach any additional documents and any other evidence as specified and required by your assessor.
  2. Follow the institution submission requirements of assessment. I.e., electronic submission (LMS) or hard copy submission or as specified by your assessor for differing assessment situations.


Assessment Location

  • All assessments will be conducted at.

Assessment Preparation

  • Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.
  • When you have read and understood this unit’s assessment tasks, print out the Candidate Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
  • Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you. On rare occasions, in case assignments are lost in the system you may be asked to provide a copy of your work.

Re-assessment/Re-submission opportunities

  • Candidates will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
  • If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date.
  • Candidates have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
  • Candidates are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
  • Overall, you will have only three re-assessment opportunities including re-submission according to our re-assessment policy and procedures. If you failed to gain competency within these three re-assessments opportunities, it will result is re-enrolment for the unit of competency.

Plagiarism

Plagiarism is the presentation by a candidate of an assignment that has been copied in whole or in party from another candidate’s work, or from any other source (e.g., Published books or periodicals or internet sites) without due acknowledgement in the text. Candidate should familiarise themselves with the Institution’s policy and procedure (refer to international candidate handbook).

Note: Submitting someone else’s work or ideas as your own is strictly prohibited and any similar online content in your answers will be marked as Not Yet Competent.

Collusion

Collusion is the presentation by a candidate of an assignment as his/her own work which is in fact the result in whole or part of unauthorised collaboration with another person or persons.

Note: Working together or sharing work with others without authorisation is considered a violation of assessment integrity.

Cheating

Cheating, or ‘ghost-writing’, is when a learner engages another person to complete work for them, and then submits the work as their own, regardless of money was paid or not. This is also called ‘contract cheating.’

Note: Using unauthorized materials, communication devices, or unfair means to gain an unfair advantage in assessments is strictly forbidden.

Special needs

Candidates with special needs should notify their assessor to request any required adjustments as soon as possible. This will enable the assessor to address the identified needs immediately.

Reasonable Adjustments.

Please refer to Reasonable Adjustments Policy and Procedure provided to you on assessment guide for this qualification.

Process for Implementing Reasonable Adjustments:

  • Disclosure: Learners should disclose their disabilities or specific learning needs to the relevant college staff, such as the disability support services or their trainers, in a confidential manner.
  • Assessment Needs Assessment: An assessment needs assessment will be conducted for learners who disclose disabilities or specific learning needs to identify appropriate reasonable adjustments. This assessment may involve reviewing documentation, consulting with relevant professionals, and considering the learner’s input.
  • Reasonable Adjustments: Based on the assessment needs assessment, appropriate reasonable adjustments will be determined, which may include but are not limited to: a. Adjusting assessment methods, such as providing additional time or allowing the use of assistive technologies. b. Modifying assessment conditions, such as providing a quiet and comfortable environment or allowing breaks during assessments. c. Providing alternative assessment formats or tasks that align with the learner’s abilities and learning needs.
  • Documentation and Communication: Reasonable adjustments, along with the rationale and agreed arrangements, will be documented in the learner’s individual learning plan or assessment plan. Clear communication of the adjustments will be provided to the learner, trainers, assessors, and relevant staff involved in the assessment process.
  • Review and Evaluation: The effectiveness of the reasonable adjustments will be regularly reviewed and evaluated to ensure their ongoing relevance and suitability. Adjustments may be modified or updated based on learner feedback, changes in the learner’s circumstances, or emerging needs.

Assessment ‘written work’ submission

Use assessment template provided to you for submission and attach any additional documents and any other evidence as specified and required by your assessor. If you fail to fill out your name, your student number and dates including assessment completion dates, your submission will be considered as not authentic and not current according to ‘rules of evidence’ requirement and your submission will not be marked and assessment outcome will be marked as ‘Not Satisfactory’ or ‘Not Yet Competent.’

Competency outcome

There are two outcomes of assessments: Satisfactory and Not Satisfactory (If not satisfactory, learner requires more training and learning). Once the candidate has completed all the tasks for the unit, the candidate will be awarded “Competent” (C). If you are deemed not satisfactory, your status will be marked as “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance for reassessment or resubmit your assessment task(s). You will be provided with maximum three attempts for the unit of competency.

Assessment appeals

  • If you do not agree with an assessment decision, you can make an assessment appeal as per college assessment appeals process.
  • Candidates have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.


ASSESSMENT GUIDELINES FOR WRITTEN TASK

QUESTION TYPEHOW LONG YOUR ANSWER SHOULD BE (LENGTH OF ANSWER)
DefineLength approximately 4 typed lines = 50 words.
IdentifyWrite dot points of the number of items to identify according to the question.
OutlineSummarise in a line or set of lines the required number of items or develop appropriate meaningful answers according to the question but not in detail.
Identify and briefly describeIdentify in dot points and provide a description of each with a minimum of 4 typed lines = 50 words.
DescribeProvide a description with minimum 8 typed lines = 100 – 150 words or appropriately described to provide a meaningful answer with consistent knowledge application in length according to the question.
ExplainExplain the procedure with minimum 8 typed lines = 100 – 150 words or appropriately explain to provide a meaningful answer with consistent knowledge application in length according to the question.
Distinguish / differentiateDistinguish means recognise or treat (someone or something) as different. To differentiate is to show or find the difference between things which are compared. It simply means that they are not the same but does not qualify them as being unique and possibly not related.  Length approximately 4 – 8 typed lines = 50 – 100 words for each question.
What?This is to assess your knowledge of something related to the subject area asking you to specify one or more things related to what is being asked in the question. This is generally asking for a short answer for which you need to provide a short description answering the question where the reader understands the answer to the question. Approx. 4 – 8 lines = 100 – 150 words.
How?This method of question is to assess your ability to explain or describe the ways, methods, manner, procedure, or process of something related to the question being asked. You need to provide sufficient description of how (ways, methods, manner, procedure, or process) it can be performed for the reader to understand the ways or procedure. Approx. 4 – 8 lines = 100 – 150 words.
Why?This question is to assess your knowledge of something and the purpose of it. You need to provide sufficient description of why (the purpose/objective or aim) it is used for the reader to understand the reason or purpose of it. Approx. 4 – 8 lines = 100 – 150 words.


ASSESSMENT TASK 1

Written Task – Questioning

You are required to read the following assessment information, requirements, and instructions before commencing. This task is about written questioning for you to provide written answers as evidence of your knowledge application. Ensure you follow the terms and conditions applied in undertaking written task during the assessment as specified and facilitated by your assessor.

Assessment InformationDescription
1Assessment methodWritten questioning
2Assessment typeSummative
3Assessment description (What?)This assessment task is a written task for which you are required to provide written answer solutions to the questions demonstrating your knowledge required to . Read the following information related to your assessment to prepare and perform to provide evidence of your knowledge.  
4Purpose (objective) of the assessment (Why?)To gather evidence of your ability to apply knowledge consistently to .  
5Assessment Instructions (How?)  Read the theoretical component of the learner workbook.Conduct research and review literature relevant to the unit. Provide answer solutions to each question using your own words. Note: do not just copy past the answers from other materials. You may refer to learning materials and other sources of information as agreed by your assessor.You may word-process your answers using MS Word /Mac document.The assessment is due for completion on the date/s and time/s. specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.Submit your work with any required evidence attached. See the specifications below for details of submission requirements. Read the following requirements for this assessment completion:  
6Assessment date/s and timing/s (When?)This assessment will be conducted according to the training delivery session plan. Assessor will specify the timings of assessment and submission of evidence. Time allowed for the assessment is 3 hours within 20 hours of training delivery of week 2.
7Specifications (What structure, format, and demonstration)    Write answer solutions to all the questions using word-processed documents. Provide specified length and numbers mentioned in each question.Submit the answers with a cover page that includes your name, student ID, unit name/code, date of submission and assessor name.If a separate word-process document is used for your responses, include header (unit name/code) and footer (page no. student name and ID).
8Assessment context (Where and in what condition)  Assessment is conducted in the training room and safe environment where you are required to provide answer solutions to the questions in a word-processed document with evidence that demonstrates consistent knowledge application.
9Required resources (What resources, equipment, tools, and materials)Assessment task with instruction and assessment informationLearner workbook and other training handouts if or as allowed by your assessor.Computer with Internet access. Word-process software (MS Word/Mac).Workspace, table, chair, and stationery.
10Evidence requirements/ (What assessor is looking for)To complete the unit requirements safely and effectively, you must prove application of knowledge consistently relevant to vocational contexts and: Provide answers to all the questions using the assessment template provided to you for submission.Answers must be with appropriate and sufficient length by following assessment guidelines for written tasks above.Answers must be relevant to the question and its sub parts.Your assessor may verbally assess to confirm your knowledge application in case your answer is not correct or not clear to one or more questions.  


