Develop and Implement Diversity Policy: BSBDIV601 Assessment Criteria

This document outlines the assessment criteria for the BSBDIV601 unit, focusing on the development and implementation of a diversity policy within an organization. It details the elements required for competency, including researching diversity from various sources, drafting a comprehensive policy with implementation strategies, and implementing, evaluating, and revising the policy based on stakeholder feedback. The assessment emphasizes performance evidence, such as analyzing information, developing policy documents, and consulting with stakeholders. Foundation skills like reading, writing, and communication are also evaluated. The document provides a breakdown of assessment tools, including learner workbooks, learner guides, observation checklists, and skills and knowledge activities, to ensure a thorough understanding of the unit's requirements. Learners are expected to demonstrate their ability to research, draft, implement, and review diversity policies through observations and demonstrations. The assessment also covers contemporary theory about diversity, legislation, and codes of practice relevant to diversity policy development. This information helps students understand the process of creating and applying diversity policies effectively in a professional setting.

1. Assessment criteria for BSBDIV601
Develop and implement diversity policy
In this document, you will find the foundation of what is required to become
competent in this unit. For further information on each element, you can follow
assessment criteria for the unit, foundation skills and assessment requirements, as
well as an assessment tool definition list. As well as all of the areas covered here,
each must also complete all workbook knowledge activities, skills and knowledge
activity and major activities, where stated, to become competent within this unit.
NOTE – Re-assessment:
s will have a maximum of two (2) reassessment attempts if competency is not
achieved in the first instance.
The final grade of ‘S’ for Satisfactory or ‘NYS’ for Not Yet Satisfactory is only
given at the completion of the unit of competency when all components or parts of
the assessment are graded.
1. Elements for Competency Demonstration
Elements for Competency Assessment:
1. Research diversity
2. Draft policy and plan for implementation
3. Implement diversity policy
4. Review diversity policy
Performance Evidence:
Evidence of the ability to:
 Analyse information about diversity from a range of internal and external sources to
identify:
1. existing practices
2. potential benefits of diversity and its fit with business objectives
 Develop a comprehensive diversity policy with details of an implementation strategy
and how the policy will be monitored and reviewed
 Implement, evaluate and change the diversity policy based on recommendations for
improvement
 Consult with relevant stakeholders during development, implementation and review
of the diversity policy and procedures
Foundation Skills:
Reading
 Identifies, analyses and evaluates complex information to determine
business requirements

 Monitors reported information to determine efficiency of policy
Writing
 Develops detailed procedural material according to organisational and
legislative requirements
 Records and collates feedback from stakeholders
 Prepares factual and informative documentation to suit purpose and
audience
Oral communication
 Presents information and opinions using language and non-verbal
features appropriate to audience
 Participates in discussions using listening and questioning to elicit the
views of others and to clarify or confirm understanding
Navigate the world of work
 Works autonomously making high level decisions to achieve and
improve organisational goals
 Develops and implements strategies that ensure organisational
policies, procedures and regulatory requirements are being met
 Monitors and reviews the organisation’s policies, procedures and
adherence to legislative requirements in order to implement and
manage change
Interact with others
 Adapts personal communication style to build a positive working
relationship and show respect for the opinions, values and particular
needs of others
 Plays a lead role in situations requiring effective collaborative skills,
demonstrating high level negotiation skills and ability to influence
others
 Shares knowledge, information and experience openly as an integral
part of the working relationship

