Leadership & Diversity Assessment: Training, Conflict, and Diversity

This assignment, focusing on the Diploma of Leadership and Management (BSB51915), explores critical aspects of workplace dynamics. It presents two case studies: one addressing language barriers in training a diverse housekeeping team and the other examining a conflict between two project leaders. The assignment requires the student to identify training techniques to overcome language barriers, methods to assess understanding, and considerations for developing training plans. It also involves analyzing the root causes of conflict between the project leaders, identifying potential solutions, and providing recommendations for conflict resolution. The assessment evaluates the student's understanding of leadership, diversity, workplace relationships, and conflict management, with the goal of demonstrating competence in these areas. The student is expected to apply their knowledge to real-world scenarios, demonstrating their ability to lead and manage effectively in a diverse workplace. The assignment is an individual in-class assessment involving simulation exercises and case studies.

T-1.8.1
Details of Assessment
Term and Year 1, 2018 Time allowed Weeks 1, 2, 3, 4, 5
Assessment No 1 Assessment Weighting 60%
Assessment Type Simulation Exercises and Case Studies (Individual In-Class Assessment)
Due Date Week 5 Room TBA
Details of Subject
Qualification BSB51915 Diploma of Leadership and Management
Subject Name Leadership & Diversity
Details of Unit(s) of competency
Unit Code (s) and
Names
BSBLDR502 Lead and manage effective workplace relationships
BSBLDR504 Implement Diversity in the workplace
Details of Student
Student Name
College Student ID
Student Declaration: I declare that the work
submitted is my own, and has not been
copied or plagiarised from any person or
source.
Signature: ___________________________
Date: _______/________/_______________
Details of Assessor
Assessor’s Name
Assessment Outcome
Results Competent Not Yet Competent Marks / 60
FEEDBACK TO STUDENT
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my right to appeal and the
reassessment procedure.
Signature: ____________________________
Date: ____/_____/_____
Assessor Declaration: I declare that I have
conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided
appropriate feedback
Student did not attend the feedback session.
Feedback provided on assessment.
Signature: ____________________________
Date: ____/_____/_____
Purpose of the Assessment
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The purpose of this assessment is to assess the student in the following
learning outcomes:
Competent
(C)
Not Yet
Competent
(NYC)
BSBLDR502
1.1 Ensure strategies and processes are in place to communicate information
associated with the achievement of work responsibilities to all co-workers
1.2 Develop and/or implement consultation processes to ensure that employees
have the opportunity to contribute to issues related to their work role
1.3 Facilitate feedback to employees on outcomes of the consultation processes
1.4 Develop and/or implement processes to ensure that issues raised are
resolved promptly or referred to relevant personnel
2.1 Establish and/or implement policies to ensure that the organisation’s cultural
diversity and ethical values are adhered to
2.2 Gain and maintain the trust and confidence of colleagues and external
contacts through professional conduct
2.3 Adjust own interpersonal communication styles to meet the organisation’s
cultural diversity and ethical environment and guide and support the work team
in their personal adjustment process
3.1 Use networks to build workplace relationships providing identifiable
outcomes for the team and the organisation
3.2 Conduct ongoing planning to ensure that effective internal and external
workplace relationships are developed and maintained
4.1 Develop and/or implement strategies to ensure that difficulties in workplace
relationships are identified and resolved
4.2 Establish processes and systems to ensure that conflict is identified and
managed constructively in accordance with the organisation’s policies and
procedures
4.3 Provide guidance, counselling and support to assist co-workers in resolving
their work difficulties
4.4 Develop and implement an action plan to address any identified difficulties
BSBLDR504
1.1 Establish the nature of diversity in the industry sector, community and
workplace
1.2 Qualify and quantify the sources of diversity in the industry sector,
community and workplace
1.3 Research and identify the benefits of having a diverse workforce
1.4 Identify and analyse legislation, regulation and enterprise policy that impacts
on workplace diversity
1.5 Research and identify opportunities and barriers to inclusive engagement
2.1 Develop and review workplace policies, procedures and planning in
accordance with the scope of diversity
2.2 Establish where diversity integration meets the needs of the enterprise and
diverse persons
2.3 Review existing policies, plans and procedures to identify areas where
diversity can achieve positive impact
2.4 Monitor and review workplace processes to guide implementation
3.1 Consult with management and teams to champion the diversity
implementation
3.2 Ensure work teams incorporate diversity processes into work activity
3.3 Establish and enable enterprise and individual support processes
3.4 Provide for training and coaching in diversity implementation
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3.5 Promote and model inclusive behaviours
4.1 Conduct regular reviews of diversity integration with relevant persons
4.2 Evaluate workplace diversity against workplace policies, procedures and
planning objectives
4.3 Identify and recommended improvements to diversity integration
Assessment/evidence gathering conditions
Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student
can only achieve competence when all assessment components listed under “Purpose of the assessment”
section are recorded as competent. Your trainer will give you feedback after the completion of each
assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment.