Your Task – Write answers (Knowledge Application)

The following is a set of knowledge-based questions. Read the text section ‘introduction’ in the learner workbook, refer to training undertaken and provide your answer solutions to the following questions using your own words to demonstrate your consistent knowledge application.

Ensure you answer all the following questions using the length guidelines above and quantity requirements applicable for the following relevant questions using the assessment template provided to you for submission.

Note: Some questions will ask you to answer to more than one specific area. Read the question carefully and understand what exactly the question is about. When you understand the question clearly, you are already there with the right answer. Do not copy paste text from online sources or any other sources for which your answers will be marked as ‘not satisfactory’, and assessor will provide you negative feedback.

Questions

  1. Briefly describe the key principles of fairness and equity in relation to interaction with colleagues and customers
  • Briefly describe the key cultural and religious protocols of main social and cultural groups in Australian society, including Australian Indigenous people.
  • Identify and briefly describe key cultural and religious protocols of main inbound tourist markets to Australia.
  • Identify and briefly describe different types of disability and their implications for the workplace.
  • Outline anti-discrimination policies for the industry and specific organisation.
  • Briefly describe the following basic aspects of state, territory and Commonwealth laws covering anti-discrimination:
    • Treat customers and colleagues fairly and equitably.
    • Not discriminate, show partiality, or grant any special favours on the basis of social and cultural attributes.
    • Not threaten, humiliate, or intimidate people because of their social or cultural attributes.
  • Briefly describe the following sources of assistance in communicating with colleagues and customers from diverse social and cultural groups:
    • Government agencies.
    • Diplomatic services.
    • Disability advocacy groups.
    • Educational institutions.
    • Interpreter services.
    • Local cultural organisations.
  • Briefly describe the following approaches to overcoming language barriers in the workplace:
    • Communicating through the use of:
      • Gestures\.
      • Signs.
      • Simple words in English or the other person’s language.
    • Giving simple directions.
    • Giving simple instructions.
References Provide references to education materials of other authors, sources, and writers you have used to develop your answers. A reference list lists only the sources you refer to in your writing. The purpose of the reference list is to allow your sources to be found by your reader (assessor). It also gives credit to authors you have consulted for their ideas. It helps you to avoid plagiarism by making it clear which ideas are your own and which are someone else’s, shows your understanding of the topic, gives supporting evidence for your ideas, arguments, and opinions. allows others to identify the sources you have used.

—End of Written Task Activities—

Assessment Task 2 – Case Study

                                                             (Includes role-plays)                                   

Communicate verbally and in a non-discriminatory way.

You are required to read the following assessment information, requirements, and instructions before commencing. This task has simulated workplace reference. Ensure you access the simulated workplace resources (planning documents, policies, and procedures etc.), equipment, applicable legislation, regulation, standards, and code of conduct during the assessment as specified and facilitated by your assessor.

Assessment InformationDescription
1Assessment MethodCase study (simulated workplace)
2Assessment TypeSummative
3Assessment Description (What?)This assessment task is a case study for you to consult with stakeholders to manage resources according to be socially aware when serving customers and working with colleagues. You are required to analyse the case scenario and provide written solutions to task activities by demonstrating applicable foundation skills and knowledge. You must also provide performance solutions to specific role-play activities relevant to case study in role-plays as agreed by your assessor. You must read the following information related to your assessment to prepare and perform in order to provide evidence of your skills and knowledge related to the unit of competency.
4Purpose (objective) of the Assessment (Why?)To gather evidence of your ability to apply skills and knowledge consistently to manage resources according to be socially aware when serving customers and working with colleagues.
5Assessment Instructions (How?)    Review the skills application section/s of the learner workbook.Read the task performance requirements and foundation skills application for each task activity.Conduct research and review literature relevant to the unit. Provide solutions to each written and performance activity using skills and knowledge and demonstrating your foundation skills. Note: Use word-process document for written activities to provide written evidence as specified in the task. you may use MS Word /Mac documents for your written evidence. This task requires you to play roles. As specified and agreed by your assessor, role-play the relevant activities demonstrating relevant skills.The assessment is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.Submit your work with any required evidence attached. See the specifications below for details of submission requirements. Continue to read the following assessment requirements:
6Assessment Date/s and Timing/s (When?)This assessment will be conducted according to the training delivery session plan. Assessor will specify the timings for assessment and evidence submission date/s and timing/s. Time allowed for the assessment completion is 4 hours within 20 hours of training delivery of the week 4.
7Specifications (What structure, format, and demonstration)Provide written solutions to all the case study activities and questions using word-processed documents. You may use this MS Word /Mac document for your answering. Provide specified length and numbers mentioned in each written activity.For role-play activities, play the role as specified by your assessor demonstrating foundation skills and knowledge application while being observed by your assessor.Submit the written activities with a cover page that includes your name, student ID, unit name unit code, date of submission and assessor name. Include header (unit name/code) and footer (page number, student name and student ID number)
8Assessment Context (Where and in what condition)  Assessment is conducted in the training room simulated and safe environment where you must perform consistently applying skills and knowledge. You must also provide written solutions to the activities in a word-processed document with evidence that demonstrates consistent skills and knowledge application in various conditions specified in the assessment task. Assessed in a simulated off-the-job situation that reflects the real workplace.
9Required Resources (What resources, equipment, tools, and materials)Assessment task with instruction and assessment informationLearner workbook and other training handouts.Access to simulated workplace business equipment and resources.Access to simulated workplace policies and procedures.Computer with Internet access word-process software (MS Word/Mac).Workspace, table/s, chair/s, and stationery as required.Case study and/or real workplace scenarioAccess to relevant legislation, regulations, standards, and code of practiceSpecified timing for assessment
10Evidence Requirements (What assessor is looking for)To complete the unit requirements safely and effectively, you must demonstrate consistent performance and provide evidence of your ability to provide leadership for a program of work.   In the course of above, you must: Provide written solutions to all the case study activities reflecting vocational application,Demonstrate performance and role-play activities consistently applying foundation skills and,Demonstrate consultation and communication effectively with relevant stakeholders (assessor and fellow trainees in role-plays).  

Role-play (Skills and Knowledge Application)

Using the simulated workplace and the case study scenario in the appendix, provide written solutions to preparation tasks and performance solutions to role-play tasks.

Situation

My Kind of Kitchen & Restaurant (MKKR) operates with a team of workers who are from multi-level socio-cultural backgrounds. There have been situations of social and cultural groups facing difficulties, misunderstandings occurring and discriminatory responses and language barriers that affect work performance. Refer to case study in the appendix for details. Restaurant’s workforce and their social and cultural backgrounds include:

Front House Team and Kitchen Staff:

a) Front House Team:

  1. Sarah Nguyen: Restaurant Manager (Vietnamese background).
  2. Ahmed Khan: Head Waiter (Pakistani background).
  3. Sophie Williams: Hostess (Australian background).
  4. Maria Santos: Waitress (Brazilian background).
  5. Chen Wei: Waiter (Chinese background).
  6. Ananya Patel: Waitress (Indian background).

b) Kitchen Staff Team:

  1. Magnus Andersson: Head Chef (Swedish background).
  2. Rajesh Patel: Sous Chef (Indian background).
  3. Pablo Rodriguez: Line Cook (Mexican background).
  4. Mei Ling: Pastry Chef (Chinese-Malaysian background).
  5. Marcela Fernandez: Prep Cook (Argentinian background).

