Student Name:. E1141. Student ID:. Diploma of Community

Student Name:
Student ID:
32507B/02 Knowledge Test – Short answer questions
E1141
Diploma of Community
Services
Module 1
This is Assessment 2 of 3
1. Background/Overview
Leaders in the Community Services sector have a responsibility to
foster diversity within the workplace. Research and analysis of
diversity data is an important skill to use when developing
workplace diversity strategies that support inclusiveness. The
ability to develop contingencies to address weaknesses or negative
impacts of strategies is also a required skill.
2. Brief
In this assessment, you will investigate how to promote workplace
diversity and develop communication strategies to support this for
the not-for-profit organisation, CareShore (as described in the
activity scenario).
You will demonstrate this knowledge by:
 researching and gathering qualitative and quantitative data
 analysing that data to develop workplace diversity and
communication strategies
 considering potential barriers and possible solutions to
those barriers
 discussing the potential benefits of diversity to CareShore’s
workplace objectives
 demonstrating the positive and negative impacts of
diversity practices for self and others.
Some of the questions in this assessment have multiple parts to the
them, so please make sure you answer all the parts and pay
attention to the numbers of examples required (where indicated)
and the required word counts (where provided).
Deliverables
Answer the questions,
complete the tasks in this
document and submit it.
To do list:
1. Write your name and
student ID at the top of this
page.
a) Read the
background/overview and
brief sections of this
document.
b) Read the questions and
answer in the tables
provided or where it is
displayed 'click here and
type your answer'.
c) Save the Word document
using the naming
convention: [your student
number]_[assessment]_[ass
essment number].doc. For
example:
“12345678_31135_01.doc.”
d) Upload your document in
Open Space using the
relevant Assessment
Upload link in this Module.
e) Use the assessment rubric
(at the end of the
document) to provide a
guide to the assessment
criteria.
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3. Activities
Investigation
Scenario
You are working as a Case Manager at CareShore, a not-for-profit organisation delivering various
programs to a diverse community involving case work and group activities. Your Community Services
Manager mentions how CareShore has grown considerably in the last few years and that, in the last few
months, new staff have been employed from a variety of diverse backgrounds. Due to considerable
growth, CareShore has assessed the need for reframing their organisational communication procedures
and protocols to meet local community needs.
One of the key challenges for CareShore is to ensure that their communication strategic plan reflects the
diversity of their staff and community. Your Community Services Manager has requested you to
temporarily join the administration team to analyse and review the current communication strategies to
develop and implement a communication plan that addresses diversity.
Your tasks will be:
1. Research your own community to identify the most common ethnic groups within your area.
2. Determine the communication needs of the diverse community and staff.
3. Determine organisational strategic plans to communicate with diverse clients and staff.
Using the links below, locate your local community within your state/territory to retrieve statistics on the
diversity of your community, then perform the tasks and answer the questions as part of the analysis.
Alternatively you can use Australian Bureau of Statistics Census 2011 report for a quick view.
State Local Government Directory
Western Australia (WA) http://www.dlgc.wa.gov.au/
South Australia (SA) http://www.lga.sa.gov.au/
Victoria (VIC) http://www.knowyourcouncil.vic.gov.au/
New South Wales (NSW) http://www.olg.nsw.gov.au/
Queensland (QLD) http://www.dilgp.qld.gov.au/
Northern Territory (NT) http://www.dlgcs.nt.gov.au/
Tasmania (TAS) http://www.dpac.tas.gov.au/
Austrailian Capital Territory (ACT) http://www.communityservices.act.gov.au/
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1. Analyse community diversity and present the information in meaningful way
a) Identify the population percentage, population numbers and socio-economic factors impacting each
target group. Socio-economic factors are the social and economic experiences of individuals in the
society. Examples: Income and occupation, place of residence, ethnicity & culture.
Chosen community within your state/territory (include URL link)
Name of the chosen geographical area: Queensland, Brisbane
URL link: http://www.dilgp.qld.gov.au/
Target group Population
percentage
Population
numbers
Socio-economic factors
impacting this group (at least 2
examples, 25 words each)
Non Australian Born 21.6 1,015,879
1. Country of birth is an important
factor that affects these people as
they sometimes find it difficult to
adapt to the diverse culture of
Queensland.