P a g e | 3
Get the work done
 Develops plans for complex, high-impact activities with strategic
implications for the organisation
 Gathers and analyses data and seeks feedback to improve plans and
processes
 Makes high-impact decisions in a complex and diverse environment,
using input from a range of sources
 Identifies key factors that impact on decisions and their outcomes,
drawing on experience, competing priorities, and decision-making
strategies where appropriate
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Explain business operations that can be linked to diversity
 Identify potential benefits of diversity to the organisation
 Describe diversity within the business environment, including:
1. cultures
2. beliefs
3. traditions and practices
 Describe contemporary theory about diversity and its potential
contribution to business advantage
 Outline legislation, codes of practice and national standards as they
apply to the development of diversity policy
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered
demonstrates consistent performance of typical activities experienced in the
workforce development – diversity field of work and include access to:
 Business technology
 Legislation, regulations and codes of practice for managing diversity
 Workplace diversity policies and procedures
 Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website:
http://www.ibsa.org.au/companion_volumes

Any observations and practical assessments must be recorded in the observation
checklist. All practical tasks should be demonstrated during the length of the course.
As the instructor, you must maintain a record demonstrating the date of the practical
activities and any comments relevant to the performance of each . Where a is not
able to demonstrate competence in a practical observation activity, further
questioning should be put in its place.
As the instructor, you could be assessing the ’s literacy, numeracy and language
skills, as well as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using
different and varied methods (such as oral assessment), to allow s to be assessed
according to their needs and abilities.
2. Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each should be given a Learner Workbook which will
hold a number of activities, both formative and
summative, that all need to be completed in
conjunction with the appropriate sessions. The
PowerPoint, Learner Guide and instructor should
provide further information to help with the activities.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as
it provides the information given during sessions and
more. It can help s to further their knowledge and to
also complete the activities.
Observation/Demonstration
(To be completed for each numbered
point as stated on the checklist)
An observation should be completed for each of the s
by the instructor. If the tasks aren’t everyday actions, a
simulated environment is acceptable, or a
demonstration can be set up. An observation checklist
can be found at the end of this document.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative
assessment and is found before the Major Activity in
the Learner Workbook. This should take between 1-2
hours and every should complete this work. It is a
requirement for each unit to check knowledge and
understanding of the foundation skills and knowledge
evidence.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can
be found in the Learner Workbook, after all of the
activities are completed. This is an extended piece of
summative assessment which should take anywhere
between 1-2 hours and every should complete this
work. It is a requirement for each unit to check
knowledge and understanding.
3.

P a g e | 5
4. Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the
elements through observations or demonstrations. The observations and
demonstrations will be completed as well as the formative and summative
assessments found in the Learner Workbook. An explanation of demonstrations and
observations:
Demonstration is off-the-job
A demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers
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. Each task must be observed. You will need to ensure
you provide the learner with the correct equipment and/or materials to complete the
task. You will also need to inform the learner of the time they have to complete the
task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
1. Research diversity
2. Draft policy and plan for implementation
3. Implement diversity policy
4. Review diversity policy
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done

5. Observation/Demonstration Checklist
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Research diversity:
Did the learner demonstrate they could
analyze existing practices and information in
relation to diversity?
2. Research diversity:
Did the learner demonstrate they could
identify potential benefits of diversity and
analyse in relation to business objectives?
3. Research diversity:
Did the learner demonstrate they could
consult key stakeholdersabouttheir
requirements for a diversity policy?
4. Research diversity:
Did the learner demonstrate they could
access diversity policies from similar
organisations and review for relevance to
own organisation?
5. Draft policy and plan for
implementation:
Did the learner demonstrate they could
draftdiversity policy?
6. Draft policy and plan for
implementation:
Did the learner demonstrate they could
develop action plans for policy?

P a g e | 7
7. Draft policy and plan for
implementation:
Did the learner demonstrate they could
consult key stakeholders for feedback on
draft policy and action plans?

