CHCDIV001 Work with diverse people Assessment Cover Page

This is the assessment cover page for CHCDIV001 Work with diverse people qualification at Queensford College. It includes a student declaration, assessment summary sheet, assessment information, and questions and answers. The assessment tasks include answering questions, completing a case study, and creating a portfolio. The assessment is designed to test the student's ability to work with diverse people and understand cultural differences.

ASSESSMENT COVER PAGE
CHCDIV001 Work with diverse people
Please fill out the following
Qualification Individual Support
Student number
Student name
Student email
Assessor name
Assessment due
date
Submission date
STUDENT DECLARATION
I declare that:
 This assessment is my own work, based on my own study and research and no part of it
has been copied from any other source, except where due acknowledgement/reference
has been made.
 If this assessment was based on teamwork, as authorised by the trainer, I have not
submitted the same final version of any assessment material as another student.
 I have not previously submitted this assessment or any part of this assessment for this or
any other course/unit.
 I have kept a copy of my assessment.
 I give permission for my assessment to be reproduced, communicated, compared and
archived for the purposes of detecting plagiarism or collusion and to fulfil Queensford
College’s requirements as an RTO.
 Any assessment deemed unsatisfactory will require me to undergo reassessment which
may be different to the one originally submitted.
 I am aware that in the event that I disagree with the assessment outcome I have the
right to appeal that result. I will follow the complaints and appeals process.
Student Signature: Date:
FOR ASSESSOR
Result  SATISFACTORY  NOT YET SATISFACTORY
FINAL OVERALL
RESULT (if
applicable)
 COMPETENT  NOT YET COMPETENT  NOT APPLICABLE
If final overall result not applicable, indicate what is still required.
 Log Book  Workplace Observations
 Other List:
Trainer/Assessor Date:

QUEENSFORD COLLEGE Individual Support
CHCDIV001 Work with diverse people
Signature

QUEENSFORD COLLEGE Individual Support
CHCDIV001 Work with diverse people
ASSESSMENT SUMMARY SHEET
To be deemed competent students must have a satisfactory result recorded for each
assessment activity. If a result is not satisfactory for any assessment task, the
trainer/assessor will determine the training and assessment tasks to be completed.
ASSESSMENT TASK 1QUESTIONS AND ANSWERS
 SATISFACTORY  NOT YET SATISFACTORY NOT APPLICABLE
ASSESSMENT TASK 2CASE STUDY
 SATISFACTORY  NOT YET SATISFACTORY NOT APPLICABLE
ASSESSMENT TASK 3 PORTFOLIO
 SATISFACTORY  NOT YET SATISFACTORY NOT APPLICABLE
Feedback to Student
The student has been given feedback and informed of the assessment result and the reasons for
the decision.
Trainer/Assessor
Signature
Date
Other
Resubmission Date
Is this assessment
subject to an appeals
process
 Yes  No
Outcome of appeal

RTO No. 31736 |CRICOS 03010G
Individual Support
Assessment Workbook
CHCDIV001 Work with diverse people
Student
Name:
Student
No.
Email: Phone No.
OFFICE USE ONLY
Document name
CHCDIV001 Work with diverse
people
Assessment Workbook
Person
responsible Head of Operations
Issue date Version 2.0 Feb
2017 Status Released
Document control management – Uncontrolled when printed

