CHCDIV001 Work with Diverse People Assessment - Adelaide

This document presents the final assessment for the CHCDIV001 Work with Diverse People unit, designed for Total Training Solutions Adelaide. The assessment evaluates candidates' understanding of working respectfully with diverse social and cultural groups. The assessment comprises both theory and practical components, including questions and a case study. It covers key areas such as reflecting on personal perspectives, appreciating diversity and inclusiveness, effective communication, and promoting understanding across diverse groups. The assessment includes questions on strategies to eliminate social and cultural bias, social and economic issues impacting access to health services, ways to improve social awareness, behaviors that disrespect diversity, defining access and equity, adapting to diverse client needs, and modifying work practices to create a safe environment. The document also provides information on assessment procedures, required resources, and assessment conditions.

CHCDIV001
Work with diverse people
Release 1
Total Training Solutions Adelaide
Assessments
Aspire Version 1.1
CSDIV001R
Total Training Solutions Adelaide

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CHCDIV001 Work with diverse people, Release 1 – Assessments
© 2015 Aspire Training & Consulting
Level 8, 409 St Kilda Road
MELBOURNE VIC 3004 AUSTRALIA
Phone: [phone]
First published October 2015
ISBN 978 1 76031 540 5
Total Training Solutions Adelaide

CHCDIV001
Work with diverse people – Assessments
Final assessment
How to work through this final assessment
This final assessment is designed to assess your performance of competency for the unit
CHCDIV001 Work with diverse people, Release 1. Your assessor or workplace supervisor will
help you fully understand assessment requirements for this unit.
The features of this final assessment are detailed in the following table.
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Assessment information and scope
Who is the final
assessment designed
for?
The final assessment is designed for candidates to demonstrate their
competency having completed formal learning experiences in this unit.
Assessment may occur in real and/or simulated work environments.
Candidates may be undertaking the unit in a range of learning situations,
including private study, via a traineeship arrangement or via other
workplace-supported means.
What are the aims of
the final assessment
tasks?
This unit describes the skills and knowledge required to work respectfully
with people from diverse social and cultural groups and situations, including
Aboriginal and/or Torres Strait Islander people.
This unit applies to all workers.
The key outcomes are:
• Reflect on own perspectives
• Appreciate diversity and inclusiveness, and their benefits
• Communicate with people from diverse backgrounds and situations
• Promote understanding across diverse groups
Prerequisites and
co-requisites
None
Legislative and
licensing requirements
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian/New Zealand standards and
industry codes of practice.
You must ensure that you are ready to begin the final assessment. Complete the
following self-assessment checklist to confirm that you hold the skills and knowledge
required and feel ready to undertake a successful final assessment.
Topic Key outcomes
I am able to perform
skills and demonstrate
knowledge satisfactorily
in the following tasks.
Topic 1 Reflect on own
perspectives
q 1A Identify and reflect on own
social and cultural perspectives
and biases
q 1B Recognise limitations in self
and social awareness
q 1C Reflect on ability to work
inclusively and with understanding
of others
q 1D Identify and act on ways to
improve self and social awareness
Topic 2 Appreciate diversity and
inclusiveness and their benefits
q 2A Value and respect diversity and
inclusiveness in the workplace
q 2B Contribute to workplace and
professional relationships
q 2C Keep the workplace safe
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Topic 3 Communicate with
people from diverse
backgrounds and situations
q 3A Show respect for diversity in
communication
q 3B Use verbal and non-verbal
communication to establish
effective relationships
q 3C Use effective strategies to
communicate when a language
barrier exists
q 3D Seek assistance according to
communication needs
Topic 4 Promote understanding
across diverse groups
q 4A Identify issues that may cause
communication misunderstandings
q 4B Consider the impact of cultural
differences if difficulties or
misunderstandings occur
q 4C Resolve differences and take
account of diversity considerations
q 4D Address difficulties with
appropriate people and seek
assistance when required
If you have covered and feel confident in all of these areas, you are ready to proceed to the final
assessment.
Before you commence the assessment process, discuss with your assessor or workplace
supervisor any areas you do not feel confident in or have not covered.
Final assessment overview
To demonstrate your competency using this final assessment you must successfully complete
both theory and practical assessment tasks.