Resources required for this Assessment
 Computer with relevant software applications and access to internet
 Weekly eLearning notes relevant to the tasks/questions
Instructions for Students
Please read the following instructions carefully
 This assessment has to be completed In class At home
 The assessment is to be completed according to the instructions given by your assessor.
 Feedback on each task will be provided to enable you to determine how your work could be improved.
You will be provided with feedback on your work within two weeks of the assessment due date. All other
feedback will be provided by the end of the term.
 Should you not answer the questions correctly, you will be given feedback on the results and your gaps
in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be
deemed competent for this unit of competency.
 If you are not sure about any aspects of this assessment, please ask for clarification from your
assessor.
 Please refer to the College re-assessment for more information (Student Handbook).
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Instructions: There are 8 Tasks in this assessment that are assigned on a weekly basis. Marking
allocations are alongside task question. Tasks include case study, simulation exercises and direct
questioning. You are allowed to use internet, newspapers, textbooks or other resources in completing
this assessment but do acknowledge sources as reference. This is an individual assessment and you
must complete the tasks in class.
Weeks 1 & 2
Task 1: Workplace Difficulty Case – The Language Barrier (5 marks)
(Case sourced from GO2HR Canada, www.go2hr.ca)
Tourism and hospitality is a diverse sector comprised of workers from varied cultures, backgrounds,
ages, and languages. This is one of the reasons our industry is so unique. But with this diversity,
comes its challenges.
Assume you are the new housekeeping manager of a large hotel chain named “Continental” where
your housekeeping team is comprised of workers from all over the world ranging staff members from
Africa, Latin America, Middle East, Asia and Europe.
Soon after your first month as a leader, you have realised that training the housekeeping team is big a
challenge to due language barriers. They prefer to work quietly if they do not have a partner speaking
the same language. If they are working with a partner who speaks the same language, they prefer to
speak in their own language instead of speaking in English. Although your organisation have strong
existing training programs for WH&S, hygiene, stress management, etiquette, etc but workers
reluctantly attend these sessions because a majority of the staff members do not understand all the
aspects of a training program.
Knowing this language barrier difficulty in your workplace, You are required to address the issue
techniques and practices that you may be able to use to ensure proper training has been provided.
Questions:
1. Make a list of different training techniques you can use when trying to overcome a language
barrier?
2. At the end of the training, what methods can you use to determine whether or not the worker
understood?
3. When developing a training plan for an employee who has English as a second language, what
types of things should you consider when putting your training plan together?
A1: The different training techniques in HRM that would benefit the cause would be as below:
1. Technology based training – Providing language tutorials to the staff as well as translators to
enhance communication (Phillips & Phillips, 2016).
2. Presentations – Providing training to employees through increased pictography.
3. Outdoor training – this will be done to enhance coordination and increase comfort
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A2: In order to understand whether the worker understood or not, the following strategies would be
adopted:
1. Take feedback
2. Monitor behaviour of staff post the training (Pollock, Jefferson & Wick, 2015)
3. Take English language tests before and after the training and check the score of the staff.
A3: When developing a training program for staff who has English as a second language, the
following things must be kept in mind:
1. Do not use very heavy vocabulary.
2. Use simple language. Do not use idioms and phrases.
3. Continue asking questions to keep audience involved (Wang, 2016)
4. Be available to answer doubts
5. Use visuals
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Task 2: Conflict Management – Case Scenario (5 marks)
Shirley and Abdul both work for a software development company. The
manager of the new product division was originally the leader of the
project team for which she interviewed and hired Abdul. Shirley, another
project team member, also interviewed Abdul, but strongly opposed
hiring him for the project because she thought he was not competent to
do the job.