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
Copyright
Copyright © 2016Malekhu Investments trading as Queensford College. All rights
reserved.
Version control & document history
Version Summary of modifications made
Version 2.0 Feb
2017
Version2 Courseware transferred into new templates and
reviewed
Assessment Workbook| Version 2.0 Feb 2017Page 5 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
ASSESSMENT INFORMATION – STUDENT
General Information
This assessment is suited as a summative assessment in a learning and assessment
pathway. The timeframe and deadlines for the assessment will be negotiated
between yourself, the student, and your assessor. Your assessor could be the same
or a different person to your trainer.
In order to be assessed as competent, you will need to show sufficient evidence
which demonstrates that you can perform the required competencies to the
required standard. You also need to show you can demonstrate these skills,
attitude and knowledge consistently, confidently and sometimes in a variety of
situations.
Gathering evidence
Queensford College Assessors will use a variety of methods for gathering evidence.
Assessments will be made up of a combination of the following tasks:
Question and Answer - (written or verbal) - You will have a set of written
questions to complete. Your assessor is likely to ask you to verbally verify some of
your answers.
Project - You will need to complete one or several projects that relate to the
simulated work environment. This will allow you to demonstrate the application of
your knowledge and skills as required by the unit/s of competency.
Activities - You will need to complete activities that relate to the simulated work
environment to demonstrate your understanding of the unit/s.
Assessor Observation/Demonstration - You will be asked to demonstrate some
tasks directly to your assessor. This may happen, either in the classroom or in a
simulated work-environment as you perform your usual tasks/ duties.
Please make sure to write your name on all assessment documents.
If you do not agree with an assessment decision you have the right to appeal. See
other attachment
Note: Please ensure that all work/evidence provided is your own. If you are found
to have submitted work other than your own, your enrolment may be cancelled and
you may be withdrawn from the program. Your signed Student Declaration forms
part of the assessment record. For further information, please refer to your Student
Handbook.
Assessment resources
For classroom based assessments, your assessor will provide you with all necessary
resources to complete the assessment tasks. For simulated workplace based
assessments, Queensford College will ensure that you have access to the resources
you require to complete the assessment tasks.
Please note
Assessment Workbook| Version 2.0 Feb 2017Page 6 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
The practice of plagiarism or collusion is prohibited. Plagiarism is the practice of
taking someone else’s work or ideas and passing it off as one’s own work and
collusion is the presentation another person’s assessment as one’s own and/or
providing your own work to another person to allow them to pass it off as their
own.If you are unclear about any of the requirements for this assessment,
please discuss this with your assessor.
TASK 1: QUESTIONS AND ANSWERS
Instructions
Please write your answers clearly in the space provided. All questions must be
answered, please ask your assessor if you don’t understand any of the questions.
If you require more space attach a page clearly marked with your name, the
name of the unit of competency (which can be obtained from the front of this
Assessment booklet and the question you are responding to. Some questions
may require you to reference the learning materials provided by Queensford
College. Your assessor will ensure that you have been provided with all relevant
documentation.
Agreed deadline for submission on or before: .
T1,Q1. Listthree(3)factorsofculturaldiversitythatyoumayneedtoaccept
asabasisforeffectiveworkplaceandprofessionalrelationships:
1.) Education
2.) Ethnicity
3.) Personal background
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q2. Ifaninterpreterwasn’tavailable,howelsecouldyoucommunicate with a
person from CALD (culturally and linguistically diverse ) background?
Greeting the CALD client with their title (MR. or MRS.) and their last names and
pronounce the same correctly
Assessment Workbook| Version 2.0 Feb 2017Page 7 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
Speak in a clear way and pronounce the words properly
Rather than correcting, keep the manner encouraging,
Do not cover the mouth while speaking as it will make it more difficult for them to
understand. Allowing them to see your mouth while pronouncing words will help
them understand better
Instead of ‘Uh-uh’ or ‘Uh-huh’, say ‘No’, ‘Yes’
Rather than correcting, keep the manner encouraging
Remain patient
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q3. Why is the ethnicity of an interpreter important foraperson?
Interpretation is way more than just translaton. The ethnicity of an interpreter is
important
for a person because some of the clients do not want to have interpreters from
a particular
community, for various different reasons, which can be in terms of political
reason, social
reason or due to confidentiality fears in the small communities, for example,
for a
Bosman Muslim, it is inappropriate to provide them with Serbian interpreter.
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q4. Explain the term culture. Why is it important to recognise and
understand the differences between people and theircultures?
Assessment Workbook| Version 2.0 Feb 2017Page 8 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
The term ‘culture’ refers to the characteristics and the knowledge of a specific
group of
people encompassing a large range of phenomena including language, cuisine,
