BSBDIV501 Manage Diversity in The Workplace

1
BSBDIV501 Manage diversity in the workplace

TRAINING MANUAL
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Writer: Nicholas Hyland
© William Angliss Institute 2017. All text and images unless otherwise stated.
All rights reserved. This Training Manual was produced by William Angliss Institute to be
used as resource material for its enrolled students only; and as such they have the authority
to print out this material. Any further copying or communicating of this material in any format
or via any means may only be done so with the prior documented permission of William
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Disclaimer
Every effort has been made sure that this manual is free from error or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any
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Table of contents
William Angliss Institute ........................................................................................................ 1
Unit descriptor ....................................................................................................................... 3
Assessment matrix ................................................................................................................ 5
Glossary................................................................................................................................ 7
Element 1: Implement diversity policy ................................................................................... 9
Element 2: Foster respect for diversity in the work team ..................................................... 29
Element 3: Promote the benefits of diversity ....................................................................... 55
Presentation of written work ................................................................................................ 71
Recommended reading ....................................................................................................... 73
Trainee evaluation sheet ..................................................................................................... 75
Trainee self-assessment checklist....................................................................................... 77
© William Angliss Institute 2016

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Training Manual
William Angliss Institute
William Angliss Institute

William Angliss Institute was named after the late Sir William Angliss, MLC, whose generous
donations and personal efforts were instrumental in the foundation of the Institute, which
opened as the William Angliss Food Trades School in 1940.
The Institute provided training in pastry cooking, retail butchery and smallgoods, bread-
making and baking, as well as cookery and waiting. In the late 1960s the school expanded
into training for the hospitality industry, and in the late 1980s into the broader tourism-related
courses.
Today, William Angliss Institute is a national and international provider of education and
training programs, consultancy services and human resource development solutions for the
tourism, hospitality and foods industries.
The Institute is the largest single-purpose government educational institute of its kind in
Australia, offering short courses, apprenticeship, certificate, diploma, advanced diploma,
degree and graduate courses. William Angliss Institute’s portfolio of skill and career
development programs spans a diverse range of hospitality, tourism and foods-related
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workplace, on-campus and online.
Educational and industry expertise includes:
 Tourism  Coffee making and barista training
 Retail travel  Patisserie
 Hospitality management / operations  Bakery

 Hotel management  Butchery and meat retailing
 Ecotourism  Confectionery manufacturing
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 Resort management  Business and retail management
 Professional cookery  Marketing and human resources
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For further information:
Phone: (03) 9606 2111

Fax: (03) 9670 0594
Web: www.angliss.edu.au

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Introduction to trainee manual

2 Training Manual
Unit descriptor
Unit descriptor
This unit deals with the skills and knowledge required to manage diversity in the workplace
in a range of settings within the hospitality and tourism industry.
Element 1: Implement diversity policy

Performance Criteria
1.1. Locate and review diversity policy.
1.2. Determine its application to the specific work context.
1.3. Institute actions to ensure that the diversity policy is understood and implemented by
relevant parties.
1.4. Provide feedback and suggestions for improvement to ensure currency and efficacy
of diversity policy.
Element 2: Foster respect for diversity in the work team

2.1. Address own prejudices and demonstrate respect for difference in personal
interactions.
2.2. Aim for diversity in selecting and recruiting staff.
2.3. Identify and address training needs to address issues of difference in the team.
2.4. Manage tensions and encourage collaboration and respect between staff who
struggle to work effectively with difference.
2.5. Assist staff to see that working effectively with difference is a strength that can
improve the organisation's products, services and customer relations.
2.6. Manage allegations of harassment and address complaints according to established
organisational procedures.
Element 3: Promote the benefits of diversity

3.1. Promote the organisation's workforce diversity in internal and external forums to
enhance the company's image and reputation.
3.2. Capture ideas and information from the diversity in the workforce to enhance products
and services and contribute to competitive advantage.
3.3. Support organisational efforts to value diversity.