8. Draft policy and plan for
implementation:
Did the learner demonstrate they could
determine relationships and links with
other related policies?
9. Draft policy and plan for
implementation:
Did the learner demonstrate they could
revise policy for implementation?
10. Implement diversity policy:
Did the learner demonstrate they could
explain and interpret policy to key
stakeholders?
11. Implement diversity policy:
Did the learner demonstrate they could
promote policy across the organisation
through a range ofcommunication
channels?
12. Implement diversity policy:
Did the learner demonstrate they could
identify intended and unintended impacts
of policy implementation?
13. Implement diversity policy:
Did the learner demonstrate they could
develop tools, benchmarks and other
indicators for planning and measuring
impact of policy implementation?
14. Implement diversity policy:
Did the learner demonstrate they could
monitor business activities, team plans
and staff performance to ensure diversity
policy is effectively implemented?
15. Review diversity policy:
Did the learner demonstrate they could
gather and analyse information about
diversity, the policy and its
implementation?
16. Review diversity policy:
Did the learner demonstrate they could
consult key stakeholders to provide
feedback on the policy?

P a g e | 9
17. Review diversity policy:
Did the learner demonstrate they could
develop and approve recommendations
for changes to the policy?
18. Review diversity policy:
Did the learner demonstrate they could
refine diversity policy in accordance with
feedback and recommendations?
Table of Contents
1.Assessment criteria for BSBDIV601.....................................................................1
2.Elements for Competency Demonstration...........................................................1
3.Assessment Tool Definitions................................................................................4
5.Observation/Demonstration..................................................................................5
6.Observation/Demonstration Checklist.................................................................6
8.Observation/Demonstration................................................................................10
9.Activity 1.1.1......................................................................................................... 11
10.Activity 1.2.1....................................................................................................... 12
11.Activity 1.3.1....................................................................................................... 13
12.Activity 1.4.1....................................................................................................... 14
13.Activity 2.1.1....................................................................................................... 16
14.Activity 2.2.1 – 2.3.1........................................................................................... 20
15.Activity 2.4.1....................................................................................................... 23
16.Activity 2.5.1....................................................................................................... 24
17.Activity 3.1.1....................................................................................................... 25
18.Activity 3.2.1....................................................................................................... 26
19.Activity 3.3.1....................................................................................................... 27
20.Activity 3.4.1....................................................................................................... 29
21.Activity 3.5.1....................................................................................................... 31
22.Activity 4.1.1 – 4.4.1........................................................................................... 32

23.Skills and Knowledge Activity..........................................................................33
24.Major Activity ..............................................................................................35
2.
3. Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your instructor 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 demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
Performing a work-based skill or task
Interaction with colleagues and/or customers
Your instructor will inform you of which one of the above they would like you to do.
The demonstration/observation 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 instructor 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 you can:
1. Research diversity
2. Draft policy and plan for implementation
3. Implement diversity policy
4. Review diversity policy
You should also demonstrate the following skills:
Reading

P a g e | 11
Writing
Oral communication
Navigate the world of work
Interact with others
Get the work done
Activities
6. Activity 1.1.1
Estimated
Time
30 Minutes
Objective To provide you with an opportunity to analyze existing practices and
information in relation to diversity.
Activity
Describe existing practices and information from a workplace
perspective in relation to diversity as it applies to the following
example areas:
Areas Comments
Expertise, experience and
working styles
Diversity can be defined
as the development of
understanding which says that
each individual is a unique and
different identity. It is nothing but
a philosophical and
demographical differences
created by the individuals or
groups(Definition of Diversity,
2018). It can be created by
developing such an environment
where each individual would be
provided equal opportunity apart
from their gender, age, belief,
culture, interest, religion, race,
etc.
Special interests

Further, for the purpose of
developing diversity, the
Woolworth group needs to
develop an understanding that
the workers are not distinct from
each other due to their different
level of job skills. It should
attract and recruit individuals
from different backgrounds and
also should also develop same
attitude of the firm towards each
individuals.
Interpersonal style
 The age discrimination
Act, 2004
Language, literacy and
numeracy
the Fair Work Act and National
Employment Standards,
Physical differences
 The Workplace Gender
Equality Act 2012,
 The Racial
Discrimination Act 1975,
etc.
Thinking and learning styles
By involving the diversity in