religion,
music, social habits and arts. It is a social norms and behaviour prevailing in the
human
societies. It is important to recognise and understand the differences between
people
and their cultures because the world is becoming diverse increasingly in the
recent years.
Hence, in order to build a community that is successful in improving condition
and solving
problems and fights, understanding and appreciating the cultural difference is
very important. This is because every cultural groups have their unique
strengths and
perspectives that makes each of them different from the rest others and this
can benefit the
larger community. With the same, understanding the cultures will also help in
overcoming
and preventing the racial and ethnic decisions in the society.
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
Assessment Workbook| Version 2.0 Feb 2017Page 9 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
T1,Q5. Identify two (2) cultural needs.
1.) Everyone need to be treated with due respect and understanding.
2.) Speak sensitively withut hurting annyone’s personal value and ethics.
a. Explain how a client meets their cultural needs.
Cultural needs of the clients could be met by learning about the basic information,
which will
Make the clients feel special and comfortable. This may include access to strollers,
prams or
wheels chairs, youth facilities, availability of other facilities for the disable people,
passes for
families and senior concessions, babysitting or child minding, availability of
supervised and safe
activities and facilities for the children of the clients.
b. Explain how carers might assist the client to meet these cultural needs.
1. By omitting the unwanted and illogical cultural beliefs of
their
cultural that could make the client difficult to survive in the work place.
2. By promoting the beliefs which is necessary for the
betterment of
the people
3. By respecting the cultures of other people as well
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
Assessment Workbook| Version 2.0 Feb 2017Page 10 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
T1,Q6. Identify two spiritual needs andexplain:
1.) Need for growth
2.) Need for contribution
a. Explain how a client meets their spiritual needs.
1. Treatiing them with respect
2. Assisting them to attend religious study group
3. Talking and listening with them
4. Being supportive and showing empathy to the client
b. Explain how carers might assist the client to meet these spiritual needs.
1. By supporting them with their needs
2. By encouraging them
3. By paying attention to their needs and wants
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q7. Care of those from other cultures will often be more difficultbecause
understanding of other cultures is poor and we are nervous about offending
these clients. Our communication may also be poor due to language
difficulties. What would your approach to these problems be?
This is one of the major problems that almost every large company faces n their
Assessment Workbook| Version 2.0 Feb 2017Page 11 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
business
process. Language barrier is not a very big issue. In recent days, there are several
ways by
which this can be handles easily. One can make use of translators or the
interpreters in the
office in order to understand what client from different cultural background and
language wants
to convey to the listeners. The company can also conduct trainings and provide
language
classes to the employees so that they can acquire basic knowledge about the other
languages
that could be used in the business. With the same, visual methods of
communication is highly
beneficial for such type of problems.
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q8. What are some advantages of using a professional interpreterrather
than a familymember?
One of the major cons of family interpreter is that family and friend interpreters
are not always neutral parties. They have emotional and personal attachments
and they normally
do not want to upset their near and dear ones and also they do not want to be a
bearers of any bad news. Using family interpreter may risk to compromising the
Assessment Workbook| Version 2.0 Feb 2017Page 12 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
accuracy,
confidentiality and neutrality. Instead of taking a neutrality role, family
interpreters plays an advocacy role. On the other hand, professional
interpreters makes informed interpreting
and translating decisions, which is based on their years of experience and
study. With the
same, they are always bound by ethical obligations, which are relevant to the
company.
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q9. Listthree (3)strategiesthatanorganisationmightfollowtoensure that the
cultural and diverse needs of a client/ customer aremet.
1.) Employment of bilingual employees
2.) Using interpreters in order to ensure understanding
3.) Learning about the cultures and beliefs of the clients
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q10. What strategies can be adopted to ensure that workersunderstand
that discrimination and bias areunacceptable?
1. Promote mutual respect in the work place
Assessment Workbook| Version 2.0 Feb 2017Page 13 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
2. Implement anti-discrimination policy
3. Create an environment that allows exchange among the
participants
4. Set up cultural representatives and advisory boards
5. Encourage and establish an appropriate and positive
relaionship with the people
6. Challenge the abusive and derogatory terms
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
T1,Q11. Givefour(4)examplesofcross-culturalmisunderstandings thatmight
affect your work and workplace. How would these issues be resolved?
Misunderstandings can occur when:
1.) Criticizing people on the basis of their differences
2.) Prejudices towards other people