Complete the following
task using this learner
guide
• Part A – Questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
• Part B – Case study questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Refer to the Aspire
Practical placement
logbook for this unit
• Practical placement
Your performance will be assessed in the workplace.
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Assessment plan
Complete the following form with your assessor.
Training organisation
name Total Training Solutions Adelaide
Candidate name
Phone number
Email
Assessor name
Unit/s of competency CHCDIV001 Work with diverse people, Release 1
Assessment parts
selected
q Part A – Questions
q Part B – Case study questions
q Practical placement
Ready for assessment
declaration
I confirm that the purpose and procedures of this assessment have been
clearly explained to me. I have been consulted about any special needs I
might have in relation to the assessment process. The criteria to be used
for this assessment have been discussed with me, as have the
consequences and possible outcomes of the assessment.
I have accessed and understand general assessment information as
provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-assessment of
my performance of the skills and knowledge for this unit and confirm that I
am ready for assessment.
My training organisation has provided information regarding time lines for
assessment while on practical placement.
Candidate signature
Date
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CHCDIV001
Work with diverse people – Assessments
Final assessment tasks
Part A – Questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part A to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
questioning assessment to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. Where simulation is used, it
must reflect real working conditions by modelling industry operating
conditions and contingencies, as well as, using suitable facilities,
equipment and resources.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
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CHCDIV001
Work with diverse people – Assessments
Question 1 What strategies and practices can your workplace have in place to eliminate social
and cultural bias?
Answer Cultural -Workplace can recognise and incorporate the diverse
cultures, languages, beliefs and values of families, the community
and children. Educators who are knowledgeable about the culture
and languages that children bring to school are then able to provide
resources, experiences and interactions that reflect children’s
everyday lives.
Social- It is important to teach children to respect diversity and
embed a range of cultures in early childhood education and care
programs.
Marking q Satisfactory q Unsatisfactory
Question 2 Identify one social and economic issues which may impact client’s ability to access
health services
Answer Social issues could be in the form of cultural bias and diversity and in the
communication
Economic issues could be related to money and financial issues.
Marking q Satisfactory q Unsatisfactory
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Question 3 List 2 ways you can improve social awareness in the workplace:
Answer treat people equally and to never mention their culture or refer to any
personal characteristics when trying to deal with the issue
Marking q Satisfactory q Unsatisfactory
Question 4 List 4 behaviours that do not display respect for diversity
Answer Issues of respecting and valuing diversity and culture are embedded
in the Being, Belonging, Becoming themes of the Early Years
Learning Framework.
Marking q Satisfactory q Unsatisfactory
Question 5 Define access and equity :
Answer Access-Services should be available to everyone who is entitled to
them and should be free of any form of discrimination irrespective of
a person’s country of birth, language, culture, race or religion.
Equity-Services should be developed and delivered on the basis of
fair treatment of clients who are eligible to receive them
Marking q Satisfactory q Unsatisfactory
Question 6 How can a support worker adapt to meet the diverse needs of your clients?
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Answer The social worker should know how to mutually respect in a
multicultural surrounding, he or she should have explicit
understanding about expectations and critical self-reduction.
Marking q Satisfactory q Unsatisfactory
Question 7 List some ways in which work practices can be modified to
accommodate diversity to create safe environment for workers and
clients.
Answer Following are the ways in which we can create safe environment-
 removing barriers to ensure all employees enjoy full participation
 recognising the value of individual differences and managing them in the
workplace.
 creating an environment of trust, mutual respect and appreciation which
allows all employees to collaborate effectively in the ongoing development
Marking q Satisfactory q Unsatisfactory
Question 8 List 4 strategies for improving communication?
Answer Always listen carefully to the other person.
Speak clearly
Use non verbal communication like maps and drawings
Focus on their message and not on their pronunciation.
Marking q Satisfactory q Unsatisfactory
Question 9 Explain what language barrier is and list 3 strategies you could use to overcome
these barriers:
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Answer Sometimes we are misunderstood or don’t receive the message in a
way that someone else intended us to receive it. This is sometimes
called as language barrier.Language barriers can make it difficult to
give direction or explain your expectations.