Your role

You work as the supervisor for the simulated workplace with responsibility for ensuring staff work together overcoming social and cultural barriers, language barriers, and responding to each other in non-discriminatory way with respect and sensitivity to deliver organisational goals during day-to-day work.

Your Task

Complete the following workplace activities to the following scenarios demonstrating skills and knowledge to be socially aware when serving customers and working with colleagues:

A: Role-play preparation activity.

Prepare for role-play. Develop your approaches to address the situations of the case study in appendix by addressing the following requirements:

  1. Identify social and cultural issues that may cause conflict or misunderstanding in the workplace.
  2. How to resolve misunderstandings, taking account of social and cultural considerations?
  3. How to overcome language barriers among colleagues and customers?
  4. How to treat customers and colleagues with respect and sensitivity?
  5. How to respond to social and cultural differences in verbal and non-verbal communication?
  6. How to respond to colleagues and customers in a non-discriminatory way?
  7. How to address difficulties of social and cultural sensitivities?
  8. How to escalate socio-cultural problems and unresolved issues to appropriate person in the workplace for follow-up?
  9. Provide solutions to the situations provided in the assessment template showing socio-cultural sensitivity:

B: Role-play.

Refer to following role-play scenarios and role-play briefs to undertake the following role-play task.

  1. Organise the role-play with individuals from the learner group assigning the social cultural backgrounds according to the role-play briefs as facilitated and agreed by your assessor.
  2. Play the specific role according to case study by using the above approaches you have developed in the role-play preparation activities.
  3. Communicate verbally and in a non-discriminatory way with three different colleagues or customers, including at least one from a different social group and one from a different cultural group.
  4. During the role-play, demonstrate that you are attempting to overcome language barriers.
  5. Demonstrate with verbal responses by communicating in line with appropriate social and cultural conventions and being respectful and sensitive.
  6. Demonstrate that you identify when assistance is required in the above communication and seek help using the appropriate channels (Your supervisor role played by your assessor).
  7.  
  8. Answer
  9.  
  10. Role-Play Execution:
  11. Scenario 1: Ahmed Khan (Head Waiter) and Ananya Patel (Waitress)
  12. Ahmed Khan takes the lead, ensuring effective communication and collaboration during a busy lunch service.
  13. Ahmed: (Smiling) Hello Ananya, let’s work together to make this lunch service smooth. If you have any questions, feel free to ask.
  14. Ananya: (Nods) Thank you, Ahmed. I’ll do my best.
  15. Ahmed: (Using simple English and gestures) Ananya, please take this order to table 5. They want the chicken curry and fish tacos.
  16. Ananya: (Smiles) Got it, Ahmed.
  17. Ahmed demonstrates patience, uses simple language, and adapts his communication style to ensure Ananya understands the tasks.
  18. Scenario 2: Sophie Williams (Hostess) and Maria Santos (Customer)
  19. Sophie Williams welcomes Maria Santos and addresses her seating preferences.
  20. Sophie: (Warmly) Good evening, Maria! How can I assist you today?
  21. Maria: (Expresses seating preference)
  22. Sophie: (Active listening) I understand, Maria. Let me find you a comfortable spot. Would you prefer a table by the window or in the main dining area?
  23. Maria: (Indicates preference)
  24. Sophie: (Respectfully) Perfect! Right this way, Maria. I hope you enjoy your dining experience with us.
  25. Sophie demonstrates cultural sensitivity, active listening, and respect for Maria’s preferences.
  26. Scenario 3: Magnus Andersson (Head Chef) and Chen Wei (Waiter)
  27. Magnus communicates effectively with Chen Wei, considering language barriers and promoting collaboration.
  28. Magnus: (Approaches Chen Wei) Chen Wei, we have some specials tonight. Please inform the customers about the grilled salmon and beef stir-fry.
  29. Chen Wei: (Nods)
  30. Magnus: (Uses simple English and gestures) Grilled salmon is here (points), and beef stir-fry is here (gestures). Any questions?
  31. Chen Wei: (Asks clarifying questions)
  32. Magnus: (Patiently) Great questions! Feel free to ask if you need more information.
  33. Magnus demonstrates patience, uses visual cues, and is open to questions, ensuring effective communication with Chen Wei.
  34. Reflection:
  35. The role-play scenarios provided a practical platform to apply the approaches developed during the preparation activities. Effective communication, cultural sensitivity, and the ability to overcome language barriers were demonstrated in each scenario. Seeking assistance from the supervisor, played by the assessor, was done when necessary to address any challenges or uncertainties.
  36. The role-play highlighted the importance of adapting communication styles based on individual needs, actively listening to understand preferences, and fostering a collaborative and inclusive work environment. It also showcased the significance of seeking assistance when faced with difficulties, ensuring that socio-cultural issues are addressed promptly and effectively.
  37. Overall, the role-play allowed for the practical application of skills and knowledge in a simulated workplace setting, contributing to the development of a more socially aware and culturally sensitive work environment.
  38.  

Scenario 1:

Role: Ahmed Khan (Head Waiter, Pakistani background)

Colleague: Ananya Patel (Waitress, Indian background)

In this scenario, Ahmed Khan and Ananya Patel are working together to serve customers during a busy lunch service. Ananya has limited English proficiency, and Ahmed needs to communicate effectively while respecting her cultural background. Ahmed attempts to overcome the language barrier by using simple English words and gestures to convey instructions and requests. He demonstrates cultural sensitivity by being patient, understanding, and adapting his communication style to accommodate Ananya’s needs. If he encounters difficulties in communicating or ensuring accurate understanding, Ahmed seeks assistance from the supervisor, played by the assessor.

Scenario 2:

Role: Sophie Williams (Hostess, Australian background)

Customer: Maria Santos (Waitress, Brazilian background)

In this scenario, Sophie Williams is the hostess responsible for welcoming and seating customers. Maria Santos, a customer from a different cultural background, approaches Sophie with a specific seating request. Sophie communicates verbally and non-discriminatorily, acknowledging Maria’s request and making efforts to understand her cultural preferences. Sophie demonstrates respect and sensitivity by actively listening to Maria’s needs and providing appropriate options that align with the restaurant’s policies. If there are any challenges or misunderstandings, Sophie seeks assistance from the supervisor, played by the assessor, to ensure effective communication.

Scenario 3:

Role: Magnus Andersson (Head Chef, Swedish background)

Colleague: Chen Wei (Waiter, Chinese background)

In this scenario, Magnus Andersson, as the head chef, needs to communicate with Chen Wei, a waiter from a different cultural background. Magnus attempts to overcome language barriers by using simple English words and gestures to convey cooking instructions and menu details. He is mindful of cultural differences in communication styles and adjusts his approach accordingly. Magnus demonstrates respect and sensitivity by being patient, open to questions, and receptive to Chen Wei’s input or suggestions. If there are any challenges or the need for additional support in communication, Magnus seeks assistance from the supervisor, played by the assessor, to ensure effective understanding and collaboration.

Role-play Brief

This part is a role-play where you must organise role-play settings as agreed and facilitated by your assessor for a consultation meeting including training room place, tables, chairs, a computer with Internet, papers, pens, and any other resources as required.

