BSBDIV601 Develop and Implement Diversity Policy Learner

BSBDIV601
Develop and Implement
Diversity Policy
Learner Workbook

1. Assessment criteria for BSBDIV601
Develop and implement diversity policy
In this document, you will find the foundation of what is required to become
competent in this unit. For further information on each element, you can follow
assessment criteria for the unit, foundation skills and assessment requirements, as
well as an assessment tool definition list. As well as all of the areas covered here,
each student must also complete all workbook knowledge activities, skills and
knowledge activity and major activities, where stated, to become competent within
this unit.
NOTE – Re-assessment:
Students will have a maximum of two (2) reassessment attempts if competency is
not achieved in the first instance.
The final grade of ‘S’ for Satisfactory or ‘NYS’ for Not Yet Satisfactory is only
given at the completion of the unit of competency when all components or parts of
the assessment are graded.
1. Elements for Competency Demonstration
Elements for Competency Assessment:
1. Research diversity
2. Draft policy and plan for implementation
3. Implement diversity policy
4. Review diversity policy
Performance Evidence:
Evidence of the ability to:
 Analyse information about diversity from a range of internal and external sources to
identify:
1. existing practices
2. potential benefits of diversity and its fit with business objectives
 Develop a comprehensive diversity policy with details of an implementation strategy
and how the policy will be monitored and reviewed
 Implement, evaluate and change the diversity policy based on recommendations for
improvement
 Consult with relevant stakeholders during development, implementation and review
of the diversity policy and procedures
Foundation Skills:
Reading

 Identifies, analyses and evaluates complex information to determine
business requirements
 Monitors reported information to determine efficiency of policy
Writing
 Develops detailed procedural material according to organisational and
legislative requirements
 Records and collates feedback from stakeholders
 Prepares factual and informative documentation to suit purpose and
audience
Oral communication
 Presents information and opinions using language and non-verbal
features appropriate to audience
 Participates in discussions using listening and questioning to elicit the
views of others and to clarify or confirm understanding
Navigate the world of work
 Works autonomously making high level decisionClient Country :
Australia
 Topic : s to achieve and improve organisational goals
 Develops and implements strategies that ensure organisational
policies, procedures and regulatory requirements are being met
 Monitors and reviews the organisation’s policies, procedures and
adherence to legislative requirements in order to implement and
manage change
Interact with others
 Adapts personal communication style to build a positive working
relationship and show respect for the opinions, values and particular
needs of others
 Plays a lead role in situations requiring effective collaborative skills,
demonstrating high level negotiation skills and ability to influence
others
 Shares knowledge, information and experience openly as an integral
part of the working relationship

Get the work done
 Develops plans for complex, high-impact activities with strategic
implications for the organisation
 Gathers and analyses data and seeks feedback to improve plans and
processes
 Makes high-impact decisions in a complex and diverse environment,
using input from a range of sources
 Identifies key factors that impact on decisions and their outcomes,
drawing on experience, competing priorities, and decision-making
strategies where appropriate
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Explain business operations that can be linked to diversity
 Identify potential benefits of diversity to the organisation
 Describe diversity within the business environment, including:
1. cultures
2. beliefs
3. traditions and practices
 Describe contemporary theory about diversity and its potential
contribution to business advantage
 Outline legislation, codes of practice and national standards as they
apply to the development of diversity policy
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered
demonstrates consistent performance of typical activities experienced in the
workforce development – diversity field of work and include access to:
 Business technology
 Legislation, regulations and codes of practice for managing diversity
 Workplace diversity policies and procedures
 Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links:

Companion volumes available from the IBSA website:
http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation
checklist. All practical tasks should be demonstrated during the length of the course.
As the instructor, you must maintain a record demonstrating the date of the practical
activities and any comments relevant to the performance of each student. Where a
student is not able to demonstrate competence in a practical observation activity,
further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and
language skills, as well as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using
different and varied methods (such as oral assessment), to allow students to be
assessed according to their needs and abilities.
2. Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each student should be given a Learner Workbook
which will hold a number of activities, both formative
and summative, that all need to be completed in
conjunction with the appropriate sessions. The
PowerPoint, Learner Guide and instructor should
provide further information to help with the activities.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as
it provides the information given during sessions and
more. It can help students to further their knowledge
and to also complete the activities.
Observation/Demonstration
(To be completed for each numbered
point as stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
actions, a simulated environment is acceptable, or a
demonstration can be set up. An observation checklist
can be found at the end of this document.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative
assessment and is found before the Major Activity in
the Learner Workbook. This should take between 1-2
hours and every student should complete this work. It
is a requirement for each unit to check knowledge and
understanding of the foundation skills and knowledge
evidence.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can
be found in the Learner Workbook, after all of the
activities are completed. This is an extended piece of
summative assessment which should take anywhere
between 1-2 hours and every student should complete
this work. It is a requirement for each unit to check
knowledge and understanding.
3.

4. Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the
elements through observations or demonstrations. The observations and
demonstrations will be completed as well as the formative and summative
assessments found in the Learner Workbook. An explanation of demonstrations and
observations:
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers
The observation/demonstration will take place either in the workplace or the training
environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Each task must be observed. You will need to ensure
you provide the learner with the correct equipment and/or materials to complete the
task. You will also need to inform the learner of the time they have to complete the
task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
1. Research diversity
2. Draft policy and plan for implementation
3. Implement diversity policy
4. Review diversity policy
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral communicationClient Country : Australia
 Topic :
 Navigate the world of work
 Interact with others
 Get the work done

5. Observation/Demonstration Checklist
Candidate’s Name
Assessor or Observer’s
Name Syed Saqib
Hussain
Unit of Competence
(Code and Title)
BSBDIV601
Develop and
Implement
Diversity
Policy
Date of Assessment April 7, 2019
Location
75 Gozzard
Street,
Gungahlin
ACT 2912,
Australia
Demonstration Tasks Completed
Materials and Equipment Provided
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Research diversity:
Did the learner demonstrate they
could analyze existing practices and
information in relation to
diversity?
2. Research diversity:
Did the learner demonstrate they could
identify potential benefits of
diversity and analyse in relation
to business objectives?
3. Research diversity:
Did the learner demonstrate they could
consult key stakeholders about
their requirements for a diversity
policy?
4. Research diversity:
Did the learner demonstrate they could
access diversity policies from
similar organisations and review
for relevance to own
organisation?