Seven months after Abdul was hired, the manager left the project to
start her own company and recommended that Abdul and Shirley serve
as joint project leaders. Shirley agreed reluctantly with the stipulation
that it be made clear she was not working for Abdul. The General
Manager consented; Shirley and Abdul were to share the project
leadership.
Within a month Shirley was angry because Abdul was representing
himself to others as the leader of the entire project and giving the
impression that Shirley was working for him. Now Shirley and Abdul are
meeting with you (you lead another team but have agreed to resolve
this conflict) to see if you can resolve the conflict between them.
Shirley says: "Right after the joint leadership arrangement was reached
with the General Manager, Abdul called a meeting of the project team
without even consulting me about the time or content. He just told me
when it was being held and said I should be there. At the meeting,
Abdul reviewed everyone's duties line by line, including mine, treating
me as just another team member working for him. He sends out letters
and signs himself as project director, which obviously implies to others
that I am working for him."
Abdul says: "Shirley is all hung up with feelings of power and titles. Just
because I sign myself as project director doesn't mean she is working
for me. I don't see anything to get excited about. What difference does it
make? She is too sensitive about everything. I call a meeting and right
away she thinks I'm trying to run everything. Shirley has other things to
do and other projects to run and thus she doesn't pay too much
attention to this one. She mostly lets things slide. But when I take the
initiative to set up a meeting, she starts jumping up and down about
how I am trying to make her work for me."
Case Questions:
1. Abdul and Shirley seem to have several conflicts occurring
simultaneously. Identify as many of these individual conflicts as
possible.
2. What are the possible ways to deal with the conflict between Abdul
and Shirley (not just the ones that you would recommend, but all of the
options)?
A1:
There is a major power conflict between Shirley and Abdul. The
following are their issues:
1. Shirley feels Abdul takes the limelight and treats her as if she is
working for him
2. Abdul feels Shirley has other projects to look after and hence
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does not prioritize this one.
3. Abdul also feels that Shirley is to sensitive and emotional
4. Both of them have a problem of direct communication
A2: Options to resolve the conflict are:
1. Ask both of them to sit together and resolve the issue (Benner,
2016)
2. Move them to different projects
3. Clarify to the team that both Shirley and Abdul are project
leaders
4. Ask Shirley to take more responsibility in the team
5. Divide tasks between both of them equally
6. Divide the team in two parts and ask them to lead different
teams under the same project
Week 3
Task 3: Handling Cultural Diversity - Case Study (5 marks)
Max is a successful financial officer at a New York-based company that recently acquired a banking
institution in two southern states. Max will take over the recently acquired southern footprint as the
new regional CEO.
The newly acquired banking institution has a long-standing reputation as a friendly institution with
traditional values, and it prides itself on its exemplary customer service. The current staff includes
diverse workforce from different nationalities and age groups. The employees here has prepared a
comprehensive package outlining the bank's vision and key customer success stories that
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demonstrate their commitment to exemplary service and low customer and employee turnover. Due to
the acquisition, the employees are scared on losing their old values and work methods.
It is Monday morning and Max has called a meeting at 8 a.m. Max arrives at 7 a.m. and is surprised to
find only a couple of employees in the building. Max begins the meeting at 8 a.m. sharp, and the
auditorium seats are half-filled. Max is perplexed at the turnout but begins the meeting. "Shareholder
value is what it's all about. We are the stewards of this organization, and we have a responsibility to
the shareholders."
Silence echoes in Max's ears. He continues by stating, "I expect total dedication. If you cannot commit
to our new vision and strategies then this is not the right place for you. Commitment starts by being on
time." Max motioned to the staff standing next to the auditorium doors to close the doors. "If you can't
be here on time, then you can't play in our sandbox."
Later that afternoon, Max met with the executive team and outlined the strategies, goals, numbers,
and deadlines. A meeting was held with senior staff members responsible for reporting progress.
Market growth numbers were up, and new business numbers were increasing.