3.) Harassing, putting down, laughing at and showing disrespect to the other
employees in the workplace
4.) Judging on their languages, looks and dressing sense
These issues could be resolved by discussion, self assessing, seek assistance
from the
colleagues and field officer, celebrating diversity in the workplace, respecting
other people’s
culture, possessing an open-mind. Encouraging clients to share & participate, Not
Assessment Workbook| Version 2.0 Feb 2017Page 14 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
talking bad
behind their back, and allowing the clients to practice their values and beliefs in the
workplace.
In order to deal with cross-cultural misunderstandings you need to:
1. Education
2. Making use of the media and toys of other cultures
3. Sharing information
4. Learning some of the very simply and frequently used
terms for communication
5. Obtaining relevant trainings
Assessor Use Only: Correct Written
Response
Correct Verbal Response (please provide
notes)
Further
Comments
Assessor Declaration: By signing below, I declare that all of the above activities have
been satisfactorily completed and that I have verbally authenticated these if required.
Assessor Name
Assessment Workbook| Version 2.0 Feb 2017Page 15 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
Assessor
Signature:
Date
Assessment Workbook| Version 2.0 Feb 2017Page 16 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
TASK 2: CASE STUDY
M. Palombo is a hostel resident who has limited English. His first language is
Italian. Usually he is able to get his meaning across to carers because a number
of the carers also speak Italian. On Tuesday, however, there were no Italian
speaking carers around , and Mr. Palombo was becoming agitated. One of the
carers on shift, Sue, gave him a pencil and paper and indicated he should draw
whathewanted.Happily,Mr.Palombodrewaradioandheadphonesandthese were
quickly provided for him. He was later seen humming away to the music on
theradio.
Discuss this case study in terms of using a range of communication strategies
to overcome communication barriers and attach your answers to this
Assessment Workbook.
Language barriers are very common in the workplace. Mr. Palombo is facing a
communication
problem, as he cannot speak English and most of the carers around him, speaks in
English,
rather than Italian. Though there are few Italian speaking friends of Mr. Palombo but
still, there
are days, when they are not around. At those days, Palombo feels agitated.
However, one of
the English speaking carer has provided him a pen and paper to draw the things he
wants and it
has worked great but this is not a solution for this problem. Hence, Palombo must
try to learn
basic English at first, so that he could at least communicate with every carer.
Researchers have
shown that the key factor in building up integrated and powerful teams is proximity.
People
Assessment Workbook| Version 2.0 Feb 2017Page 17 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
make assumptions about the characteristics of a particular member of a social and
cultural
group and they act accordingly on them. Language sometimes serves as a barrier
in
communication. Some of the ways by which people can improve the cross-cultural
communication includes education, clarity, open-mindedness, and respect. Also,
proper training interventions can help a lot in overcoming the communication
barrier.
Further
Comments
Assessor Declaration: By signing below, I declare that all of the above activities have
been satisfactorily completed and that I have verbally authenticated these if required.
Assessor
Name1
Assessor
Signature:
Date
Assessment Workbook| Version 2.0 Feb 2017Page 18 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
TASK 3: PORTFOLIO
Portfolio Instructions :
 Youarerequiredtoresearchthefollowingtopicsandanswerthe questionsbelow.
 Portfolio contents must be organised in a logicalsequence.
 Theinformationyouincludeinthisportfolioshouldbetypedand presented in a
neat and tidymanner and submitted with this Assessment Workbook.
You are a care staff for a community service organisation for some time where
five new staff members have recently been appointed. These people have little
or no previous experience in community service work. Your manager has asked
you to make a presentation to the new staff members; explaining the following:
 Thewaysinwhichculturaldiversitycanimpactonyourwork
 How cultural diversity should be valued andaccommodated
 Themethodsthatmightbeusedtoovercomeormanageculturalconflictsinsuchas
etting
Your presentation must also cover all of these things. Submit, to your assessor,
a document which covers, in detail:
 Awareness and understanding of cross-culturalfactors
 Culturally appropriate workpractices
 Issues associated with languagebarriers
 Legislation that impacts on culturalrelationships
 Methods of developing trust-basedrelationships
 Respecting and accommodating culturaldiversity
 Prevention of stereotyping, prejudice andbias
 Effective communicationstrategies
 Resolvingmisunderstandings
 Creation of a culturally and psychologically safeenvironment
 access to appropriate advice andassistance
Address these issues from the point of view of client/ care relationships and of
relationships between co-workers and colleagues.
Assessment Workbook| Version 2.0 Feb 2017Page 19 of 20

QUEENSFORD COLLEGECHC33015 - CERTIFICATE III IN INDIVIDUAL SUPPORT
CHCDIV001 - Work with diverse people
Further
Comments
Assessor Declaration: By signing below, I declare that all of the above activities have
been satisfactorily completed and that I have verbally authenticated these if required.
Assessor Name
Assessor
Signature:
Date
OFFICE USE ONLY
Date
Received:
Received
by:
Format
Receive
d:
(Cross)
Email
USB
Hardcopy
Date
Processed:
Processed
by:
Initial:
Date
Assessed:
Assessed
by:
Initial:
Date
Approved:
Approved
by:
Signatur
e:
Date
Archived:
Archived
by:
Initial
Assessment Workbook| Version 2.0 Feb 2017Page 20 of 20