Strategies-
 Translate all relevant documents into primary language or
employee.
 Simple training methods – demonstrating as well as
explaining training methods.
 Visual methods of communication – explain with pictures.
Using signs, cue cards or visual methods are often an
effective way to train people.
Marking q Satisfactory q Unsatisfactory
Question 10 Describe 4 non-verbal communication styles.
Answer  Facial Expression – facial expression for happiness,
sadness, anger, surprise, fear and disgust are the same
across all cultures.
 Touch – this type of non-verbal communication can be
expressed through a weak handshake, a slap on the back, a
bear hug, a patronising pat on the head or a controlling grip
on your arm.
 Body movements and posture – your perceptions of people
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are often affected by the way they sit, walk, stand up or hold
their head.
 Eye contact – the way you look at someone can
communicate many things. Eye contact is an important part
of non-verbal communication as it can display your interest in
what someone is saying also affection, hostility and
understanding.
Marking q Satisfactory q Unsatisfactory
Question 11 When will you need interpreter? And what communication aid you
can use if no interpreter available
Answer Interpreter is used to bridge the cultural and language gap.
Use an Interpreter whenever you give instructions or provide feedback to
employees.
The client prefers to speak in his/her own language other than English
If the client speaks English as a second language, and is in a stressful situation or
in an unfamiliar environment.
Non-verbal communication should be used in the absence of an interpreter.
Marking q Satisfactory q Unsatisfactory
Question 12 Give a reason why the ethnicity of an interpreter for a person is
important
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Answer Ethnicity of an interpreter is important because of the accuracy in english as well in
the native language of the client.
Marking q Satisfactory q Unsatisfactory
Question 13 Identify possible issues that may have led to communication difficulties:
Answer Cultural, social and language are the main possible issues that have led to
communication difficulties.
Marking q Satisfactory q Unsatisfactory
Question 14 List some medical conditions that can cause communication problems:
Answer abnormal brain development.
exposure to substance abuse or toxins before birth.
cleft lip or palate.
Marking q Satisfactory q Unsatisfactory
Question 15 List 3 strategies you can use to resolve conflict at work place:
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Answer By having a decent attitude towards the conflict
Use active listening
Deal with conflict collaboratively
Marking q Satisfactory q Unsatisfactory
Question 16 List few legislations deals workplace discrimination:
Answer Human Rights and Equal Opportunity Commission Act (1986)
Racial Discrimination Act (1975)
Sex Discrimination Act (1984)
Disability Discrimination Act (1992)
Age Discrimination Act (2004)
Work, Health and Safety Act (2011)
Marking q Satisfactory q Unsatisfactory
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Question 17 Where can you seek assistance if you been harassed and discriminated at
workplace?
Answer Fair Work Act (2009)
Workplace Gender Equality Act (2012)
Carer Recognition Act (2010)
Workplace Relations Act (1996)
Marking q Satisfactory q Unsatisfactory
Question 18 Describe importance of communication at work place?
Answer Communication at work place is important to reduce social and cultural bias.
It is also important to resolve the conflicts at the workplace.
Marking q Satisfactory q Unsatisfactory
Question 19 If a language barrier exists between you and another person, and an interpreter
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wasn’t available, how else could you communicate?
Answer Using non verbal communication such as drawings, maps , videos
Marking q Satisfactory q Unsatisfactory
Question 20 Describe what the Universal Declaration of Human Rights is. What is
an example of a breach of the Universal Declaration of Human
Rights? How could you respond to a breach of human rights?
Answer The Universal Declaration of Human Rights (Universal Declaration) is an
international document that states basic rights and fundamental freedoms to which
all human beings are entitled.
Breach of human rights can be responded with the use of Human rights framework
Marking q Satisfactory q Unsatisfactory
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Question 21 Provide an example of one social, one political and one economic
issue that affects Aboriginal and Torres Strait Islander peoples, and
discuss the impact of these issues in relation to the workplace.
Answer Social - background and place and no interaction with people.
Political- impacts of the Stolen Generations and removal of children
Economic- backward and poor with no money.
Marking q Satisfactory q Unsatisfactory
Question 22 Describe steps that could be taken to improve the likelihood of
Aboriginal and Torres Strait Islander peoples accessing the health or
welfare services they require.