2. Migration is another factor as it
takes the migrating people at least
one generation to establish
themselves in a new territory and
connect with the people in the
territory.
Australian Born (Non
Aboriginal and Torres
Strait Islander)
71.1 3,343,657
1. education impacts this segment
of population as most of population
is not engaged in higher education
and thus lacks employment.
2. Employment rates are relatively
lower compared to other parts of
Australia. Language plays an
important role in unemployment.
Aboriginal and Torres
Strait Islander 4.0 186,484
1. Language is the most basic
barrier for these people. In most
cases they neither speak nor
understand other languages than
their ethnic one.
2. Education is lacking in this
segment. Due to their lack of
awareness and participation they
lag behind in education an in turn
further employment
(Quickstats.censusdata.abs.gov.au,
2019).
Totals 96.7 4,546,020
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b) In the table below identify the percentage and numbers of those who speak English as a first language,
as opposed to those who speak English as a second language in your local state/territory. Refer back
to your research links. Examples of English as a second language are individuals from culturally and
linguistically diverse (CALD) backgrounds who perhaps live in areas where their native, non-English
language is commonly spoken at home or in the community.
Target group Population percentage Population numbers
English as a first language 81.2 3,820,632
English as a second language 13.5 242,052
Totals 94.7 4,062,684
c) Based on the data you have researched, identify at least two possible barriers or restraints that
affects communication and suggest possible solutions of how you would address these barriers in
your communication strategy.
Possible barriers or restraints
(50 words each)
Posssible solutions
(50 words each)
1. Diverse Culture is the most prominent barrier for
people of Queensland. Due to the inclusion of
divrerse culture and origin into the country, people
have different ethnic background, religion, cultural
practices and beliefs and practice them as their
culture demands. Though most of the people,
about 62.2% is Christian, the presence of other
religion and mostly the religion followed by the
aboriginals cannot be overlooked (Ahri.com.au,
2019).
The possible solution for this problem is to
include people belonging to the different
cultures and ethnic groups into the workforce.
People belonging to the same culture and
ethnicity will be able to understand their needs
and requirements better. They will also be able
to interpret their emotions, body language and
gestures which is not possible for other
workers (Diversity Council Australia, 2019).
2. Moreover, many of the Quuenslander’s do not
speak or understand English. Due to the diversity
of this large extent, and language barrier
communication is problematic as any one
language and approach is not effective for all the
people.
Including people from the same language
group will be beneficial to overcome this
barrier. Moreover, other workers should also
take initiative to interact with them to
understand their requirements better and
develop the necessary skills to interact with
them.
Below is the CareShore staff profile and workplace objectives relating to diversity.
Please review the information and then answer the questions that follows
CareShore Staff Profile
Korean 2
African (not disclosed) 2
Vietnamese 1
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Aboriginal and Torres Strait Islander 2
Arabic 10
Lebanese 2
Indian 2
Pakistan 1
Bangladesh 1
Nepalese 1
Afghanistan 1
Australian 10
European (not disclosed) 5
Russian 1
Chinese 2
People with disability 3 (Hearing or vision impairment)
Mature-aged workers (65+) 2
CareShore’s workplace objectives
Key outcomes
Increasing the diversity of our workforce
CareShore is committed to increasing the ratio of staff it employs from the following diversity groups:
• Aboriginal and Torres Strait Islanders
• People with disability
• Mature age workers
• People from diverse cultural and linguistic backgrounds.
An Employee Plan for each of these groups will be developed during the first 12 months of this
strategy. In addition, specific recruitment strategies will also be developed for Aboriginal and Torres
Strait Islanders and people with disability. These documents will outline how CareShore will increase
the ratio of staff employed from these diverse groups. Given the organisation’s Closing the Gap
agenda, CareShore has continued to work towards a target of 5% for Aboriginal and Torres Strait
Islander staff in the next 12 months. Targets for other groups may be developed in the plans over the
next 12 months.
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Committing to action
CareShore is committed to workplace diversity and inclusion that reflects the significant diversity of the
community we serve and ‘empowering people to actively engage and participate in their community.’
