CHC52015 Diploma: Case Management, Society & Diversity Analysis

This assignment workbook focuses on the critical analysis of society and diversity within the context of case management, aligned with the CHC52015 Diploma of Community Services. It includes a knowledge assessment section covering the management and promotion of diversity, sociological factors impacting community work and services, and the development of workplace communication strategies. The workbook also features a project component, requiring students to apply their understanding of these concepts in practical scenarios. Key areas explored are identifying social and cultural issues affecting clients, analyzing the impacts of these factors, fostering diversity in the workplace, adapting communication strategies, and contributing to diversity policies and procedures. The assessment emphasizes competency-based learning, reasonable adjustments for learners with disabilities, and the importance of valid, sufficient, authentic, and current evidence in demonstrating competency. Desklib provides access to this and other solved assignments to aid students in their studies.

CHC52015 Diploma of Community Services
Specialising in Case Management
Society and Diversity
Version 1.2 Produced 01 December 2020
Assessment Workbook

Assessment Workbook
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Version control & document history
Date Summary of modifications made Version
16 January 2017 Version 1 final produced for
course launch. 1.0
01 June 2018 Removed link for KA Part 2 Question
22 Item B 1.1
01 December 2020
 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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Version No.1.2 Produced 01 December
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking
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need to hold down the Control key while clicking for this to work.
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.

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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 through modularised training
packages to gain competencies.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING

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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.

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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 

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ASSESSMENT METHODS
There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory
Workbooks and one (1) is the Skills Workbook. This is Workbook 2.
Theory Workbooks
The Theory Workbooks use the following assessment methods:
1. Knowledge assessment – A set of generic and workplace questions testing the
student’s general knowledge and understanding of the general theory behind the unit.
2. Project – Set of interrelated tasks or activities completed according to set instructions
and guidelines to meet the requirements of the relevant units. These tasks and
activities do not require you to have access to a workplace.
The theory workbooks in this course are as follow: Workbook 1 –
Legal and Ethical Compliance
Workbook 2 – Society and Diversity
Workbook 3 – Personal and Professional Development Workbook 4 –
Case Management Part I: Working with Clients
Workbook 5 – Case Management Part II: Working with Peer Case Workers
Workbook 6 – Program Development

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Skills Workbook
The Skills Workbook contains the practical assessment which covers all units of competency
of CHC52015 Diploma of Community Services Specialising in Case Management.
These practical assessment activities will be completed during the course of your Vocational
Placement.
You should not commence with the Skills Workbook until you have completed the six
(6) theory workbooks and have received feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activities completed according to set
instructions and guidelines to meet the requirements of the relevant units. These tasks
and activities require you to have access to a workplace.
The skills workbook in this course is:
Workbook 7 – Skills Workbook
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Information about work activities, as necessary.
The student to provide:
 Computer with internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 Three (3) volunteers who have access to email services