CHC52015 Diploma Case Management: Society and Diversity Assessment

This document is a Society and Diversity Assessment Workbook designed for the CHC52015 Diploma of Community Services, specializing in Case Management. It includes knowledge assessments and a project to evaluate understanding of diversity, sociological factors, and workplace communication strategies. The workbook covers topics such as managing and promoting diversity, analyzing the impacts of sociological factors on clients, and developing effective workplace communication strategies. It emphasizes competency-based assessment, reasonable adjustments for learners with disabilities, and the application of knowledge in practical scenarios. The assessment methods include knowledge-based questions and a project, requiring students to demonstrate their understanding and application of the concepts learned. Desklib provides this and other solved assignments to help students.

CHC52015
Diploma of
Community Services
Specialising in Case Management
Society and Diversity
Assessment Workbook

Assessment Workbook
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Version control & document history
Summary of modifications made Versio
n
Version 1 final produced for
course launch. 1.0
Removed link for KA Part 2
Question 22 Item B 1.1
 Changed resource survey link
 Revised instructions in
Question 22 and updated
link to CMSA Standards of
Practice for Case
Management
1.2

Assessment Workbook 2
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Resources
Version No.1.2 Produced 01 December
2020
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TABLE OF CONTENTS
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TABLE OF CONTENTS..............................................................................3
INTRODUCTION...............................................................4
WHAT IS COMPETENCY BASED ASSESSMENT..............4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING
..........................................................................................
5
THE DIMENSIONS OF COMPETENCY.............................6
REASONABLE ADJUSTMENT...........................................7
THE UNITS OF COMPETENCY.........................................9
CONTEXT FOR ASSESSMENT................................................................10
ASSESSMENT REQUIREMENTS.............................................................10
ASSESSMENT METHODS........................................................................11
RESOURCES REQUIRED FOR ASSESSMENT ........................................12
ASSESSMENT WORKBOOK COVER SHEET..........................................13
KNOWLEDGE ASSESSMENT..................................................................14
Part 1: Manage and Promote Diversity .................................................14
Part 2: Sociological Factors in Community Work and Services ............27
Part 3: Workplace Communication Strategies.......................................38
PROJECT..................................................................................................45
WORKBOOK CHECKLIST.......................................................................53
FEEDBACK..............................................................................................54

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INTRODUCTION
The questions in this workbook are divided into two categories:
Knowledge Assessment and Case Studies.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project assessment. You must answer all
questions using your own words. However, you may reference your
learner guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a
workplace. Ideally, you should be able to answer these questions based
on the processes that are currently in place in your workplace. If this is
not the case, then answer the questions based on processes that should
be implemented in your workplace.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets
the criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at
the beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as
many elements and/or units of competency as is feasible at
one time.
 In competency assessment a learner receives one of only two
outcomes
– competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person
to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that
are clearly stated for the trainer and learner. Assessable
outcomes are tied to the relevant industry competency
standards where these exist. Where such competencies do
not exist, the outcomes are based upon those identified in a
training needs analysis.

Assessment Workbook 2
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions
and across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions
in a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on
and off-the- job components of training within a course.
- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
- Assessment must be made accessible to learners
though a variety of delivery modes, so they can proceed
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING

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through modularised training packages to gain
competencies.

Assessment Workbook 2
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2020
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- Assessment must be mutually developed and agreed
upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result
of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8
– 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of
the unit of competency. This evidence should match or
at least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or
attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It
is imperative that enough evidence is gathered to
satisfy the requirements that the learner is competent
across all aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and
whether the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment
for learners with a disability - November 2010 - Prepared by -
Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has
been specifically designed to assist people with disabilities in carrying
out daily activities’ (World Wide Web Consortium - W3C). It includes
screen readers, magnifiers, voice recognition software, alternative
keyboards, devices for grasping, visual alert systems, digital note takers.

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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.

Assessment Workbook 2
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required
in the workplace.
This assessment addresses the following unit of competency from
CHC52015 Diploma of Community Services specialising in Case
Management:
CHCDEV002 – Analyse impacts of sociological factors on
clients in community work and services
1. Identify social and cultural issues impacting on clients in
Australian society
2. Analyse impacts of social and cultural factors on clients
3. Monitor impact of social and cultural factors on community
work and services provided to clients
CHCDIV003 – Manage and promote diversity
1. Research diversity in the workplace
2. Foster diversity
3. Adapt communication strategies
4. Contribute to workplace diversity policies and procedures
CHCCOM003 – Develop workplace communication strategies
1. Develop communication strategies
2. Establish communication protocols
3. Promote the use of communication strategies
4. Review communication practices
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au

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CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have
access to their learning materials and the internet. The written questions
and project may be completed wholly at the student’s home or chosen
place of study.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key
assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding
the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments
must be conducted under
The associated assessment method in this kit covers all of these
components as detailed in the matrix to follow:
Units of
Competency
Assessment Activities
CHCDEV002
CHCDIV003
CHCCOM003
Knowledge assessment   
Project 