A quarter later Max had the quarterly report results. The region was on target. However, turnover
increased 25 percent. Involuntary turnover such as sickness were up by 10 percent. Previous
customer numbers were decreasing, and customer complaints were increasing. He reviewed the
report with his staff members. When he asked for input, his request was greeted with silence. He
sensed an uneasy feeling in the room.
Case Questions:
Q1: What type of emotions are the staff members in the situation? If you were in Mark’s shoes, how
would you manage their emotions to promote the development of emotional intelligence in them?
Q2: What communication approaches from Mark would be suitable for a diverse workforce which has
varying cultural expressions of emotion?
A1: Emotions that the staff members are going through include fear, resistance to change,
demotivation, disrespect and a loss of belongingness.
If I were in mark’s shoes, I would try to make the employees feel comfortable. Training could be taken
about emotional intelligence in the office space. They must feel welcome and at home in the new
office. I would also try to seek their opinion before taking important decisions. I would also ensure that
I am polite in my communication with the team members.
A2: Mark could use the following communication approaches:
1. Email or written communication must be used for all official communication that needs to be
documented (Ladegaard & Jenks, 2015).
2. Informal communication with the team must increase to ensure transparency and trust.
3. Building rapport with team members to understand them efficiently.
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Task 4: Develop a workplace procedure for any one of the following organisation. Use a
minimum of 8 bullet points to explain the procedure. Explain each points of the procedure
(10 marks)
 Returns procedure for a clothing retail store
 Complaints procedure for a internet service provider
 Manual handling procedure for an electronics warehouse
 Recruitment procedure for a bank branch
Name of the procedure: Returns procedure for a clothing retail store
Step 1: Apologize to the customer for inconvenience (Khodakarami & Chan, 2014).
Step 2: Accept request to return the product if the product has been purchased within the last two
months.
Step 3: Schedule a time and place for the return order pick up. This could be different than the
shipping or billing address.
Step 4: Send an official personnel to collect the product
Step 5: Ask the personnel to check the product
Step 6: Ask the customer about refund method (Account balance/ mobile wallet/ or clothing retail
wallet)
Step 7: Ask the customer the reason for return. Take feedback
Step 8: Offer to replace the product with something else
Step 9: Credit the customer’s account within 4-5 business days
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Week 4
Task 5: Scenario based case studies on ethical values and cultural diversity. (10 marks)
Situation 1: You work for ABC company and you are invited by a private sector company XXX (who
is also your supplier) to join in a corporate "box" at a local National Soccer League arena for a game
in the Stanley Cup playoffs. You reflect that the cost of these boxes may average to about $1000 or
more per person in the regular season, but often exceed $5,000 in the playoffs because of the food
and drinks attached with the tickets. In previous months you watched that some of your co-workers
attend those events and dinners. You are now in dilemma whether to accept that gift or not as your
organisation is yet to have a policy on accepting gifts.
Key Issue: Personal values and ethical decision making. Understanding the extent of gifts, donations
and bribes.
Question: Use your personal opinion to describe what should you do as an employee.
I would avoid going to the event. I would apologize for my absence but I would also state that we have
a company policy that forbids us from taking such favours (Even if the policy does not exist).
Accepting such invitations may lead the suppliers to expect favours in the future and the relationship
must be strictly professional.
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Question: If you were the manager of those employees, how would you ensure that you are
implementing ethical values in your organisation?
I would ask my team members to avoid attend such events and accepting such gifts. I would try to
frame an official policy against this. I would insist employees to go out for dinners, lunches or coffee
with the suppliers in order to build relationship but not to accept any extra ordinary favour.
I would also ensure that the relationship is strictly professional and no employee is crossing any
boundary in order to get business.
Situation 2: The annual BBQ of your organisation is a big event for networking and getting to have
face-to-face time with one another. Everyone in the team was sure to invite the newest employee,
stressing how important and fun the traditional company event was. The new employee is Hindu. She
arrives and when it’s time to eat inquires about a vegetarian option? A co-worker responds, “Come
on! This is a BBQ, hot dogs and hamburgers! That’s a real BBQ!” She smiles, nods, and stays at the
picnic. But you notice she doesn’t eat anything.
Key Issue: Dietary considerations employees based on religion, cultural, health requirements or
personal preferences.