Answer The indigenous people could get help from the near social service supporters.
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Marking q Satisfactory q Unsatisfactory
Question 23 What is the Adult Migrant English Program (AMEP) and how could it assist
people from diverse groups?
Answer The Adult Migrant English Program (AMEP) provides up to 510 hours of
English language tuition to eligible migrants and humanitarian entrants to
help them learn foundation English language and settlement skills to enable
them to participate socially and economically in Australian society.
It can help people from diverse groups to communicate and work and earn
together.
Marking q Satisfactory q Unsatisfactory
Question 24 Identify the international, national, state/territory and local laws that
apply when workers discriminate against a person on the basis of a
disability.
Answer The Disability Discrimination Act 1992 (DDA)
Marking q Satisfactory q Unsatisfactory
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Question 25 What is the relationship between human rights and human needs?
Answer People have needs and to provide those needs without any violation,discrimination
on the basis of religion, gender, disability etc there are national,local and
international laws or rights which protect those needs.
Marking q Satisfactory q Unsatisfactory
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Part B – Case study questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part B to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
section to be completed.
Assessment conditions Skills must have been demonstrated in the workplace or in a simulated
environment that reflects workplace conditions. Where simulation is used, it
must reflect real working conditions by modelling industry operating
conditions and contingencies, as well as, using suitable facilities,
equipment and resources.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
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Work with diverse people – Assessments
Read the case study, then answer the questions that follow.
Case study (questions 1–2)
Katie has recently started work with a disability agency, which provides a day program for people with
disabilities. Disabilities range from neurological, psychiatric and physical. Most of the clients are
teenagers, or are in their early twenties. It is Katie’s first job in disability work, as she has just
completed her Certificate III.
One of the objectives of the agency is to support clients to develop skills to enhance their daily living
activities, and support them to access employment opportunities. The agency has links with a number
of employers that have a policy to employ people with disabilities.
During Katie’s first day of training, her supervisor asks her to reflect on her own ability to work
inclusively and improve her self-awareness and social awareness. Katie’s supervisor says this is a
critical component of her training, as having strong self-awareness benefits her ability to work with
diverse clients.
On the same day, one of the clients Katie is introduced to has a toileting accident in the café. She is
asked to support the client to be cleaned in the bathroom, and change his clothes. She is given clear
instructions about hygiene and infection control.
Another client she talks to has Tourette syndrome, which causes him to yell out intermittently.
CS Question 1 Use the reflective cycle to reflect on Katie’s self-awareness on her first day in the
program.
Answer Description- I was responsible for client’s with neurological,psychiatric and physical
disabilities mostly in their teens and early twenties. I was asked to support one of
the client in the bathroom with cleaning and hygiene.
Feelings -I felt happy on helping those people.
Evaluation - the client with the tourette syndrome was unhelpful and was yelling
intermittently, it was difficult to handle him.
Analysis -I happened to have gone through the similar experience in the past where
the client required help with cleaning and hygiene.
Conclusions - I learnt new techniques and also about the social awareness
programs regarding the clients.
Action- if anything which I cannot control happens again I will talk to the supervisor
about it and seek his help.
Marking q Satisfactory q Unsatisfactory
CS Question 2 Describe the actions Katie could take to improve her social awareness.
Answer She should be open-minded
She should know her weekness and and strengths.
She should stay focused on her work.
She should make time for people.
She should set boundaries between her and her clients
She should practice self- discipline.
Marking q Satisfactory q Unsatisfactory
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CHCDIV001
Work with diverse people – Assessments
Read the case study, then answer the questions that follow.
Case study (questions 3–4)
Margie works with young foster children in metropolitan Sydney. The service supports the needs of
children from diverse backgrounds. Some children do not know or understand much about their culture
or customs. Cultures represented include Islamic, Chinese, Korean, Sudanese, Syrian, Maori, Torres
Strait Islander, and different Aboriginal cultures.
Margie’s job as diversity officer is to promote diversity in the workplace, and ensure that staff are
adequately trained to meet the diverse linguistic, cultural and social needs of the children.