The actions our organisation will implement to ensure we achieve this goal are outlined within this
strategy.
Celebrating workplace diversity and inclusion
We will take the time to acknowledge workplace diversity and inclusion and embrace the diversity each
person brings to our workplace. A calendar of key dates has been included within this strategy which
highlights opportunities for our organisation to reinforce the importance of workplace diversity and
inclusion. These events will be acknowledged and celebrated within our organisation.
Monitoring and reporting our performance
CareShore will release an annual workplace diversity and inclusion report which summarises key
achievements and areas for improvement against this strategy.
(adapted from the Department of Human Service’s Workplace Diversity and Inclusion Strategy 2011-
2015)
d) Based on the CareShore staff profile, list 3 (three) potential benefits of a diverse workforce and
describe how they contribute to meeting CareShore’s diversity and inclusion strategy.
Diversity Examples: Disability, culture, gender, etc.
Meeting CareShore’s inclusivity objectives through a diverse workforce
Potential benefits of a diverse workforce Contribution to CareShore's diversity and inclusion strategy
1. Increase in productivity
The composition of the workforce contribute to the increased
productivity of the organization. Due to the inclusion of
personnel from different culture, language , ethnicic and
language groups, the organization has managed to appeal
to most of the people in Queensland. With the inclusion of
aboriginal workers, the aboriginal population of Queensland
has become easy to tap into (Wgea.gov.au, 2019).
2. Increased community Relation,
communication and awareness
The people that come under the care of the Organization,
feel that their voices and opinions are being heard. With the
inclusion of the disabled workers, the people suffering from
same situation will respond more as they will feel that their
sentiments and emotions can be understood by people
suffering from same predicament (Hollinsworth 2013).
3. Improvement of the organization’s
reputation and image
Because of the inclusion of diverse workforce, the
Queensland community have been able to trust CareShore
more. This ensures that CareShore’s goal to include more
aboriginal workforce into their organization. With increased
trust, they will be more willing to join the organization. It will
also provide them with employment which is a cause of
concern among the aboriginals (Queensland Goverment|
Department of Local Government Racing and Multicultural
Affairs, 2019).
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e) Reflect on CareShore’s current diversity practice in relation to the objective of ‘Increasing the diversity
of our workforce.’ In the table provide 2 (two) examples of each of the strengths, opportunities,
weaknesses and threats to achieving CareShore’s objectives. (Refer to CareShore’s workplace
objectives above)
Strengths
(possible benefits for staff and clients)
Weaknesses
(possible areas for improvement for staff)
1. Better decision making capacity as cultural
inputs will provide them with knoedge and
perspectives that were untapped earlier.
1. Staff engagement is needed in organizations
that provide community service. They need to
interact more with personnel belonging to other
cultures. Keeping to themselves would not help.
2. Increase in productivity and innovation. With
more diversification, the workforce will come up
with innovative strategies that will be more
effective for the people they care (Betancourt et al.
2016).
2. Record keeping should be improved by the
staffs. Creating an extensive database and
dedicate a daily amount of time for record keeping
will increase the efficiency of the workers.
Opportunities
(possible benefits for the organisation)
Threats
(possible barriers to implementation)
1. An increase in donations is likely to happen as
due to the change in strategy, the image of the
organization will improve creating a trust value to
the people at large. Increased donation will give
the organization an opportunity to engage more
diverse people in the workforce.
1. Certain programs that are related to uncommon
problems and situations might become difficult to
implement. It is difficult for people to feel
connected or sympathetic to causes that are
unfamiliar to them.
2. Improvement of hiring result is a possible
outcome of the strategy change. Due to increase in
the image and position of the organization, people
will trust it more and will be willing in engaging
themselves in the services provided by the
organization (Haight, Kayama and Korang-Okrah
2014).
2. Cash flow is a serious threat for every not-for-
profit organization. Many programs do not produce
the intended result whereas money is wasted on
the preparation and execution of the program
creating a lack of fund for programs with much
more potential in future.
f) Part of your role as a community services manager or team leader is to promote and foster diversity. In
the table there are a number of strategies that can help achieve this. Provide an example of the work
practices or resources that you could use to implement these strategies. (20 words per strategy)
Strategy Work practice/s or resource
Role modelling
Creation of spokespersons that belong to the
respective communities, ethnicity and language
group so that people coming under the
organization’s care feel more comfortable about
discussing their problems.
Coaching
Provide training related to community and social
services to the staffs and volunteers. This would
enable them to better communication with
members of their community.
Mentoring Providing guidance to the staffs and volunteers
about how to interact, understand, communicate
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and help the people.
Professional development of staff
Conducting workshops and study courses related
to community and social services. Making them
aware of the ethics, values, laws and guidelines
that will help them.
Consultation
Consulting with the experts in health related issues
and other government and non-governmenatal
organizations that have any experience or
specialization on any community, culture, disease
or social issues (Plieninger et al. 2013).
Collaboration
Collaborating with other local organizations and
workgroups that have already impacted on the
specific communities.
Provision of resources/information
Maintaining a database and judiciously updating
them, interacting with governmental organization in
Queensland that are concerned with diversity
related issues.
Creating a supportive work environment
Promoting team work and secularity. Increasing
communication among team members belonging
to different cultures, age groups and gender.
Implementing diversity policies and procedures
Making the staffs and volunteers aware of the
policies of diversity in the workplace and the
benefits of it. Implementing procedures where it is
necessary.
g) Depending on the quality of diversity work practices, clients and staff can experience both positive and
negative impacts. In the table identify both a positive and negative impact for each experience.
Experiences Positive impact of quality
diversity practices
Negative impacts of poor diversity
practices
Example:
Management
Staff will work cohesively and
provide quality services to the clients
Staff will have prejudices towards
team members and clients and this will
impact on service delivery
Personal behaviour
Exposure to newer ideas and
lifestyles, develop secularity and
tolerance.
People will behave negatively and
would not be able to tolerate other
cultural values and opinions and self
development will not take place.
Interpersonal
relationships
Workplace conflict will reduce as
staffs become receptive to new
ideas and sympathetic to the views
of others. Due to personal
involvement, the values and desires
of other communities will be
respected by all (Hcamag.com,
2019).
Workplace conflict will rise as the
staffs will have no interpersonal
relationship. They will have no idea
about the values and desires of other
communities.
Perception of self
Increase in self perception aspects
like self-esteem, rights and
confidence.
No change or decrease in self-
perception and personal growth will be
hindered.
Social expectations of
self
Workers are able to communicate
better with other workers as well as
people under their care. Better
understanding of the cultural values.
Workers are unable to aomunicate the
necessity of their services as their
method of communication has not
improved (Humanservices.gov.au,
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2019).
Social expectations of
others
Team members will contribute more.
They will engage in discussions and
development of plan for effective
execution of a program. They would
cooperate more with other members
(Fozdar and Hartley 2013).
Workers will be withdrawn from the
whole process and will execute the
jobs that are specifically assigned to
them they would not collaborate or
cooperate with other team members.
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REFERENCES
Ahri.com.au. (2019). Diversity and inclusion. [online] Available at:
https://www.ahri.com.au/resources/ahriassist/diversity-and-inclusion/ [Accessed 6 Jun. 2019].
Wgea.gov.au. (2019). Welcome | WGEA. [online] Available at: https://www.wgea.gov.au/ [Accessed 6 Jun.
2019].
Hcamag.com. (2019). Diversity & Inclusion - Specialisation | HRD Australia. [online] Available at:
http://www.hcamag.com/hr-resources/diversity/ [Accessed 6 Jun. 2019].
Diversity Council Australia. (2019). Diversity Council Australia. [online] Available at:
https://www.dca.org.au/ [Accessed 6 Jun. 2019].
Humanservices.gov.au. (2019). Annual Report 2014-15 - Australian Government Department of Human
Services. [online] Available at: https://www.humanservices.gov.au/organisations/about-us/annual-reports/
annual-report-2014-15 [Accessed 6 Jun. 2019].
Queensland Goverment|Department of Local Government Racing and Multicultural Affairs. (2019). Home.
[online] Available at: http://www.dilgp.qld.gov.au/ [Accessed 6 Jun. 2019].
Quickstats.censusdata.abs.gov.au. (2019). 2016 Census QuickStats: Queensland. [online] Available at:
https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/3?
opendocument [Accessed 6 Jun. 2019].