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Unit descriptor

4 Training Manual
Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
Work Written Oral

Projects Questions Questions
1.1 Locate and review diversity policy. 1.1,1.2 1,2 1
1.2 Determine its application to the specific 1.1 3,4 2
work context.
1.3 Institute actions to ensure that the 1.1,1.2 5,6 3
diversity policy is understood and
implemented by relevant parties.
1.4 Provide feedback and suggestions for 1.1 7,8 4
improvement
2.1 Address own prejudices and 2.1 9,10 5
demonstrate respect for difference in
personal interactions.
2.2 Aim for diversity in selecting and 2.1 11,12 6
recruiting staff.
2.3 Identify and address training needs to 2.1 13,14 7
address issues of difference in the team.
2.4 Manage tensions and encourage 2.1 15 8
collaboration and respect between staff
who struggle to work effectively with
difference.
2.5 Assist staff to see that working 2.1 16 9
effectively with difference is a strength
that can improve the organisation's
products, services and customer
relations.
2.6 Manage allegations of harassment and 2.1,2.2 17 10
address complaints

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Assessment matrix
Work Written Oral

Projects Questions Questions
3.1 Promote the organisation's workforce 3.1 18 11
diversity in internal and external forums
to enhance the company's image and
reputation.
3.2 Capture ideas and information from the 3.1 19 12
diversity in the workforce to enhance
products and services and contribute to
competitive advantage.
3.3 Support organisational efforts to value 3.1 20 13
diversity.

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Glossary
Glossary
Term Explanation
Taking action to positively discriminate in favour of

Affirmative action
a disadvantaged group
CI Continuous Improvement
CV Curriculum vitae (Latin): job resume
Dimensions of the diverse Staff with varying characteristics which combine to

workforce create a diverse workforce
An audit of the practices used by an organisation to
Diversity audit determine the extent to which the business
embraces workplace diversity
Workers who Champion the cause of workplace
Diversity Champions
diversity
Action taken by management to ensure the
Due diligence business is properly managed taking into account
all possible factors
EEO Equal Employment Opportunity
HR Human Relations
IR Industrial Relations
Concept whereby all people are accepted: opposite

Inclusion/inclusivity
of exclusion
KPI Key Performance Indicator
KSC Key Selection Criteria
The criteria which will be used to assess the extent

to which there is a match between the skills and
Key Selection Criteria
knowledge of a job applicant and the requirements
of the position they are applying for
LLN Language, Literacy and Numeracy
Letter sent to an unsuccessful job applicant

thanking them for their application but expressing
Letter of Thanks and Regret
regret that, in this instance, their application was
not successful

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Glossary
Term Explanation
Policies based on the ability and capacity (merit) of

Merit-based policies the individual as opposed to other irrelevant factors
such as age, gender, race
PD Professional Development
SMS Short Message System
SOP Standard Operating Procedure
Decisions relating to staff such as who to hire,

Staffing decisions
promote, train, put on the roster
Anyone/any organisation with a stake in what is
being discussed – such as staff, management,
Stakeholders
government agencies, head office, the owner of the
business
Strategic and deliberate action taken by an
organisation to promote identified individuals to key
Succession planning
positions within the organisation to help ensure the
ongoing viability of the business
Practical tests applied to job applicants used to
Trade tests
help determine their practical skills
A term used to describe the ratio between the time
Work-life balance employees spend (1) working and (2) on other life
issues such as rest, family, relaxation
Policy where there is absolutely no tolerance at all
Zero tolerance policy
for any unacceptable behaviour or language

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1.1 Locate and review diversity policy
Introduction
The management of workplace diversity is essential in any organisation.
This is especially true in the hospitality industry where both staff and guests come from a
variety of countries.
It is essential that managers not only understand the importance of workplace diversity but
also how to manage it in the workplace to ensure diversity is used in a positive manner.
Like in any business activity, policies and procedures are implemented to guide the actions
and provide guidelines as to how to manage diversity legally and effectively.
Before we look at how to manage workplace diversity, it is important to understand the
importance of workplace diversity.
Defining workplace diversity

Workplace diversity is a concept:
 Underpinning Equal Employment Opportunity and Equity principles – which may be:
 A legal requirement
 A moral obligation
 Requiring planning for successful and effective
implementation – in terms of ‘Diversity’:
 Strategies
 Policies
 Procedures
 Referring to a blend and mix of people from different backgrounds – as opposed to a
group of homogenous people: see ‘Elements of workplace diversity’ below
 Acquiring increasing importance. significance and acceptance – as employers realise the
many benefits it brings to businesses: see ‘Benefits of workplace diversity’ below
 Providing a range of perspectives – on:
 Problems
 Opportunities
 Decisions and action the business takes
 Highlighting the principle of ‘inclusion’.