 Details of the task being observedYou undertake the active part of the task participating and using oral communication skills in a consultation meeting with relevant managers.
Assumptions to be madeYour assessor plays the role of relevant supervisor.
Persons involvedYou, assessor, and any other learner chosen by your assessor for a role of other colleague and customer according to scenario.
Involvement and contribution from role-play participants.Play the assigned role by behaving and communicating portraying the social and cultural background and the language. Assessor is to provide assistance when the role-payer seeks assistance by escalating problems and issues.
Timing for the role-play:7 – 10 minutes per candidate plus your assessor will decide any additional time required based on your participation behaviour and ability to perform
Conditions under which the observation is conductedSkills in this assessment are demonstrated by the candidate and observed by assessor in a simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to: Workplace or simulated workplace policies and proceduresrelevant legislation, regulations, standards, and codesworkplace documentation and resources relevant to required performance evidence.
Observation to be conductedIn this role play you must portray an assigned role as a way of experiencing that role by performing the following assessment task activities. While you are portraying the assigned roles, assessor will observe and analyse application of skills and the performance behaviour and mark competency accordingly.
Foundation skills and observable application of skills.  Take the lead role and communicate effectively.Discuss cross-cultural misunderstandings and difficulties with participants.Communicate verbally and non-discriminatory way and resolve issues.Escalate problems and unresolved issues to appropriate channels and seek assistance from others when necessary.

Role-play Brief 1:

Role: Ahmed Khan (Head Waiter, Pakistani background)

Colleague: Ananya Patel (Waitress, Indian background)

Scenario: It’s a busy lunch service, and Ahmed Khan needs to work closely with Ananya Patel, who has limited English proficiency.

  • The task is to ensure smooth communication and coordination between them while serving customers.
  • Ahmed should demonstrate patience, use simple English words and gestures, and adapt his communication style to overcome language barriers.
  • The goal is to create an inclusive and supportive work environment that promotes effective collaboration.

Role-play Brief 2:

Role: Sophie Williams (Hostess, Australian background)

Customer: Maria Santos (Waitress, Brazilian background)

Scenario: Sophie Williams, as the hostess, encounters Maria Santos, a customer with a different cultural background who has specific seating preferences.

  • The task is to greet Maria warmly, actively listen to her seating request, and accommodate her cultural preferences while adhering to the restaurant’s policies.
  • Sophie should demonstrate cultural sensitivity, respect, and effective communication skills to ensure customer satisfaction and a positive dining experience.

Role-play Brief 3:

Role: Magnus Andersson (Head Chef, Swedish background)

Colleague: Chen Wei (Waiter, Chinese background)

Scenario: Magnus Andersson, the head chef, needs to communicate effectively with Chen Wei, a waiter from a different cultural background.

  • The task is to provide clear instructions and communicate menu details while considering any language barriers.
  • Magnus should demonstrate patience, use simple English words, gestures, and visuals to convey information, and be open to questions or suggestions from Chen Wei.
  • The goal is to promote effective collaboration and understanding between the kitchen and front-of-house staff to deliver a seamless dining experience.

These role-play briefs provide specific scenarios for each character, highlighting their roles, backgrounds, and the communication challenges they may encounter. They set the context for the role-play tasks and guide the participants in demonstrating effective communication, cultural sensitivity, and the ability to overcome language barriers while seeking assistance when needed.

—End of Case Study Task Activities—

Appendix 1

Case Study (Simulated Workplace)

My Kind of Kitchen & Restaurant (MKKR)

My Kind of Kitchen & Restaurant is a 60 seat fine-dining restaurant with a 20-seat lounge. We focus on our New Australian-Swedish menu with a touch of Asian influence. MKK is located in the booming, and rapidly expanding, borough of St Kilda, Melbourne ‘on the shore.’ The menu will be inspired from different countries’ specialties and appeal to a diverse clientele. You can get Swedish specialties like herring, gravlax, and meatballs, or you can go a little bit more International and choose a red curry chicken with basmati rice, or an Asian grilled shrimp with spinach, tofu, and black bean sauce. We will also have a special pasta dish entree every day plus the ‘all Australian meal’ such as barbecue beef ribs and baked beans. Adding value will be an interesting business lunch menu with specialties every day. The menu will change every 3-4 months but keep the favourites. Prices will be competitive with other upscale restaurants in the area. However, it is the strategy of My Kind of Kitchen & Restaurant to give a perception of higher value than its competitors, through its food, service, and entertainment.

Products

My Kind of Kitchen & Restaurant will be unique to the St Kilda area. International creative food, and a style of service that will make everyone feel welcome and special. Our food products will be of the finest quality and prepared with sensitivity and care. We will ‘go all the way’ to satisfy our guests. We will change our menu every 3-4 months, but we’ll keep ‘your favourite.’ Portions will be modestly sized with an attractive presentation.

Andrea Morrison will manage My Kind of Kitchen & Restaurant. She will also function as head chef. Dan Morrison will take care of all financial issues including bookkeeping. Phillips Cook is the front manager and our marketing director. She will take care of ordering for service and managing the wait-staff. She will also take care of marketing and advertising.

Work roles

Cooks and chefs at My Kind of Kitchen & Restaurant (MKKR) involve in food service operations where food is prepared using fixed and handheld equipment, cooking utensils, and various types of ingredients according to recipes being prepared. Cook’s duties include preparation of following food items according to food safety requirements and regulations and the specific requirements for the food type:

Types of foodBasic cookery methods
Dairy productsBakingShallow frying
Dry goodsBlanchingSous vide
Frozen goodsBoilingSteaming
FruitBraisingStewing
MeatDeep-frying 
PoultryGrilling 
SeafoodPoaching 
VegetablesRoasting 

Front House Team and Kitchen Staff:

a) Front House Team:

  1. Sarah Nguyen: Restaurant Manager (Vietnamese background)
  2. Ahmed Khan: Head Waiter (Pakistani background)
  3. Sophie Williams: Hostess (Australian background)
  4. Maria Santos: Waitress (Brazilian background)
  5. Chen Wei: Waiter (Chinese background)
  6. Ananya Patel: Waitress (Indian background)

b) Kitchen Staff Team:

  1. Magnus Andersson: Head Chef (Swedish background)
  2. Rajesh Patel: Sous Chef (Indian background)
  3. Pablo Rodriguez: Line Cook (Mexican background)
  4. Mei Ling: Pastry Chef (Chinese-Malaysian background)
  5. Marcela Fernandez: Prep Cook (Argentinian background)

Scenario of Language Barriers:

  • Ahmed, the Head Waiter, is fluent in English, Urdu, and Punjabi. However, there may still be situations where language barriers arise. For example:
  • Situation: Ananya, the Indian waitress, is new to the team and has limited proficiency in English. She struggles to understand customer orders and communicate effectively with the kitchen staff.

Scenario of Social and Cultural Differences and Misunderstandings:

  • Situation: During a busy evening, Maria, the Brazilian waitress, misunderstands Ananya’s cultural gestures as impolite, leading to tension between them.

Scenario of Problems and Unresolved Issues:

  • Situation: Chen Wei, the Chinese waiter, consistently fails to communicate special dietary requests from customers to the kitchen staff. This leads to incorrect orders and customer complaints.

Scenario of Discriminatory Responses

  • Situation: Despite the diverse nature of the team, there are instances where some colleagues respond to others in a discriminatory way based on cultural backgrounds or stereotypes.

Scenario: Being Non-Respectful and Non-Sensitive

  • Situation: During a busy shift, Marcela, the Prep Cook from an Argentinian background, repeatedly makes insensitive remarks about Rajesh’s Indian heritage, mocking his accent and cultural practices. This behaviour creates a hostile work environment and causes discomfort for Rajesh.

Scenario: Not Communicating in Line with Appropriate Social and Cultural Conventions

  • Situation: Chen Wei, the Chinese waiter, unintentionally offends a group of Japanese customers by not adhering to appropriate social and cultural conventions during their dining experience. Chen Wei’s lack of understanding of Japanese customs leads to misunderstandings and discomfort for the customers.

Scenario: Escalating Problems and Unresolved Issues

  • Situation: Maria, a Brazilian waitress, has been consistently reporting instances of Chen Wei, a Chinese waiter, making derogatory comments about her cultural background. Despite Maria’s attempts to address the issue directly with Chen Wei, the problem persists and remains unresolved, affecting her well-being and work performance.

Social and cultural issues that may cause conflict or misunderstanding in the workplace.

