CHCDIV001 Workbook: Work with Diverse People | Assessment Requirements & Activities

This text is a learner workbook for the course CHCDIV001 - Work with diverse people. It includes assessment requirements, candidate details, observation/demonstration instructions, and various activities. This workbook is for the CHCDIV001 course on working with diverse people. It contains assessment instructions, candidate details, and activity checklists. The activities involve demonstrating knowledge and skills for working with people from diverse backgrounds.

CHCDIV001
Work with diverse people
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – CHCDIV001: Work with diverse people...................................................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 2A....................................................................................................................................18
Activity 2A checklist – for assessor..............................................................................................19
Activity 2B....................................................................................................................................20
Activity 2B checklist – for assessor..............................................................................................21
Activity 2C....................................................................................................................................22
Activity 2C checklist – for assessor..............................................................................................23
Activity 3A....................................................................................................................................24
Activity 3A checklist – for assessor..............................................................................................25
Activity 3B....................................................................................................................................26
Activity 3B checklist – for assessor..............................................................................................27
Activity 3C....................................................................................................................................28
Activity 3C checklist – for assessor..............................................................................................29
Activity 4A....................................................................................................................................30

Activity 4A checklist – for assessor..............................................................................................31
Activity 4B....................................................................................................................................32
Activity 4B checklist – for assessor..............................................................................................33
Summative Assessments................................................................................................................34
Section A: Skills Activity...............................................................................................................35
Section B: Knowledge Activity (Q & A).........................................................................................36
Summative Assessments: Section B checklist..............................................................................38
Section C: Performance Activity...................................................................................................39
Summative Assessments: Section C checklist..............................................................................40
Workplace Documentation – for learner........................................................................................41
Workplace documents checklist..................................................................................................41
Supplementary Oral Questions (optional) – for assessor................................................................42
Competency record to be completed by assessor...........................................................................45

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handi
 ng in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “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 to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

Candidate Details
Assessment – CHCDIV001: Work with diverse people
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCDIV001: Work with diverse people.
Name: Srijana Basnet
(4786)_____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
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. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify and reflect on own social and
cultural perspectives and biases
Complete the reflection technique described in Chapter 1.1 for ten different
diverse groups. Identify at least one of your cultural biases.
I was born in a country full of cultural biases. Among them I follow
Hinduism. Hinduism is the oldest religion on the earth . We do believe in god
and goddess . According to the religious tradition , there are five elements that
gives shape to the hindu tradition . They are doctrine , practice , society , story
and devotion. Acoording to Hinduism, three gods rule the world. Brahma :the
creator , Vishnu: Presever and shiva: the destroyer. We go to temple or shrine
to worship our different god and goddess. We read different religious books
such as Geeta , Sosthani , Ramayan , Vedas etc . Talking about clothing some
married men wear dhoti kurtha , daura surwal where as women wear choli ,
sari. We celebrate different festivals like dashain , tihar , holi ,
mahashivaratri ,teej etc. Our major festival is Dashain.

Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to work with awareness of own
limitations in self and social awareness
Explain how one of the social biases identified in Activity 1A may affect your
work, and how you can improve it.
The main social bias identified in activity 1A is the cultural bias.
Hinduism have specific way that members of religion worship, put on and
mingle with other people. The effect of such cultural practices to my work
is that, I may find it challenging to work with people from outside my
culture. For example, those people may be putting on differently and
believe in different god.
For me to improve in my work based on the cultural bias, I must
be aware that having a culture that define my way of life should not limit
me from working with other people outside my culture. I must be ready to
learn and accept new ways of doing things.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No

(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to use reflection to support own ability to
work inclusively and with understanding of others
1. What is meant by non-judgemental practice? What values may affect it?
Non- judgemental practice is someone or something that doesn’t
express an opinion.
Values that may affect it are education, life events, culture and traditions.
2. Considering your responses to Activities 1A and 1B, write a short 250-

word summary of how you can use the results of your personal reflection
to ensure that your work is inclusive and understanding of others.
From results of activity 1A and 1B, it is evident that everyone has
a culture that defines him or her. For example, in my case I belong to
Hinduism which is a religion that have its own way of doing things.
However, from personal reflection, having a culture should not bar an
individual from working with other people that comes from another
cultural group. For one to ensure inclusivity in his or her work, the first
step is to be aware that there are other people who have different ways of
doing things like communicating and putting on. Therefore, the next step
is to be ready to welcome diverse methods of carrying out a particular
task for others to understand the same activity. Apart from that, one
should be ready to learn and practice new ideas without feeling
embarrassed or certain level of ignorance. For example, there are some
individual who always stick to their culture and they are not ready to learn
and accept other people from different cultural group. On the other hand,
one should not be ready to accept cultural activities that goes against the
principles of a person. For example, the practices that are against human
right should are not the best for one to learn and practice.

Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments

Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify and act on ways to improve
own self and social awareness
1. List three ways you can improve yourself and your social awareness.
Three ways that can improve yourself and social awareness are:
 Cross cultural work teams
 Inclusion in decision making
 Workplace free of culturally insensitive litre
2. Research and identify two professional opportunities within your
organisation or in your local area that you can act upon to improve own
self and social awareness. Provide details of each opportunity that you
identify, e.g. cost, location, time, duration, etc.
a. Journalist
The role of the journalist is to report events from various parts of

the country. When acting at the position of a reporter, one will
engage with people from different cultural group. The opportunity
to engage with people from diverse cultural groups assist an
individual to learn new practice and be able to work with other
people without any hindrances. However, one will take a lot of
time to learn different practices and accept them as alternative
way of doing things. The cost of this professional opportunity
depends with the region. For instance, in my case if I want to
know more, I must spend more.
b. Teaching profession
Teaching profession involves engaging with student from different
communities. The profession gives an individual opportunity to
know diverse ways of doing things. However, the cost is high
because one has to learn different ways of engaging with the
students. Sometimes the time to learn also depends on the
availability of resources.

Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to value and respect diversity and
inclusiveness across all areas of work
1. What are some of the benefits of diversity in the workplace? Give at least
five examples.
a. Diversity in the workplace brings about creativity because people
use their knowledge from where they come from to come up with
new ideas.
b. It improves the organisation reputation because of involving
different groups of people.
c. There is wide range of skill in the workplace.
d. The level of employee engagement is high.
e. The company realize high production.
2. How can you respect diversity in all areas of work? Give at least three
examples.
a. Allow every individual to express his or her idea.
b. Be ready to learn what others say if they are suitable for the

situation.
c. Work in departments that engages people from different cultural
groups.
3. What does the behaviour of someone who values and respects
inclusiveness look like?
An individual who respect diversity open and ready to ask questions.
He or she is also ready to learn.
4. Give three examples of inclusive principles.
a. Encourage all aspects of everyone’s individuality.
b. Help other people understand
c. Expect people’s capabilities to be different

Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature
Activity 2B
Estimated Time 1 hour
Objective To provide you with an opportunity to contribute to the development of work
place and professional relationships based on appreciation of diversity and
inclusiveness
1. How can you coach other to develop professional relationships? Give
three examples.
a. Assist other people to develop open communication.
b. Teach people to welcome diversity.
c. Lead by example by ensuring you respect your colleagues.
2. Create a 5-10 minute training presentation for workers that gives practical
advice for developing workplace and professional relationships based on
appreciation of diversity and inclusiveness. Attach a print-out of your
presentation to your workbook.

Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2C
Estimated Time 25 Minutes
Objective To provide you with an opportunity to use work practices that make
environments safe for all
Define cultural safety and how you ensure it in the workplace. Give three
examples.
Cultural safety refers to aspect of protecting an individual from
actions that are harmful to one’s culture. For instance, one should focus
on profession instead of an individual’s ethnic group.
Examples:
a. Have a clear and open way of communicating.
b. Ensure that you develop trust in your workplace.
c. Recognise and avoid stereotype hinderances.

Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No

competency of the learner?
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to show respect for diversity in
communication with all people
1. How can you show respect for diversity in communication?
a. Avoid using jargon language while communicating.
b. Always communicate slowly and in a clear manner.
c. Adapt using various words to explain the same idea.
2. This is a group activity for the whole class. A signed observation by either

an approved third party or the assessor will need to be included in these
activities as proof of completion.
You will each be given an employee profile. Profiles will be diverse and
represent a range of backgrounds.
Role-play a work gathering as a group. During this task, you must
demonstrate respect in your communication with others.
Everyone should exchange roles with another learner after 15 minutes
and repeat the activity.
After the activity, write a short 300-word self-assessment. In this self-
assessment, you should identify the verbal and non-verbal
communication techniques you used during this activity to show respect
for diversity.
a. Verbal communication involves using words to pass message
from one person to another. In the above activity, the aim is to
communicate in a way that respect diversity. In verbal
communication on of the techniques that respect diversity is
avoiding the jargon words while communicating. The words may
be difficult to understand or take too long to understand which is
not fair. The second way is to use various words to mean the same
thing that will enhance understanding of everyone participating in
the activity.
b. Non-verbal communication involves using signs to pass
information from one person to another. However, for people to
promote diversity, every party should be aware of the signs. Apart
from that, there are signs that one can learn from others. However,
one should give the signs at low pace to allow others to memorise

them and give feedback.
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to use verbal and non-verbal
communication constructively to establish, develop and maintain effective
relationships, mutual trust and confidence
1. Describe three non-verbal communication techniques to maintain
relationships.
a. Maintain eye contact which is a sign to the second part that one is
interested is whatever he or she is communicating
b. Facial expression it is something that shows others how they feel
when one is communicating to them; it is good to offer a smile to
motivate the other person to communicate.

c. Use medium tones and sounds, the sounds should not scare
another person but it should be friendly.
2. This is a role-play activity to be conducted in pairs.
With a partner, discuss the following quote from Stephen R. Covey:
‘Strength lies in differences, not in similarities.’
What is your interpretation of this quote? What does it mean? How can it
be applied in work practice?
The quote brings a message which means that diverse group of people
always gives out recommendable results at the end of the day as
compared to group which comprise of people from the same place or
having similar characteristics. The reason for success in diverse
group is because, people from different environment come with other
ideas which when the corporate with that from others, it ends up
yielding good results.
The easiest way to apply the above quote in workplace is to be read to
work in diverse teams. However, the cost of diverse teams is that
there could be some misunderstanding. The team leaders must create
an environment that welcomes the differences that an individual may
have while working.
Your partner may have different ideas. Demonstrate a range of verbal and
non-verbal communication techniques for constructive and respectful
discussion as you exchange ideas.
There are different techniques to explain the quote to my partner. In
verbal communication, I should not use jargon but friendly words to
express my ideas. Secondly, I should be clear in whatever am saying
and be ready to pardon in case the partner does not understand. When

it comes to non-verbal means, the facial expressions should be
friendly as I also maintain eye contact with partner.
A signed observation by either an approved third party or the assessor
will need to be included in these activities as proof of completion.
Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3C
Estimated Time 2 hours
Objective To provide you with an opportunity to, where a language barrier exists, use
effective strategies to communicate in the most efficient way possible and to
seek assistance from interpreters or other persons according to
communication needs
1. How can you overcome language and cultural barriers? Give a general
overview of options in no more than 150 words.
Language barrier is a common challenge to most people, however,
there are various ways to overcome the problem. The first step is that
the people who are communicating should make use of plain language

to pass information. In some cases, your language may be a second
language to the second party therefore, using technical words may
lower the understanding. The second way is to look for a trusted
interpreter who should be able to interpret the words to the next
person and promote understanding. The third step is to apply the
visual methods while communicating. The diagrams and pictures will
assist others to understand quickly.
On the other hand, when it comes to cultural barriers, one can
overcome them by appreciating the cultural difference and be ready to
learn few phrases that will promote understanding. Secondly, one
should try to be accommodative to be able too learn more especially
when he or she is not in the workplace.
2. You need to present an idea to your team. Two of your team members
have English as a second language. How can you use resources to
communicate more efficiently? List at least two options.
a. Use pictures and diagrams to communicate technical ideas.
b. Employ interpreter for them who can openly translate whatever
you are saying.
3. Interact with any two CALD persons in a simulated work environment
determined by your assessor. Each interaction must last a minimum of
fifteen minutes. During these interactions, you must demonstrate a range
of techniques that you can personally employ to overcome language
barriers and more effectively communicate.
4. Research and identify appropriate interpreters or other persons to assist
with interpreting for:
 A person with Hindi as a first language- an individual who understand
both Hindi and English perfectly.
 A person with Tagalog as a first language- an individual who
understand both Tagalog and English perfectly.
 A Torres Strait Islander with Kala Lagaw Ya (Mabuyag dialect) as a first