Question: You have identified that there is an issue. What is that issue?
The issue is the lack of consideration while ordering food. In a group of people that consisted of one
Hindu lady, the menu did not have a single vegetarian item. Hindus are forbidden to eat non-
vegetarian food. This is why the new employee would not be able to eat.
Question: As an operational manager of the organisation, what would you do to ensure that you are
implementing cultural diversity in your organisation?
I would ensure that the team which is responsible for selecting the menu keeps people’s dietary
constraints in mind before finalizing the menu.
Before every picnic, I would also encourage all the employees to come forward and share such
constraints if they have any.
People from different religions and caste would come together and form a team who would be
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responsible for deciding the menu.
I would also try to enhance awareness about the food eaten in different cultures across the globe.
Task 6: Workplace diversity: Legislation, rules, codes of practices and business policies.
(10 marks)
Q1. Provide an example scenario of direct and indirect discrimination in a same organisation. You can
use any one workplace or imaginary workplace to prepare the scenario.
Direct:
If two people apply for the same position in an organization. Both of them are equally qualified and
have successfully cleared the interview rounds. But one of the candidates gets a preference over the
other because she went to the same college as the team leader.
Indirect:
The organization has an average employee age of 25. Everyone is young and freshly out of college.
The organization expects everyone to work in a late night shift. However, there are a few ladies who
have been married early and have child to take care of. Therefore they cannot work late night but their
request to work in the morning shift has been refused. This is indirect discrimination.
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Q2. List five Australian based legislations/laws that are related to workplace diversity of this
organisation (Include the legislation year).
1. Age discrimination act 2004
2. Disability discrimination act 1986
3. Racial discrimination act 1992
4. Fair work act 2009
5. Sex discrimination act 1984
Q3.Based on the Q1 and Q2 responses, imagine you are the senior manager of the organisation
where the two incidents have occurred. What would you do to ensure that workplace policies and
plans are practised for improved workplace diversity that meets legal requirements?
1. For the first scenario, I would ensure that recruitment practices are fair and no employees are
selected through any kind of nepotism.
Recruitment should be done from various sources including social media and online
recruitment portals to ensure that a wide diversity of employees are applying for the position.
Secondly, if a person comes through an employee referral, I would make sure that the
referring employee is not a part of the selection process
2. For the second scenario, I would ensure that before introducing the policy of a late night shift,
I would seek consent from all the employees.
Secondly, I would also give the ladies an opportunity to work from home.
Thirdly, I would make sure that such policies are informed to the employees during the
interview process only.
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Week 5
Task 7: Case Study: Performance plan and KPIs to improve team
performance. (10 marks)
You are a call centre manager in Sydney who manages a team of 24
team members. Your organisation is known for the exceptional service
quality and that brings in large organisations as your clients. Your
organisation has clients such as banks, telecom providers and
supermarkets. Recently the board of directors have agreed for an
expansion and wants to merge with another company in Philippines and
wants to shift some of the tasks to Philippines. Hearing about that board
meeting plans; most employees in the organisation are in fear that they
might lose their jobs. The same happened to your team. Productivity
has decreased in call rates to 60% from 80% i.e. the staff members are
not responding to calls efficiently and within specific time targets. You
are aware that your team is the best one among all the teams of the
organisation and you are certain the merger will not affect all teams. As
a manager of the best service team you may be able to raise a concern
to the stakeholders (directors) to fight for their jobs in cases of any
uncertainties.
Q1. Develop a brief performance plan for the whole team to resolve the
performance and job security issues. Limit your plan within 300 word
limit.
In order to develop a performance plan for the team, the first thing that
the team leader needs to do is ensure team mates that their jobs would
be secured if they perform well. It is important to instil a team spirit
within the workplace and make sure that there is open communication.
Step 1: Discuss the goals that need to accomplished by the team with
the BOARD OF DIRECTORS
Step 2: Communicate the goals to the team members.
Step 3: Motivate them to work hard
Step 4: Monitor performance
Step 5: Provide necessary training and guidance
Step 6: Deliver results
To resolve the job security issues the following things must be done:
1. Encourage the team to work hard
2. Demonstrate your support to the team
3. Build trust
4. Instil open communication
5. Address employee grievances
6. Bridge the gap between employees and the BOARD OF
DIRECTORS effectively
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Q2. Prepare at least five key performance indicators (KPIs) for your call
centre team. You may wish to look into job duties of call-centre staff
using internet research.
1. Percentages of calls blocked – call is blocked when there are
no available agents or call queues configured so callers hear a
busy tone.
2. Average time in queue while talking to a particular agent – Less
time indicates the agent could resolve the query in a short
time
3. Customer feedback after the call.
4. Average after call work time
5. First call resolution for a particular agent – how many callers
called a particular agent and got their query resolved in the
first go.
6. Agent absenteeism – number of days lost per year
Q3. What would you do to incorporate input/assurance from
stakeholders (directors) in regard to ensuring job security of your team?
Consistent communication with the stakeholders (directors) is very
important. They need to personally ensure the employees that their jobs
would be secured.
Ensure that the team’s great performance is delivered and noticed by
the board of directors.
Bridge the gap between the employees and the BOARD OF
DIRECTORS
Ensure that the concerns raised by the BOARD OF DIRECTORS are
also communicated to the employees.
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Task 8: Case Study: Leading and supporting team performance (5 marks)
The researcher Meredith Belbin noticed an occurrence in teams that was subsequently termed the
Apollo Syndrome. The Apollo Syndrome is a trend whereby teams of extremely talented and clever
individuals under-perform against teams of ‘ordinary’ individuals. In reality, we also find that teams
with too many superstars often fail to achieve goals or the desired target. When this phenomenon was
looked at in more detail, it was discovered that Apollo team members often undermined each other’s
strategies while trying to achieve their own solutions to a group problem. They were essentially
working as individuals in competition rather than as a united team pulling together. Experiments such
as this made it clear that the intelligence, talent and understanding of the team were not the only
factors in its success.
Q1. Why do you think that groups of talented individuals perform less well against those who are less
talented?
The group of talented individuals perform less well against those who are talented is because of with
talent, often comes a high ego. Talented people believe that they know it all and hence fail to
acknowledge efforts of others in the team. They behave and participate like individuals and there is a
team effort that is lacking on their part. This is why they perform less.
Q2. Why did individual Apollo team members believe their own goal was the right one to pursue and
undermine other team members?
Apollo team members believed that their own goal was the right one to pursue because they are all
very talented. Such people are highly individualistic and often fail to consider the necessity of a team
work.
They are used to being right in a group of people and hence find it difficult to acknowledge efforts of
others. Moreover, the team of talented people often finds it difficult to communicate effectively with
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one another due to a enhanced individual knowledge and sometimes even high ego.
Unclear roles and responsibilities among very talented individuals can also cause conflicts and
hamper performance. This is why it is important to make sure that every employee of the team is
exactly aware of what he or she is supposed to do.
Q3. Provide an example of a team with talented team members failing to achieve the desired goals.
When a group of five or six talented journalists begin working on a project that requires them to post
the news the next day, there may be various disputes. Each journalist might feel that the news
brought by him or her is the leading new of the day and must be published at a priority. This will lead
to conflict and ultimately a lack of team work may make it difficult to introduce proper news to the
audience.
Q4. If you are the supervisor, coach, captain or a manager of that example team that you have
mentioned, what type of support and learning would you do to improve team?
If I were the manager of such a team I would do the following:
1. Clearly define roles and responsibilities of each individual of the team.
2. Conduct team building activities to instil team work and coordination
3. Ensure open communication and open feedback structure in the team which would make it
possible for the team to work together.
4. Diversify the team by selecting members with different areas of expertise in the same team
5. Set their personal incentives attached to the team goals.
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References
Benner, P. W. (2016). Corporate Conflict Management 4.0: Reflections on How to Get There From
Here. Pepp. Disp. Resol. LJ, 16, 289.
Khodakarami, F., & Chan, Y. E. (2014). Exploring the role of customer relationship management
(CRM) systems in customer knowledge creation. Information & Management, 51(1), 27-42.
Ladegaard, H. J., & Jenks, C. J. (2015). Language and intercultural communication in the workplace:
critical approaches to theory and practice. Language and Intercultural Communication, 15(1),
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