One of Margie’s colleagues, Lin, asks to speak to Margie about his concern regarding one of the
children. Ziya is a practising Muslim, and has been placed with a white Australian family. Lin says that
Ziya has lost weight and appears undernourished. Lin is concerned that Ziya is being neglected. When
Ziya is brought in for an interview with the family, she sits quietly and does not speak. Afterwards,
Margie asks to speak with Ziya on her own and, after quite a long interview, learns that Ziya has been
told that she cannot eat unless she eats the pork provided; she needs to swim at the beach with the
other children; and she cannot practise Islam at home.
CS Question 3 What practices or procedures could Margie implement to promote respect and value
of diversity and inclusiveness in the workplace?
Answer Cross functional teams
Give credit where due
Celebrate cultural diversity
Critique ideas, not people
Demonstrate courtesy (morning, please, thank you)
Acknowledge others (their presence, ideas, and contributions)
Provide explanations to decisions
Marking q Satisfactory q Unsatisfactory
CS Question 4 Explain what Ziya’s rights are, and what Margie and Lin’s responsibilities are to
ensure Ziya’s rights are protected.
Answer Ziya can practice Islam and can eat whatever she wants to.
Margie and Lin can see and can ensure her rights by filing a complaint under the
Act Racial Discrimination which came in 1975.
Marking q Satisfactory q Unsatisfactory
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CHCDIV001
Work with diverse people – Assessments
Read the case study, then answer the questions that follow.
Case study (questions 5–10)
John is working for an agency that provides services to diverse groups, such as Islamic people,
Aboriginal and Torres Strait Islander peoples, Chinese people and Korean people. Part of his role is to
promote diversity and inclusiveness in the workplace.
One of his colleagues, Michelle, comes to John one day to report that she can no longer work with one
of the male clients, Hung. Hung is Chinese, and according to Michelle, he is rude and dismissive
towards her and refuses to participate in any of the activities Michelle organises. Michelle has asked
for a transfer.
John thinks it is a good idea to consult Hung about the situation. When he does, he learns that Hung
does not understand Michelle’s strong Australian accent. When John speaks to the referring agency,
he also learns that Hung has learning difficulties and concentration difficulties, which cause him to be
easily irritable and become distressed.
CS Question 5 How could John show respect for diversity when communicating with both Hung
and Michelle about the situation?
Answer John can resolve the conflicts between hung and michelle by having an interpreter
and by acknowledging both of the person and listening to them.
Marking q Satisfactory q Unsatisfactory
CS Question 6 Identify the verbal and nonverbal communication John should use to establish,
develop and maintain effective relationships, mutual trust and confidence with Hung
and Michelle.
Answer John can use verbal and non- verbal communication such as using drawings,maps
and diagrams to make hung understand
Verbally he can talk to michelle about the situation by using appropriate words and
calmly.
Marking q Satisfactory q Unsatisfactory
CS Question 7 What strategies should John use to communicate in the most efficient way possible
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to address the language barrier?
Answer John should use an interpreter
Marking q Satisfactory q Unsatisfactory
CS Question 8 Describe how John could access language and cultural interpreter communication
resources that support individuals and organisations to embrace and respond to
diversity. Provide examples, including links to documents or training resources.
Answer Interpreter are available on-
Video conferencing
On-site
Telephonic conversations.
Marking q Satisfactory q Unsatisfactory
CS Question 9 Describe how image resources could assist with communication difficulties in this
situation.
Answer John can show hung pictures of the activities that should take part in.
Marking q Satisfactory q Unsatisfactory
CS Question 10 Describe who John could contact to assist with communication needs.
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Answer John could contact interpreters to help with the communication.
Marking q Satisfactory q Unsatisfactory
Record of outcome
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Training organisation
name
Total Training Solutions Adelaide
Candidate name
Unit code and title CHCDIV001 Work with diverse people, Release 1
Assessor name
Assessor email
Assessor phone
number
Assessment tasks Satisfactorily
completed
Part A – Questions
Part B – Case study questions
Practical placement
Declaration In completing this assessment, I confirm that the candidate has
demonstrated all unit outcomes through consistent and repeated
application of skills and knowledge with competent performance
demonstrated in multiple instances over a period of time.
Evidence collected has been confirmed as:
q Valid q Sufficient q Current q Authentic
Final result
Result date
Assessor signature
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