Role-play scenarios
Scenario 1: Role: Ahmed Khan (Head Waiter, Pakistani background). Colleague: Ananya Patel (Waitress, Indian background). In this scenario, Ahmed Khan and Ananya Patel are working together to serve customers during a busy lunch service. Ananya has limited English proficiency, and Ahmed needs to communicate effectively while respecting her cultural background. Ahmed attempts to overcome the language barrier by using simple English words and gestures to convey instructions and requests. He demonstrates cultural sensitivity by being patient, understanding, and adapting his communication style to accommodate Ananya’s needs. If he encounters difficulties in communicating or ensuring accurate understanding, Ahmed seeks assistance from the supervisor, played by the assessor.
Scenario 2: Role: Sophie Williams (Hostess, Australian background). Customer: Maria Santos (Waitress, Brazilian background). In this scenario, Sophie Williams is the hostess responsible for welcoming and seating customers. Maria Santos, a customer from a different cultural background, approaches Sophie with a specific seating request. Sophie communicates verbally and non-discriminatorily, acknowledging Maria’s request and making efforts to understand her cultural preferences. Sophie demonstrates respect and sensitivity by actively listening to Maria’s needs and providing appropriate options that align with the restaurant’s policies. If there are any challenges or misunderstandings, Sophie seeks assistance from the supervisor, played by the assessor, to ensure effective communication.
Scenario 3: Role: Magnus Andersson (Head Chef, Swedish background). Colleague: Chen Wei (Waiter, Chinese background). In this scenario, Magnus Andersson, as the head chef, needs to communicate with Chen Wei, a waiter from a different cultural background. Magnus attempts to overcome language barriers by using simple English words and gestures to convey cooking instructions and menu details. He is mindful of cultural differences in communication styles and adjusts his approach accordingly. Magnus demonstrates respect and sensitivity by being patient, open to questions, and receptive to Chen Wei’s input or suggestions. If there are any challenges or the need for additional support in communication, Magnus seeks assistance from the supervisor, played by the assessor, to ensure effective understanding and collaboration.

Social and cultural issues

Social and cultural issues can potentially lead to conflicts or misunderstandings in the workplace. The following are some examples:

  1. Communication Styles: Different cultures may have distinct communication styles, such as direct or indirect communication, use of gestures, or personal space preferences. These differences can cause misunderstandings or misinterpretations in workplace interactions.
  2. Language Barriers: Language differences, including variations in accents, fluency, or proficiency in a shared language, can lead to miscommunication, confusion, and misunderstandings among team members.
  3. Cultural Norms and Etiquette: Varying cultural norms and etiquette related to greetings, gestures, body language, or hierarchical structures can create confusion or offense if not understood or respected by all team members.
  4. Religious Practices: Religious practices and observances may require specific accommodations or adjustments in the workplace, such as dietary restrictions, prayer times, or attire. Failure to recognize and accommodate these practices can lead to tensions or conflicts.
  5. Stereotyping and Bias: Stereotypes or biased beliefs about different cultures can contribute to discriminatory behaviours, exclusion, or marginalization of certain individuals or groups in the workplace. This can result in conflicts, reduced teamwork, and a negative work environment.
  6. Social Hierarchies: Different cultures may have varying levels of respect and deference to authority or seniority. Conflicts can arise when these expectations clash, particularly in multicultural teams with different cultural perspectives on decision-making and hierarchy.
  7. Misunderstanding of Cultural Values: Cultural values, such as individualism versus collectivism, time orientation, or work-life balance, can differ among cultures. Failing to understand or appreciate these val
  8.   Assessment Manual
  9. SITXCOM007 Show social and cultural sensitivity.
  10. Objective of assessments
  11. We are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practice in your work in the workplace with consistent and competent work performance. The purpose of the assessment process is to assess your ability:
  12. to apply skills and knowledge using written and demonstration activities that apply to tasks and activities of a workplace.
  13. to translate your learning into your work performance in a workplace through demonstration.
  14. to apply skills and knowledge actively, correctly, and consistently for work in a workplace.
  15. Assessment process
  16. The assessment process is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in a workplace, and some in the training room as required by each unit. The assessment tasks have been designed to enable you to demonstrate skills and knowledge application and produce the critical evidence to successfully demonstrate competency at the required standard.
  17. Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example, a written activity, case study, or demonstration and observation. The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment provided to you in the assessment guide separately.
  18. Assessment guide
  19. Your assessment guide that is provided to you will explain the following. Please refer to assessment guide for the following information before commencing your written work and demonstration:
  20. Your responsibilities during the assessment.
  21. Assessor responsibilities during the conduct of assessment.
  22. Your rights to appeal if the assessment outcome appears as “Not Yet Competent” for one or more assessment tasks.
  23. The process to apply if you already possess the knowledge and skills to be able to demonstrate competence in this unit.
  24. The formats and structure of the written assessment work for submission.
  25. The length, breath and the quantity of your written work, plagiarism, collusion, cheating and how to use references for sources of information.
  26. How to achieve a satisfactory outcome against the criteria for each type of assessment task.
  27. Application of reasonable adjustments where necessary.
  28. Requirements for demonstration, performance for practical assessment tasks and activities.
  29. Your assessment performance with commitment, consistency, clarity, capacity, capability, correctness, and completeness.
  30. Instructions
  31. Each assessment task provides you with assessment information that includes answers to what, why, how, when, in what condition, what materials, resources and equipment to use and evidence requirements.
  32. Read the applicable information and if unsure seek clarification from your assessor.
  33. Before and during assessment demonstration and interacting with others, ensure you follow simulated workplace policies and procedures.
  34. Ensure you follow hygiene procedures, social distancing rules and ethics before, during and after assessment tasks and activities.
  35. Undertake your preparation activities and demonstration activities as specified and directed by your assessor.
  36. In any situation during the assessment, if you find that you are unable to perform due to any condition (health or safety), stop your work and inform the assessor of the condition.
  37. Ensure you are obligated with your rights as a candidate and respects the rights of your assessor during the assessment performance.
  38. For interactive and role-play activities, organise role-play settings and individuals for role-play in collaboration with assessor and training mates.
  39. Submit your written work when it becomes due and avoid the requirements of extensions.
  40. Use provided self-assessment checklists by checking as you progress in assessment to ensure you do not miss anything that may lead to unsatisfactory outcomes.
  41. Submission specifications
  42. Fill your submission details in the front page of assessment template separately provided to you and attach any additional documents and any other evidence as specified and required by your assessor.
  43. Follow the institution submission requirements of assessment. I.e., electronic submission (LMS) or hard copy submission or as specified by your assessor for differing assessment situations.
  44. Assessment Location
  45. All assessments will be conducted at.
  46. Assessment Preparation
  47. Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.
  48. When you have read and understood this unit’s assessment tasks, print out the Candidate Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
  49. Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you. On rare occasions, in case assignments are lost in the system you may be asked to provide a copy of your work.
  50. Re-assessment/Re-submission opportunities
  51. Candidates will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
  52. If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date.
  53. Candidates have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
  54. Candidates are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
  55. Overall, you will have only three re-assessment opportunities including re-submission according to our re-assessment policy and procedures. If you failed to gain competency within these three re-assessments opportunities, it will result is re-enrolment for the unit of competency.
  56. Plagiarism
  57. Plagiarism is the presentation by a candidate of an assignment that has been copied in whole or in party from another candidate’s work, or from any other source (e.g., Published books or periodicals or internet sites) without due acknowledgement in the text. Candidate should familiarise themselves with the Institution’s policy and procedure (refer to international candidate handbook).
  58. Note: Submitting someone else’s work or ideas as your own is strictly prohibited and any similar online content in your answers will be marked as Not Yet Competent.
  59. Collusion
  60. Collusion is the presentation by a candidate of an assignment as his/her own work which is in fact the result in whole or part of unauthorised collaboration with another person or persons.
  61. Note: Working together or sharing work with others without authorisation is considered a violation of assessment integrity.
  62. Cheating
  63. Cheating, or ‘ghost-writing’, is when a learner engages another person to complete work for them, and then submits the work as their own, regardless of money was paid or not. This is also called ‘contract cheating.’
  64. Note: Using unauthorized materials, communication devices, or unfair means to gain an unfair advantage in assessments is strictly forbidden.
  65. Special needs
  66. Candidates with special needs should notify their assessor to request any required adjustments as soon as possible. This will enable the assessor to address the identified needs immediately.
  67. Reasonable Adjustments.
  68. Please refer to Reasonable Adjustments Policy and Procedure provided to you on assessment guide for this qualification.
  69. Process for Implementing Reasonable Adjustments:
  70. Disclosure: Learners should disclose their disabilities or specific learning needs to the relevant college staff, such as the disability support services or their trainers, in a confidential manner.
  71. Assessment Needs Assessment: An assessment needs assessment will be conducted for learners who disclose disabilities or specific learning needs to identify appropriate reasonable adjustments. This assessment may involve reviewing documentation, consulting with relevant professionals, and considering the learner’s input.
  72. Reasonable Adjustments: Based on the assessment needs assessment, appropriate reasonable adjustments will be determined, which may include but are not limited to: a. Adjusting assessment methods, such as providing additional time or allowing the use of assistive technologies. b. Modifying assessment conditions, such as providing a quiet and comfortable environment or allowing breaks during assessments. c. Providing alternative assessment formats or tasks that align with the learner’s abilities and learning needs.
  73. Documentation and Communication: Reasonable adjustments, along with the rationale and agreed arrangements, will be documented in the learner’s individual learning plan or assessment plan. Clear communication of the adjustments will be provided to the learner, trainers, assessors, and relevant staff involved in the assessment process.
  74. Review and Evaluation: The effectiveness of the reasonable adjustments will be regularly reviewed and evaluated to ensure their ongoing relevance and suitability. Adjustments may be modified or updated based on learner feedback, changes in the learner’s circumstances, or emerging needs.
  75. Assessment ‘written work’ submission
  76. Use assessment template provided to you for submission and attach any additional documents and any other evidence as specified and required by your assessor. If you fail to fill out your name, your student number and dates including assessment completion dates, your submission will be considered as not authentic and not current according to ‘rules of evidence’ requirement and your submission will not be marked and assessment outcome will be marked as ‘Not Satisfactory’ or ‘Not Yet Competent.’
  77. Competency outcome
  78. There are two outcomes of assessments: Satisfactory and Not Satisfactory (If not satisfactory, learner requires more training and learning). Once the candidate has completed all the tasks for the unit, the candidate will be awarded “Competent” (C). If you are deemed not satisfactory, your status will be marked as “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance for reassessment or resubmit your assessment task(s). You will be provided with maximum three attempts for the unit of competency.
  79. Assessment appeals
  80. If you do not agree with an assessment decision, you can make an assessment appeal as per college assessment appeals process.
  81. Candidates have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
  82. ASSESSMENT GUIDELINES FOR WRITTEN TASK
  83. ASSESSMENT TASK 1
  84. Written Task – Questioning
  85. You are required to read the following assessment information, requirements, and instructions before commencing. This task is about written questioning for you to provide written answers as evidence of your knowledge application. Ensure you follow the terms and conditions applied in undertaking written task during the assessment as specified and facilitated by your assessor.
  86. Your Task – Write answers (Knowledge Application)
  87. The following is a set of knowledge-based questions. Read the text section ‘introduction’ in the learner workbook, refer to training undertaken and provide your answer solutions to the following questions using your own words to demonstrate your consistent knowledge application.
  88. Ensure you answer all the following questions using the length guidelines above and quantity requirements applicable for the following relevant questions using the assessment template provided to you for submission.
  89. Note: Some questions will ask you to answer to more than one specific area. Read the question carefully and understand what exactly the question is about. When you understand the question clearly, you are already there with the right answer. Do not copy paste text from online sources or any other sources for which your answers will be marked as ‘not satisfactory’, and assessor will provide you negative feedback.
  90. Questions
  91. Briefly describe the key principles of fairness and equity in relation to interaction with colleagues and customers
  92. Briefly describe the key cultural and religious protocols of main social and cultural groups in Australian society, including Australian Indigenous people.
  93. Identify and briefly describe key cultural and religious protocols of main inbound tourist markets to Australia.
  94. Identify and briefly describe different types of disability and their implications for the workplace.
  95. Outline anti-discrimination policies for the industry and specific organisation.
  96. Briefly describe the following basic aspects of state, territory and Commonwealth laws covering anti-discrimination:
    • Treat customers and colleagues fairly and equitably.
    • Not discriminate, show partiality, or grant any special favours on the basis of social and cultural attributes.
    • Not threaten, humiliate, or intimidate people because of their social or cultural attributes.
  97. Briefly describe the following sources of assistance in communicating with colleagues and customers from diverse social and cultural groups:
    • Government agencies.
    • Diplomatic services.
    • Disability advocacy groups.
    • Educational institutions.
    • Interpreter services.
    • Local cultural organisations.
  98. Briefly describe the following approaches to overcoming language barriers in the workplace:
    • Communicating through the use of:
      • Gestures\.
      • Signs.
      • Simple words in English or the other person’s language.
    • Giving simple directions.
    • Giving simple instructions.
  99. —End of Written Task Activities—
  100. Assessment Task 2 – Case Study
  101.                                                              (Includes role-plays)                                   
  102. Communicate verbally and in a non-discriminatory way.
  103. You are required to read the following assessment information, requirements, and instructions before commencing. This task has simulated workplace reference. Ensure you access the simulated workplace resources (planning documents, policies, and procedures etc.), equipment, applicable legislation, regulation, standards, and code of conduct during the assessment as specified and facilitated by your assessor.
  104. Role-play (Skills and Knowledge Application)
  105. Using the simulated workplace and the case study scenario in the appendix, provide written solutions to preparation tasks and performance solutions to role-play tasks.
  106. Situation
  107. My Kind of Kitchen & Restaurant (MKKR) operates with a team of workers who are from multi-level socio-cultural backgrounds. There have been situations of social and cultural groups facing difficulties, misunderstandings occurring and discriminatory responses and language barriers that affect work performance. Refer to case study in the appendix for details. Restaurant’s workforce and their social and cultural backgrounds include:
  108. Front House Team and Kitchen Staff:
  109. a) Front House Team:
  110. Sarah Nguyen: Restaurant Manager (Vietnamese background).
  111. Ahmed Khan: Head Waiter (Pakistani background).
  112. Sophie Williams: Hostess (Australian background).
  113. Maria Santos: Waitress (Brazilian background).
  114. Chen Wei: Waiter (Chinese background).
  115. Ananya Patel: Waitress (Indian background).
  116. b) Kitchen Staff Team:
  117. Magnus Andersson: Head Chef (Swedish background).
  118. Rajesh Patel: Sous Chef (Indian background).
  119. Pablo Rodriguez: Line Cook (Mexican background).
  120. Mei Ling: Pastry Chef (Chinese-Malaysian background).
  121. Marcela Fernandez: Prep Cook (Argentinian background).
  122. Your role
  123. You work as the supervisor for the simulated workplace with responsibility for ensuring staff work together overcoming social and cultural barriers, language barriers, and responding to each other in non-discriminatory way with respect and sensitivity to deliver organisational goals during day-to-day work.
  124. Your Task
  125. Complete the following workplace activities to the following scenarios demonstrating skills and knowledge to be socially aware when serving customers and working with colleagues:
  126. A: Role-play preparation activity.
  127. Prepare for role-play. Develop your approaches to address the situations of the case study in appendix by addressing the following requirements:
  128. Identify social and cultural issues that may cause conflict or misunderstanding in the workplace.
  129. How to resolve misunderstandings, taking account of social and cultural considerations?
  130. How to overcome language barriers among colleagues and customers?
  131. How to treat customers and colleagues with respect and sensitivity?
  132. How to respond to social and cultural differences in verbal and non-verbal communication?
  133. How to respond to colleagues and customers in a non-discriminatory way?
  134. How to address difficulties of social and cultural sensitivities?
  135. How to escalate socio-cultural problems and unresolved issues to appropriate person in the workplace for follow-up?
  136. Provide solutions to the situations provided in the assessment template showing socio-cultural sensitivity:
  137. B: Role-play.
  138. Refer to following role-play scenarios and role-play briefs to undertake the following role-play task.
  139. Organise the role-play with individuals from the learner group assigning the social cultural backgrounds according to the role-play briefs as facilitated and agreed by your assessor.
  140. Play the specific role according to case study by using the above approaches you have developed in the role-play preparation activities.
  141. Communicate verbally and in a non-discriminatory way with three different colleagues or customers, including at least one from a different social group and one from a different cultural group.
  142. During the role-play, demonstrate that you are attempting to overcome language barriers.
  143. Demonstrate with verbal responses by communicating in line with appropriate social and cultural conventions and being respectful and sensitive.
  144. Demonstrate that you identify when assistance is required in the above communication and seek help using the appropriate channels (Your supervisor role played by your assessor).
  145.  
  146. Answer
  147.  
  148. Role-Play Execution:
  149. Scenario 1: Ahmed Khan (Head Waiter) and Ananya Patel (Waitress)
  150. Ahmed Khan takes the lead, ensuring effective communication and collaboration during a busy lunch service.
  151. Ahmed: (Smiling) Hello Ananya, let’s work together to make this lunch service smooth. If you have any questions, feel free to ask.
  152. Ananya: (Nods) Thank you, Ahmed. I’ll do my best.
  153. Ahmed: (Using simple English and gestures) Ananya, please take this order to table 5. They want the chicken curry and fish tacos.
  154. Ananya: (Smiles) Got it, Ahmed.
  155. Ahmed demonstrates patience, uses simple language, and adapts his communication style to ensure Ananya understands the tasks.
  156. Scenario 2: Sophie Williams (Hostess) and Maria Santos (Customer)
  157. Sophie Williams welcomes Maria Santos and addresses her seating preferences.
  158. Sophie: (Warmly) Good evening, Maria! How can I assist you today?
  159. Maria: (Expresses seating preference)
  160. Sophie: (Active listening) I understand, Maria. Let me find you a comfortable spot. Would you prefer a table by the window or in the main dining area?
  161. Maria: (Indicates preference)
  162. Sophie: (Respectfully) Perfect! Right this way, Maria. I hope you enjoy your dining experience with us.
  163. Sophie demonstrates cultural sensitivity, active listening, and respect for Maria’s preferences.
  164. Scenario 3: Magnus Andersson (Head Chef) and Chen Wei (Waiter)
  165. Magnus communicates effectively with Chen Wei, considering language barriers and promoting collaboration.
  166. Magnus: (Approaches Chen Wei) Chen Wei, we have some specials tonight. Please inform the customers about the grilled salmon and beef stir-fry.
  167. Chen Wei: (Nods)
  168. Magnus: (Uses simple English and gestures) Grilled salmon is here (points), and beef stir-fry is here (gestures). Any questions?
  169. Chen Wei: (Asks clarifying questions)
  170. Magnus: (Patiently) Great questions! Feel free to ask if you need more information.
  171. Magnus demonstrates patience, uses visual cues, and is open to questions, ensuring effective communication with Chen Wei.
  172. Reflection:
  173. The role-play scenarios provided a practical platform to apply the approaches developed during the preparation activities. Effective communication, cultural sensitivity, and the ability to overcome language barriers were demonstrated in each scenario. Seeking assistance from the supervisor, played by the assessor, was done when necessary to address any challenges or uncertainties.
  174. The role-play highlighted the importance of adapting communication styles based on individual needs, actively listening to understand preferences, and fostering a collaborative and inclusive work environment. It also showcased the significance of seeking assistance when faced with difficulties, ensuring that socio-cultural issues are addressed promptly and effectively.
  175. Overall, the role-play allowed for the practical application of skills and knowledge in a simulated workplace setting, contributing to the development of a more socially aware and culturally sensitive work environment.
  176.  
  177. Scenario 1:
  178. Role: Ahmed Khan (Head Waiter, Pakistani background)
  179. Colleague: Ananya Patel (Waitress, Indian background)
  180. In this scenario, Ahmed Khan and Ananya Patel are working together to serve customers during a busy lunch service. Ananya has limited English proficiency, and Ahmed needs to communicate effectively while respecting her cultural background. Ahmed attempts to overcome the language barrier by using simple English words and gestures to convey instructions and requests. He demonstrates cultural sensitivity by being patient, understanding, and adapting his communication style to accommodate Ananya’s needs. If he encounters difficulties in communicating or ensuring accurate understanding, Ahmed seeks assistance from the supervisor, played by the assessor.
  181. Scenario 2:
  182. Role: Sophie Williams (Hostess, Australian background)
  183. Customer: Maria Santos (Waitress, Brazilian background)
  184. In this scenario, Sophie Williams is the hostess responsible for welcoming and seating customers. Maria Santos, a customer from a different cultural background, approaches Sophie with a specific seating request. Sophie communicates verbally and non-discriminatorily, acknowledging Maria’s request and making efforts to understand her cultural preferences. Sophie demonstrates respect and sensitivity by actively listening to Maria’s needs and providing appropriate options that align with the restaurant’s policies. If there are any challenges or misunderstandings, Sophie seeks assistance from the supervisor, played by the assessor, to ensure effective communication.