language- a Kala Lagaw who have an understanding of both English
and Kala Lagaw.
You should provide details of interpreters/personnel/interpreting services
approved by your organisation, where applicable.
Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to identify issues that may cause
communication misunderstandings or other difficulties and consider the
impact of social and cultural diversity where difficulties or misunderstandings
occur
1. Identify three issues that may cause communication difficulties and
explain how you can overcome them.
a. Use of jargon – this is where one use phrases that the second party
cannot understand during communication. In overcoming, the
barrier, one should use simple words that each of them can
understand.
b. Different perception concerning an issue. In solving this barrier,
one should allow others to express their ideas before giving out
their stand. Apart from that, the language used to differ should e

friendly.
c. Physical disabilities, for example hearing challenges. One can use
signs and pictures to enhance the understanding of the other
person.
2. Write a brief (50-100 word) commentary on each of the following
scenarios, considering how social and cultural diversity may have played a
role in the misunderstanding occurring. You may conduct research on the
cultures of those in the scenarios if you are not sure.
Scenario One
There has been a misunderstanding between a worker and a CALD client.
The worker made a joke about one of the client’s children and the client
became very upset. The worker doesn’t understand how she has caused
offence – it was meant to be funny.
In the above situation there is misunderstanding among the two
individuals. One person thin that he is making a joke while on the
other side, the receiver interpreted it wrongly. It is important to note
that one should not crack a joke before having best understanding of
the other person. Some people do not entertain jokes. Learning the
mood of the person is necessary.
Scenario Two
A female worker tried to greet an Orthodox Jewish male client by warmly
shaking his hand. He refused to shake her hand, and the worker was
offended.
The above issue is the matter of cultural difference. The Orthodox
member was obeying their religious culture but the female worker
was not aware of the situation. It is important that if one have some
cultural value, he or she should inform the colleagues to avoid any
misinterpretation of the behaviours.
Scenario Three
A community worker attends a meeting with an Aboriginal family. It is a

very hot day and she is wearing a short and revealing dress. She notices
that the family seem to be irritated and upset with her, even though she
is being polite and professional.
It is the matter of culture, the worker does not see any challenge
because it is their culture, however, it does not go well with other
members because the are not used to the style of dressing. The
important thing here is that the family should inform the worker that
they do not use such style of dressing. Consequently, the worker
should be ready to change and adopt presentable dress.
Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No

competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to explain how to make an effort to
sensitively resolve differences, taking account of diversity considerations and
how to address any difficulties with appropriate people and seek assistance
when required
1. How can you sensitively resolve diverse communication difficulties when
you encounter them? In 100-200 words, provide a written summary of
your ideas.
Diverse communication difficulties are everywhere where in the
workplace or learning institutions. However, there are various ways

that an individual can resolve them amicably. The first step is to show
respect to everyone. The respect will give one an opportunity to
understand the difference and learn new ideas on how to respond to
the situations. The second step is to develop quality listening and
speaking skills as that will ensure that your words do not come out as
offence to other people and you do not take too long to understand.
Apart from that, it is important to have knowledge about different
cultures to assist you to understand how to respond to those people in
challenging moments.
2. From whom or from where would you seek assistance, if required, to
address any difficulties? Consider what would be appropriate in a range of
situations and identify these in your answer. Your total answer should be
no more than 300 words.
When seeking assistance, a professional expert is the best option to
solve the case. The reason is because the person will have a wide
range of knowledge that can provide multiple answers to the way one
can solve cultural difficulties. However, the profession should be an
expert in matters that relate with culture and diversity. Another person
is my teacher. A teacher handles student from across the cultural
groups. He has experience of dealing with the difficulties that arise
when resolving cultural matters and the diversity at large.

Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
Therefore, there is no skills activity required for this unit, as they have been covered in the
previous activities.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Concepts of cultural awareness, cultural safety and cultural competence and how these
impact different work roles
 Concepts and definitions of diversity
 Own culture and the community attitudes, language, policies and structures of that culture
and how they impact on different people and groups
 Features of diversity in Australia and how this impacts different areas of work and life:
o political
o social
o economic
o cultural
 Legal and ethical considerations (international, national, state/territory, local) for working
with diversity, how these impact individual workers, and the consequences of breaches:
o discrimination:
 age
 disability
 racial
 sex
o human rights:
 Universal declaration of human rights
 relationship between human needs and human rights
 frameworks, approaches and instruments used in the workplace
o rights and responsibilities of workers, employers and clients, including appropriate
action when rights are being infringed or responsibilities not being carried out
 Key areas of diversity and their characteristics, including:
o culture, race, ethnicity
o disability
o religious or spiritual beliefs
o gender, including transgender
o intersex
o generational
o sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual
 Key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures,
including:
o social, political and economic issues affecting Aboriginal and/or Torres Strait Islander
people
o own culture, western systems and structures and how these impact on Aboriginal
and/or Torres Strait Islander people and their engagement with services
 Potential needs of marginalised groups, including:
o protective factors
o physical, mental and emotional health issues/care needs
o consideration of impacts of discrimination, trauma, exclusion and negative attitudes
 Resources that support individuals and organisations to embrace and respond to diversity
o language and cultural interpreters

o imagery
 Influences and changing practices in Australia and their impact on the diverse communities
that make up Australian society
 Impact of diversity practices and experiences on personal behaviour, interpersonal
relationships, perception and social expectations of others.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What information about a cultural group may you have to become aware of in order to work
effectively with them?
2. What types of diversity may you encounter in your role?
3. How can your attitudes impact diverse groups of people?
4. How may cultural diversity impact different areas of work?
5. What legal methods are there of protecting diverse people from discrimination?
6. Outline the articles of the universal declaration of human rights.
7. What is the difference between human needs and human rights?
8. For each area of diversity listed below, describe in detail their characteristics and factors that
may affect people in the group:
 Culture, race, ethnicity
 Disability
 Religious or spiritual beliefs
 Gender
 Generational
 Sexual orientation.
9. What social, political and economic issues affect Aboriginal and Torres Strait Islander people?
10. What could the impact of adversity from being part of a diverse group include?
11. What resources may you need to work effectively with diverse groups?
12. What may affect people’s attitudes to diverse groups?
13. Give an example of a time in your experience when diversity practices have improved an
interpersonal relationship.

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
 Undertaken a structured process to reflect on own perspectives on diversity
 Recognised and respected the needs of people from diverse social and cultural backgrounds
in at least 3 different situations:
o selected and used appropriate verbal and non-verbal communication
o recognised situations where misunderstandings may arise from diversity and formed
appropriate responses.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Undertake a structured process to reflect on own perspectives on diversity.
Ensure that you:
 Identify and reflect on your own social perspectives and biases
My social perspective and biases revolve around culture. My way of dressing has
come from the cultural way and seeing other people dressing differently it makes me
feel uncomfortable. Secondly, the area of bias is on language. My pronunciation has
been influenced with the area I come from and some people may not get what I am
saying to some extent.
 Identify your limitations in self and social awareness.
One of my limitation is the geographical area which is small range and may not give
me an opportunity to exploit the diversity around. Secondly, are the people I meet.
They come from specific cultural group and I am used to them hence no new ideas
come out.
 Identify and act on ways to improve own self and social awareness.
One main way is to travel to different places where there are people from diverse
group and learn from the people. Secondly, is to e ready to learn and adopt new ways
of carrying out things that will enable one to have how to communicate and
accommodate other people.

2. In a workplace or simulated workplace environment, recognise and respect the needs of
people from diverse social and cultural backgrounds in at least 3 different situations.
Ensure that you:
 Select and use appropriate verbal and non-verbal communication
When it comes to verbal communication, one should use common language that
everyone understands in the organisation. For instance, if many people can
communicate using English one should embrace it. Secondly, one should stop using
jargon as some people use English as their second language.
On the part of non-verbal communication, one should always smile while
communicating to express motivation to the second person.
 Recognise situations where misunderstandings may arise from diversity and form
appropriate responses.
Misunderstanding is common to everyone especially when communicating to people
from different cultural group. However, when misunderstanding arise one should not
express anger but request in a friendly way for the other person to pardon.
Consequently, the second party should also respond in a respectful manner not in
annoying way.

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature

Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature