BSBDIV501: Student Assessment Tasks on Workplace Diversity

This document presents the student's responses to Assessment Task 1: Written Questions for the BSBDIV501 Manage diversity in the workplace unit. The assessment covers key aspects of diversity management, including the definition of diversity management, reasons for valuing diversity in organizations, and strategies for building a diverse workforce. The student provides detailed answers to questions on implementing diversity policies, building inclusive workplaces, and addressing discrimination and bias. The responses demonstrate an understanding of the importance of diversity and inclusion, as well as the practical steps organizations can take to foster a more equitable and diverse work environment. The assessment also requires the student to understand the legal and ethical considerations related to diversity and inclusion in the workplace. The answers provided are well-structured and demonstrate a comprehensive understanding of the subject matter.

Student Assessment Tasks
BSBDIV501 Manage diversity in the workplace
STUDENT NAME:
STUDENT ID:
BSBDIV501 Manage diversity in the workplace Student Assessment Tasks 2 Code: . CRICOS PROVIDER CODE: 03580F v4.0 0420
BSBDIV501 Manage diversity in the workplace Student Assessment Tasks
Assessment information
The assessment tasks for BSBDIV501 Manage diversity in the workplace are included in this Student
Assessment Tasks booklet and outlined in the assessment plan below.
• To be assessed as competent for this unit, you must complete all of the assessment tasks
satisfactorily.
Assessment plan
Assessment Task Overview

1. Written questions You must correctly answer all questions.
2. Diversity report This assessment requires you to review and
research current practices in diversity and
make suggestions for how the diversity policy
for Kingfisher Garden Centre can be improved.
Assessment preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement. Fill it out, sign it and hand it to your assessor, who will countersign it and keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your
RTO’s assessment appeals process.
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with
unfairly or have other appropriate grounds for an appeal.
Assessment instructions
Each assessment task in this booklet consists of the following:
Assessment Task Cover Sheet
This must be filled out, signed and submitted with your assessment responses.
If you are submitting hardcopy, the Assessment Task Cover Sheet should be the first page of each task’s
submission.
If you are submitting electronically, print out the Assessment Task Cover Sheet, fill it out, sign it and then
scan and submit the file.
The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be
satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your
assessor will include written feedback on the Assessment Task Cover Sheet giving reasons why. Your
assessor will also discuss this verbally with you and provide advice on reassessment opportunities
as per your RTO’s reassessment policy.
Depending on the task, this may include
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• resubmitting incorrect answers to questions (such as written questions and case studies)
• resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
• redoing a role play after being provided with appropriate feedback about your performance
• being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.

Assessment task information
This gives you:
• a summary of the assessment task
• information on the resources to be used
• submission requirements
• resubmission opportunities if required.
Assessment task instructions
This includes questions you will need to answer or tasks that you need to complete. Your
answers must be typed using software as indicated in the assessment task Instructions.
Copy and paste each task’s instructions into a new document and use this as the basis for your
assessment task submission. Include this document’s header and footer.
If you are submitting electronically, give the document a file name that includes the information as
indicated in the section called ‘Naming electronic documents’ (see below).
Naming electronic documents
It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
• Course identification code
• Assessment Task number
• Document title (if appropriate)
• Student name
• Student number
• Date it was created
For example, BSBSUS401 AT2.1 Sustainability Improvement Report Shindo Seiji GM-0312 20/10/24.
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Checklist
This will be used by your assessor to mark your assessment. Read through this checklist as part of your

preparation before beginning the assessment task. It will give you a good idea of what your assessor will be
looking for when marking your responses or observing your performance.
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Student assessment agreement
Make sure you read through the assessments in this booklet before you fill out and sign the agreement

below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit? ◻ Yes ◻ No Do you understand the
requirements of the assessments for this unit? ◻ Yes ◻ No Do you agree to the way in which you are
being assessed ◻ Yes ◻ No Do you have any specific needs that should be considered ◻ No ◻ Yes
If so, explain these in the space below.
Do you understand your rights to reassessment? ◻ Yes ◻ No
Do you understand your right to appeal the decisions made in an
assessment? ◻ Yes ◻ No
Student name
Student ID number
Student signature
Start date
Assessor name
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BSBDIV501 Manage diversity in the workplace Student Assessment Tasks
Assessment Task 1 Cover Sheet
Student declaration
To be filled out and submitted with assessment responses
◻ I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with
any other student(s).
◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me
according to the process explained to me.
◻ I have correctly referenced all resources and reference texts throughout these assessment tasks.
Student name
Student ID number
Student signature

Assessor declaration
◻ I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.
Assessor name
Assessor signature
Assessment
S NS DNS Resubmission Y N
outcome
Feedback
A copy of this page must be supplied to the office and kept in the student’s file with the evidence.
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Assessment Task 1: Written questions
Task summary
This is an open-book test, to be completed in the classroom.
A time limit of 2 hours to answer the questions is provided.
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.
Alternatively, populate the space below in blue or black pen.
Required
• Access to textbooks and other learning materials.
• Computer with Microsoft Office and internet access.

Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Answers to all questions.
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task
satisfactorily.
Resubmission opportunities
You will be provided feedback on your performance by the assessor. The feedback will indicate if you
have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you with
written feedback along with guidance on what you must undertake to demonstrate satisfactory
performance. Reassessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part
of this task or if you have any learning issues or needs that may hinder you when attempting any part of the
assessment.
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Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell
you how you should answer the question. Use the definitions below to assist you to provide the type of
response expected.
Note that the following guidance is the minimum level of response required.

Analyse: when a question asks you to analyse something, you should do so in detail,
and identify important points and key features. Generally, you are expected to write a
response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two
or more things are similar, ensuring that you also indicate the relevance of the
consequences. Generally, you are expected to write a response one or two paragraphs
long.
Contrast: when a question asks you to contrast something, you will need to show how two
or more things are different, ensuring you indicate the relevance or the consequences.
Generally, you are expected to write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most
noticeable qualities or features. Generally, you are expected to write a response two or
three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out
important issues or features and express some form of critical judgement. Generally, you
are expected to write a response one or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward
arguments for and against something. Generally, you are expected to write a response one
or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”,
where you should provide a detailed response with key points and features and provide
critical analysis. Generally, you are expected to write a response one or two paragraphs
long.
Explain: when a question asks you to explain something, you should make clear how or
why something happened or the way it is. Generally, you are expected to write a response
two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to
briefly describe the required information. Generally, you are expected to write a response
two or three sentences long.
List: when a question asks you to list something, this means that you are asked to
briefly state information in a list format.
Outline: when a question asks you to outline something, this means giving only the
main points, Generally, you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like
“outline”) only giving the main points. Generally, you are expected to write a response a
few sentences long.
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Assessment Task 1. Written questions
Provide answers to all of the questions below:
SECTION 1: IMPLEMENT DIVERSITY POLICY Q1:
Explain what is meant by the term ‘diversity management’.
=Diversity management means that corporate initiatives aimed at increasing the inclusion of employees from diverse
backgrounds within an organization's structure. Depending on the aims of the organisation and the sector, distinct
policies and programmes are implemented.

Q2: Provide five reasons why diversity is valued in organisations today.
= Five reasons why workplace diversity and inclusion are important
You'll have a deeper knowledge of your clients.
Diverse teams outperform homogeneous teams.
It will foster increased innovation and creativity.
It will be simpler to hire and retain people.
It will help your employer brand.

Q3: Explain how an organisation could build a diverse workforce.
= It is critical to seek and hire individuals from a range of backgrounds in
order to create a diverse workplace. This needs hiring managers and
others to overcome prejudice in interviewing and evaluating candidates. A
diverse workplace should be the inevitable conclusion if firms can overcome
bias and recruit the most qualified people, those with the appropriate
education, qualifications, experience, and skill sets.
=
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Q4: Where would you be likely to find a diversity policy within the organisation?
= 6 Ways to Determine Whether a Company Values Diversity and Inclusion
Conduct online research. Begin by visiting the company's website.
Examine the Employees of the Company...
Examine the Core Values of the Company.
During your interview, ask questions.
Make Contact with People.
Examine Employee Benefits
Q5: What areas within the workplace are affected by the diversity policy?
= Diversity in the workplace includes colour, gender, ethnic groups, age, religion,
sexual orientation, citizenship status, military service, and mental and physical
problems, among other things.
Q6: What information would you find in a diversity policy?
= Ethnicity and cultural background, gender, age, sexual orientation, physical ability, familial status, religious views,
perspective, and experience are all examples of diversity.

Q7: A diversity policy should be reviewed annually to ensure its efficacy and currency. Explain what is meant
by this.
⇨ Currency
Does the policy reflect any amendments to legislation, current trends in managing diversity ,
including support and inclusion programs?
 Efficacy
This is the capacity to produce a desired effect. In other words, does the policy achieve what it
has set out.
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Q8: List four actions you can take to make staff aware of the diversity policy
= Diversity include ethnicity and cultural background, gender, age, sexual orientation, physical ability, familial status,
religious beliefs, and so on.
Regardless of how open and bias-free we believe we are, judgements are typically ingrained as a result of
socialisation and life events. Implicit bias training serves to establish a safe environment for raising awareness of
unconscious views and gives skills to aid in behaviour transformation. Anyone may take the Harvard Implicit
Association Test online.
Connect underrepresented workers with internal and external mentors in their group to give support and progress.
Encourage membership in relevant professional groups. Beliefs, perspectives, and life experience