  185. Scenario 3:
  186. Role: Magnus Andersson (Head Chef, Swedish background)
  187. Colleague: Chen Wei (Waiter, Chinese background)
  188. In this scenario, Magnus Andersson, as the head chef, needs to communicate with Chen Wei, a waiter from a different cultural background. Magnus attempts to overcome language barriers by using simple English words and gestures to convey cooking instructions and menu details. He is mindful of cultural differences in communication styles and adjusts his approach accordingly. Magnus demonstrates respect and sensitivity by being patient, open to questions, and receptive to Chen Wei’s input or suggestions. If there are any challenges or the need for additional support in communication, Magnus seeks assistance from the supervisor, played by the assessor, to ensure effective understanding and collaboration.
  189. Role-play Brief
  190. This part is a role-play where you must organise role-play settings as agreed and facilitated by your assessor for a consultation meeting including training room place, tables, chairs, a computer with Internet, papers, pens, and any other resources as required.
  191. Role-play Brief 1:
  192. Role: Ahmed Khan (Head Waiter, Pakistani background)
  193. Colleague: Ananya Patel (Waitress, Indian background)
  194. Scenario: It’s a busy lunch service, and Ahmed Khan needs to work closely with Ananya Patel, who has limited English proficiency.
  195. The task is to ensure smooth communication and coordination between them while serving customers.
  196. Ahmed should demonstrate patience, use simple English words and gestures, and adapt his communication style to overcome language barriers.
  197. The goal is to create an inclusive and supportive work environment that promotes effective collaboration.
  198. Role-play Brief 2:
  199. Role: Sophie Williams (Hostess, Australian background)
  200. Customer: Maria Santos (Waitress, Brazilian background)
  201. Scenario: Sophie Williams, as the hostess, encounters Maria Santos, a customer with a different cultural background who has specific seating preferences.
  202. The task is to greet Maria warmly, actively listen to her seating request, and accommodate her cultural preferences while adhering to the restaurant’s policies.
  203. Sophie should demonstrate cultural sensitivity, respect, and effective communication skills to ensure customer satisfaction and a positive dining experience.
  204. Role-play Brief 3:
  205. Role: Magnus Andersson (Head Chef, Swedish background)
  206. Colleague: Chen Wei (Waiter, Chinese background)
  207. Scenario: Magnus Andersson, the head chef, needs to communicate effectively with Chen Wei, a waiter from a different cultural background.
  208. The task is to provide clear instructions and communicate menu details while considering any language barriers.
  209. Magnus should demonstrate patience, use simple English words, gestures, and visuals to convey information, and be open to questions or suggestions from Chen Wei.
  210. The goal is to promote effective collaboration and understanding between the kitchen and front-of-house staff to deliver a seamless dining experience.
  211. These role-play briefs provide specific scenarios for each character, highlighting their roles, backgrounds, and the communication challenges they may encounter. They set the context for the role-play tasks and guide the participants in demonstrating effective communication, cultural sensitivity, and the ability to overcome language barriers while seeking assistance when needed.
  212. —End of Case Study Task Activities—
  213. Appendix 1
  214. Case Study (Simulated Workplace)
  215. My Kind of Kitchen & Restaurant (MKKR)
  216. My Kind of Kitchen & Restaurant is a 60 seat fine-dining restaurant with a 20-seat lounge. We focus on our New Australian-Swedish menu with a touch of Asian influence. MKK is located in the booming, and rapidly expanding, borough of St Kilda, Melbourne ‘on the shore.’ The menu will be inspired from different countries’ specialties and appeal to a diverse clientele. You can get Swedish specialties like herring, gravlax, and meatballs, or you can go a little bit more International and choose a red curry chicken with basmati rice, or an Asian grilled shrimp with spinach, tofu, and black bean sauce. We will also have a special pasta dish entree every day plus the ‘all Australian meal’ such as barbecue beef ribs and baked beans. Adding value will be an interesting business lunch menu with specialties every day. The menu will change every 3-4 months but keep the favourites. Prices will be competitive with other upscale restaurants in the area. However, it is the strategy of My Kind of Kitchen & Restaurant to give a perception of higher value than its competitors, through its food, service, and entertainment.
  217. Products
  218. My Kind of Kitchen & Restaurant will be unique to the St Kilda area. International creative food, and a style of service that will make everyone feel welcome and special. Our food products will be of the finest quality and prepared with sensitivity and care. We will ‘go all the way’ to satisfy our guests. We will change our menu every 3-4 months, but we’ll keep ‘your favourite.’ Portions will be modestly sized with an attractive presentation.
  219. Andrea Morrison will manage My Kind of Kitchen & Restaurant. She will also function as head chef. Dan Morrison will take care of all financial issues including bookkeeping. Phillips Cook is the front manager and our marketing director. She will take care of ordering for service and managing the wait-staff. She will also take care of marketing and advertising.
  220. Work roles
  221. Cooks and chefs at My Kind of Kitchen & Restaurant (MKKR) involve in food service operations where food is prepared using fixed and handheld equipment, cooking utensils, and various types of ingredients according to recipes being prepared. Cook’s duties include preparation of following food items according to food safety requirements and regulations and the specific requirements for the food type:
  222. Front House Team and Kitchen Staff:
  223. a) Front House Team:
  224. Sarah Nguyen: Restaurant Manager (Vietnamese background)
  225. Ahmed Khan: Head Waiter (Pakistani background)
  226. Sophie Williams: Hostess (Australian background)
  227. Maria Santos: Waitress (Brazilian background)
  228. Chen Wei: Waiter (Chinese background)
  229. Ananya Patel: Waitress (Indian background)
  230. b) Kitchen Staff Team:
  231. Magnus Andersson: Head Chef (Swedish background)
  232. Rajesh Patel: Sous Chef (Indian background)
  233. Pablo Rodriguez: Line Cook (Mexican background)
  234. Mei Ling: Pastry Chef (Chinese-Malaysian background)
  235. Marcela Fernandez: Prep Cook (Argentinian background)
  236. Scenario of Language Barriers:
  237. Ahmed, the Head Waiter, is fluent in English, Urdu, and Punjabi. However, there may still be situations where language barriers arise. For example:
  238. Situation: Ananya, the Indian waitress, is new to the team and has limited proficiency in English. She struggles to understand customer orders and communicate effectively with the kitchen staff.
  239. Scenario of Social and Cultural Differences and Misunderstandings:
  240. Situation: During a busy evening, Maria, the Brazilian waitress, misunderstands Ananya’s cultural gestures as impolite, leading to tension between them.
  241. Scenario of Problems and Unresolved Issues:
  242. Situation: Chen Wei, the Chinese waiter, consistently fails to communicate special dietary requests from customers to the kitchen staff. This leads to incorrect orders and customer complaints.
  243. Scenario of Discriminatory Responses
  244. Situation: Despite the diverse nature of the team, there are instances where some colleagues respond to others in a discriminatory way based on cultural backgrounds or stereotypes.
  245. Scenario: Being Non-Respectful and Non-Sensitive
  246. Situation: During a busy shift, Marcela, the Prep Cook from an Argentinian background, repeatedly makes insensitive remarks about Rajesh’s Indian heritage, mocking his accent and cultural practices. This behaviour creates a hostile work environment and causes discomfort for Rajesh.
  247. Scenario: Not Communicating in Line with Appropriate Social and Cultural Conventions
  248. Situation: Chen Wei, the Chinese waiter, unintentionally offends a group of Japanese customers by not adhering to appropriate social and cultural conventions during their dining experience. Chen Wei’s lack of understanding of Japanese customs leads to misunderstandings and discomfort for the customers.
  249. Scenario: Escalating Problems and Unresolved Issues
  250. Situation: Maria, a Brazilian waitress, has been consistently reporting instances of Chen Wei, a Chinese waiter, making derogatory comments about her cultural background. Despite Maria’s attempts to address the issue directly with Chen Wei, the problem persists and remains unresolved, affecting her well-being and work performance.
  251. Social and cultural issues that may cause conflict or misunderstanding in the workplace.
  252. Social and cultural issues
  253. Social and cultural issues can potentially lead to conflicts or misunderstandings in the workplace. The following are some examples:
  254. Communication Styles: Different cultures may have distinct communication styles, such as direct or indirect communication, use of gestures, or personal space preferences. These differences can cause misunderstandings or misinterpretations in workplace interactions.
  255. Language Barriers: Language differences, including variations in accents, fluency, or proficiency in a shared language, can lead to miscommunication, confusion, and misunderstandings among team members.
  256. Cultural Norms and Etiquette: Varying cultural norms and etiquette related to greetings, gestures, body language, or hierarchical structures can create confusion or offense if not understood or respected by all team members.
  257. Religious Practices: Religious practices and observances may require specific accommodations or adjustments in the workplace, such as dietary restrictions, prayer times, or attire. Failure to recognize and accommodate these practices can lead to tensions or conflicts.
  258. Stereotyping and Bias: Stereotypes or biased beliefs about different cultures can contribute to discriminatory behaviours, exclusion, or marginalization of certain individuals or groups in the workplace. This can result in conflicts, reduced teamwork, and a negative work environment.
  259. Social Hierarchies: Different cultures may have varying levels of respect and deference to authority or seniority. Conflicts can arise when these expectations clash, particularly in multicultural teams with different cultural perspectives on decision-making and hierarchy.
  260. Misunderstanding of Cultural Values: Cultural values, such as individualism versus collectivism, time orientation, or work-life balance, can differ among cultures. Failing to understand or appreciate these values may lead to conflicts or difficulties in teamwork and collaboration.
  261. Non-Verbal Communication: Non-verbal cues, such as eye contact, facial expressions, or physical touch, can vary across cultures. Misinterpreting or misusing these cues can result in misunderstandings and conflicts in the workplace.
  262. To promote social and cultural sensitivity, it is essential for organizations to foster an inclusive environment, provide cultural awareness training, encourage open communication, and establish policies and procedures that address these potential issues proactively.
  263. ues may lead to conflicts or difficulties in teamwork and collaboration.
  264. Non-Verbal Communication: Non-verbal cues, such as eye contact, facial expressions, or physical touch, can vary across cultures. Misinterpreting or misusing these cues can result in misunderstandings and conflicts in the workplace.
  265. To promote social and cultural sensitivity, it is essential for organizations to foster an inclusive environment, provide cultural awareness training, encourage open communication, and establish policies and procedures that address these potential issues proactively.

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