Hollinsworth, D., 2013. Decolonizing indigenous disability in Australia. Disability & Society, 28(5), pp.601-
615.
Fozdar, F. and Hartley, L., 2013. Refugee resettlement in Australia: What we know and need to
know. Refugee Survey Quarterly, 32(3), pp.23-51.
Plieninger, T., Dijks, S., Oteros-Rozas, E. and Bieling, C., 2013. Assessing, mapping, and quantifying
cultural ecosystem services at community level. Land use policy, 33, pp.118-129.
Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I., 2016. Defining cultural
competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public
health reports.
Haight, W., Kayama, M. and Korang-Okrah, R., 2014. Ethnography in social work practice and
policy. Qualitative Social Work, 13(1), pp.127-143.
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Additional resources:
Australian Human Resources Institute - diversity https://www.ahri.com.au/resources/ahriassist/diversity-
and-inclusion/
Gender equality - https://www.wgea.gov.au/
Diversity - http://www.hcamag.com/hr-resources/diversity/
Diversity Council Australia - https://www.dca.org.au/
Department of Human Services - https://www.humanservices.gov.au/organisations/about-us/annual-
reports/annual-report-2014-15
Google search for best practice diversity policy Australia - https://www.google.com.au/webhp?
sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=best%20practice%20diversity%20policy
%20australia
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4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge are satisfactory or
unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the
column that is titled ‘Satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully
answered the question to the correct standard.
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Criteria Satisfactory Not yet satisfactory
Question 1a The student is able to correctly and
sufficiently identify the population
percentage, population numbers and
socio-economic factors impacting
each of the three target groups in the
table provided.
The student is not able to correctly
and sufficiently identify the population
percentage, population numbers and
socio-economic factors impacting
each of the three target groups in the
table provided.
Question 1b The student is able to correctly and
sufficiently identify the percentage
and numbers of those who speak
English as a first language, as
opposed to those who speak English
as a second language in their local
state/territory.
The student is not able to correctly
and sufficiently identify the
percentage and numbers of those
who speak English as a first
language, as opposed to those who
speak English as a second language
in their local state/territory.
Question 1c The student is able to correctly and
sufficiently identify at least two
possible barriers or restraints and
possible solutions of how they would
address these barriers in their
communication strategy.
The student is not able to correctly
and sufficiently identify at least two
possible barriers or restraints and
possible solutions of how they would
address these barriers in their
communication strategy.
Question 1d The student is able to correctly and
sufficiently list 3 (three) potential
benefits of a diverse workforce
And
The student is able to correctly and
sufficiently describe how they
contribute to meeting CareShore’s
diversity and inclusion strategy.
The student is not able to correctly
and sufficiently list 3 (three) potential
benefits of a diverse workforce
And/or
The student is not able to correctly
and sufficiently describe how they
contribute to meeting CareShore’s
diversity and inclusion strategy.
Question 1e The student is able to correctly and
sufficiently provide 2 (two) examples
of each of the strengths,
opportunities, weaknesses and
threats to achieving CareShore’s
objectives.
The student is not able to correctly
and sufficiently provide 2 (two)
examples of each of the strengths,
opportunities, weaknesses and
threats to achieving CareShore’s
objectives.
Question 1f The student is able to correctly and
sufficiently provide an example of the
work practices or resources that they
could use to implement each strategy
in the table provided. (20 words per
strategy)
The student is not able to correctly
and sufficiently provide an example of
the work practices or resources that
they could use to implement each
strategy in the table provided. (20
words per strategy)
Question 1g The student is able to correctly and
sufficiently identify both a positive
and negative impact for each
experience in the table provided.
The student is not able to correctly
and sufficiently identify both a positive
and negative impact for each
experience in the table provided.
Overall assessment requirements
Word count As per tasks.
Plagiarism All or most of the work is original and sourced material (if any) is properly
cited.
Referencing Appropriate referencing conventions are used.

5. Units of Competency
This assessment contributes to the overall competencies for the following unit(s) of competency:
CHCDIV003 Manage and promote diversity
CHCCOM003 Develop workplace communication strategies
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