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Evidence Guide: CHCCS506A - Promote and respond to workplace diversity

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCS506A - Promote and respond to workplace diversity

What evidence can you provide to prove your understanding of each of the following citeria?

Research diversity in the workplace

  1. Collect and analyse quantitative and qualitative workplace diversity data
  2. Identify and analyse potential benefits of diversity in relation to the workplace objectives
  3. Share research outcomes with colleagues and include them in practice where appropriate
Collect and analyse quantitative and qualitative workplace diversity data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and analyse potential benefits of diversity in relation to the workplace objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share research outcomes with colleagues and include them in practice where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote an appreciation for diversity workplace

  1. Integrate principles of diversity into work duties in the workplace
  2. Identify and adapt professional development opportunities to address the needs of a diverse workforce in accordance with diversity objectives and resource constraints
  3. Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy
  4. Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace
  5. Value and encourage the experience of working with diverse clients and colleagues
Integrate principles of diversity into work duties in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and adapt professional development opportunities to address the needs of a diverse workforce in accordance with diversity objectives and resource constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Value and encourage the experience of working with diverse clients and colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate within a diverse workplace

  1. Manage barriers to inclusivity to facilitate full participation of all members of the workplace and client group
  2. Use a range of communication strategies to meet the diverse needs of individuals within the workplace
  3. Implement tailored communication strategies for targeted individual and group needs
  4. Identify and/or develop and use resources that facilitate effective communication in the workplace
  5. Reflect upon use of communication strategies with regard to workplace diversity
Manage barriers to inclusivity to facilitate full participation of all members of the workplace and client group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of communication strategies to meet the diverse needs of individuals within the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement tailored communication strategies for targeted individual and group needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and/or develop and use resources that facilitate effective communication in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect upon use of communication strategies with regard to workplace diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to workplace diversity policies and procedures

  1. Develop diversity strategies in consultation with stakeholders including people from key target groups
  2. Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures
  3. Develop measures of effectiveness to evaluate the outcomes of workplace strategies, policies and procedures for diversity
  4. Report upon workplace diversity strategies within appropriate context
Develop diversity strategies in consultation with stakeholders including people from key target groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop measures of effectiveness to evaluate the outcomes of workplace strategies, policies and procedures for diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report upon workplace diversity strategies within appropriate context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

The candidate must provide evidence of a high level of experience in the workplace

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

relevant workplace or simulated realistic workplace setting where assessment may take place

legislation, regulations, policies and procedures

workplace values and codes of conduct

workplace profile and current information on diversity issues

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a work environment

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Requirements of anti-discrimination legislation

Definitions of diversity within legislation

Benefits of workplace diversity

Direct and indirect discrimination

The profile of own workplace diversity data

Own cultural assumptions and their effects on behaviour and work practices

Ways to ensure effective and equitable activities to diverse clients

Barriers to inclusivity

EEO, equity and diversity principles

Principles and practices of cultural awareness and cross cultural communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Access and reference workplace information relating to diversity

Analyse workplace diversity information

Plan an approach to facilitate workplace diversity and address barriers to inclusion

Respond to workplace diversity in accordance with workplace objectives

Integrate diversity into planned activities

Promote diversity in the workplace

Contribute to diversity planning in range of workplace samples

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Reflect on own practice

Monitor and improve own behaviour

Use a range of communication styles to suit people from diverse backgrounds

Access and implement relevant legislation

Facilitate communication and enhance participation in the workplace and community

Demonstrate the application of skills in:

undertake research and analysis

problem solving

observation

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Quantitative and qualitative workplace diversity data may include:

Distribution of equity groups

Barriers to access and participation

Employment status

Comparison of client and staff data

Comparison with the rest of the community

Diversity may refer to difference related to:

Age

Cultural background

Educational level

Ethnicity

Expertise

Gender

Interest

Interpersonal approaches

Languages

Life experiences

Not fitting the dominant paradigm of the organisation

Personality

Physical ability

Religious/spiritual belief

Socioeconomic background

Thinking/learning styles

Working styles

Analysis of data may include:

Comparison with historical data

Comparison with local and national data

Desegregation and cross referencing of data on the basis of gender, disability, ethnicity and age (to identify intersections)

Potential benefits of diversity may include:

Social justice

Improved client outcomes

Improved relationships

A culture of respect and tolerance

Cultural identity and awareness

Acknowledgement of human rights

Promotion of equity and fairness

Improved access for community, clients and staff from diverse background

Greater responsiveness to change

Cultural enrichment

Abilities/difference vs deficit model

Creation of a harmonious and supportive work environment

Principles of diversity include:

Respect for others

Valuing difference

Access

Equity

Respect for the law and system of government

Social justice

Human rights

Difference vs deficit

Inclusivity refers to:

Attitudes and environments in which all persons are treated equitably

Communication strategies may include:

Written - electronic, letters, memos

Verbal and non-verbal

Presentations

Discussions

Conflict management

Critical listening and questioning

Constructive and supportive feedback

Use of translators

Use of languages other than English

Key target groups may include:

Older people

People in rural and remote locations

Aboriginal and/or Torres Strait Islander people

People with English as a second language

People with a disability

A group of people that is prescribed by regulation

Women

Young people

Advocate may include:

Speaking or taking active support of another person or group

Measures of effectiveness may include:

Statistical data

Anecdotal records

Policy sign off

Changes in data collection over time

Change in behaviour

Reduction in grievances

Reduction in workplace conflict

Enhanced relationships