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Websites
Visit the following for more information:
http://woman.thenest.com/workplace-diversity-hospitality-
tourism-20442.html - Workplace diversity in hospitality and
tourism
http://www.penguinstaff.com/2011/11/ways-your-hospitality-
organization-can-promote-diversity/ - Ways your hospitality
organisation can promote diversity
http://www.slideshare.net/kumudu737sjp/workforce-diversity -
Work force diversity (Slide Share)
http://www.cipd.co.uk/hr-resources/factsheets/diversity-workplace-overview.aspx - Diversity
in the workplace: an overview
http://www.npr.org/templates/story/story.php?storyId=122327104 – Defining diversity:
beyond race and gender
http://www.ehow.com/about_5154350_definition-workplace-diversity.html - What is the
definition of workplace diversity?
Elements of workplace diversity

Managing workplace diversity in the workplace refers to acknowledging and responding
appropriately to workers who are from or who have a wide possible range of background
factors– such as:
 Age – there is always a need to adhere to
legislated in-country requirements about minimum
age for employees but workplace diversity
welcomes workers of all ages.
Workplace diversity therefore:
 Is not ageist
 Does not discriminate against young or old
people
 Will not require a minimum number of years experience for a job – rather the
organisation identifies the competencies required
 Class – workplace diversity accepts useful and effective staff can come from all classes.
This means:
 Workers from lower classes are not ostracised
 Employees are selected on qualifications, experience or merit rather than their socio-
economic background
 Disabilities – those with disabilities are encouraged and accepted into the workforce.
Those with disabilities include those with:

 Physical disabilities
 Mental disabilities

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 Other identified ‘special needs’. In practice they are positively discriminated – that is,
action is taken to encourage them and facilitate their engagement/employment.
Employers take action, sometimes subsidised by the government, to alter the
workplace to accommodate those with a disability as part of an ‘Affirmative action’
program
 Educational levels – workplaces acknowledge a person’s education level is not
necessarily an indicator of their potential or capacity.
Workplaces seek:
 Competency at the required levels in the required tasks
 To provide on-the-job training to bring competency to the required level
 Ethnicity – this means workers are discriminated against based on their:
 Race
 Cultural background
 Religion
 Spiritual practices
 Language spoken
 Family-related issues – such as:
 Responsibilities – a diverse workforce will seek to:
– Provide casual/part-time work for those with
children to care for
– Facilitate flexible work arrangements and working from home for those who have
family obligations
 Family structure – there is no discrimination on the basis of:
– Whether people have children or not
– Number of people in a family
– Marital status
 Gender – a business subscribing to a diverse workforce will not:
 Hire or fire based on whether a person is male or female
 Train or withhold training on the basis of gender
 Promote or withhold promotion based on gender
 Make workplace decisions based on a person’s sexual orientation/preference.
Evolution of ‘diversity’
Diversity in the workplace has evolved as a concept over time.
After beginning with a focus on characteristics such as age, gender, race, religion and
culture it expanded to embrace dimensions such as sexual preference and orientation,
family orientation and structure, and mental and physical disabilities.
It has now grown to include more peripheral issues such as work-life balance and people’s
preferences for flexible work options such as job sharing, working from home, tele-
commuting.

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Websites
Check out the following for more information:
http://hrcouncil.ca/hr-toolkit/diversity-workforce.cfm - Diversity at work: elements of a diverse
workforce
http://smallbusiness.chron.com/elements-diverse-workforce-23610.html - What are the
elements of a diverse workforce?
http://smallbusiness.chron.com/elements-diversity-workplace-3020.html - Elements of
diversity in the workplace
Types of diversity policies

Whilst the types of policies that can be implemented to manage workplace diversity are
endless and will be implemented to the needs of each organisation, examples of policies
include, but not limited to:
 Realising all their actions and communications can be seen by others – who will infer
values into what is done. If the manager does something, the employees will feel it is
alright for them to do the same. They will attribute values to what the manager says and
does, and they will use these actions and words as the basis for what they, in turn, do
and say. In essence the staff will predominantly reflect back to the manager what they
have said and done
 Creating a suite of ‘diversity’ documents – to underpin the implementation of workplace
diversity.
Documentation can include:

 A Diversity Strategy
 A Diversity Policy
 Diversity protocols/SOPs.
Having these in place will:
 Prove management is serious about workplace
diversity
 Facilitate staff training in diversity
 Enable clear workplace communication regarding diversity requirements
 Give advice/direction on action to take including what is acceptable and
prohibited/unacceptable
 Dealing with unacceptable behaviour – whenever they see it, hear it or otherwise
become aware of it.
Action in this regard will depend on the causal factors but may include (for example):
 Interrupting or reprimanding a staff member who uses unacceptable terminology
 Altering the wording of documentation which supports discrimination or other unfair
treatment of staff
 Disciplining workers or providing training or formal counselling to those who engage
in unacceptable behaviour in the workplace

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 Acknowledging good work by staff – in relation to encouraging, embracing and working

with diversity.
This means managers need to be alert for positive indicators of the implementation of
organisational diversity policies and SOPs, and:
 Congratulate those who are doing what is required
 Share their good work with other managers or the business owner
 Encourage on-going compliance
 Avoiding unacceptable behaviour or language – which runs contrary to diversity and
‘inclusion’ principles.
This means, for example:

 Not making ageist, sexist or racist remarks and not using ageist, sexist or racist
language about anyone
 Stopping others from doing so as soon as it is identified – each time and every time,
without exception
 Not engaging in jokes or anecdotes which are in poor taste or of a ageist, sexist or
racist nature
 Celebrating successes – where the business has reaped a benefit as a result of following
a strategy of workplace diversity.
These successes can be any ‘good news’ story which would have been impossible if the
business had adhered to traditional, non-diversity principles and practices – for example:
 Winning a client with a company from a new
country
 Receiving compliments from certain groups of
people
 Finding a solution to an on-going business problem
that was only possible due to the effort, experience,
expertise or approach applied by the diverse nature
of the workforce
 Offering training to others – to help them understand
the role of diversity in business and how it can benefit not only the organisation but also
all the workers within it as well as the customers.
Many businesses:
 Incorporate a standard, mandatory ‘diversity’ component into their ‘Induction and
Orientation’ program for all new employees
 Make available a variety of different sessions teaching staff how better to work with
others from certain other ethnic or other groups

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 Creating a genuinely diverse workforce –

through application of strategic actions such as:
 Recruiting a diverse workforce
 Providing training to all
 Encouraging all workers to engage with the
business
 Promoting a diversity of people.

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1.2 Determine its application to the specific work

context
Introduction
In all workplaces there is a need for a structured approach to the application, implementation
and maintenance of diversity to meet the specific work context of each organisation.
This section addresses the planning, development and implementation associated with the
application of work diversity initiatives and policies, as identified in the previous section.
Foundation thoughts
In relation to this section it is important to note:
 The development of diversity practices may occur at the same time or as part of the
same process that developed the diversity policies – instead of being a separate activity
 Diversity practices and policies are often combined in the same document – refer
previous web references which have been provided
 Practices are also known as ‘procedures’ – and are commonly known as SOPs
 Stakeholders in this context refers to anyone with a stake in the SOPs being developed
and implemented – in practice this could involve:
 Employees
 Management
 Government bodies.
Planning
Keys to the planning process are:
 Ensuring the policies which have been written reflect/flow from the Diversity Strategy –
so there is alignment between these documents. Any identified disconnects need to be
reviewed and revised to make sure there is proper alignment from the source documents
through to its translation into reality in the workplace
 Reading and gaining a comprehensive understanding of all the diversity policies for
which practices are to be written – in order:
 Everyone has the same orientation to what exists
as a starting point for this stage of the process –
at this point it is ‘too late’ to revise or re-write the
Diversity Strategy or the approved diversity
policies
 Thinking about the practices to be developed will
be rooted in the intent of the guiding documents
 Decisions made will allow the meaning and objectives of the policies to be attained

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 Networking with ‘relevant others’ including other organisations, industry bodies and
government agencies – to:
 Talk with them about their development process and obtain advice and suggestions
based on their experience
 Obtain material from them such as examples of diversity SOPs they have prepared
as models/templates or as genuine practices implemented within their organisations
 Identify legal requirements which need to be accommodated
 Involving the workforce in the planning process – so they can:
 Identify issues to address
 Make contributions
 Feel genuinely engaged with the process
 Allocating sufficient resources to the process – in terms of:
 Staff time – for them to attend meetings and participate in the planning process
 Staff/human resources – to:
– Lead the development process
– Organise and manage the process
– Write and revise documents
 Physical resources – to enable:
– Research
– Writing
– Printing
– Other activities necessary for the development stage – distribution, meeting
requisites, travel, communication needs
 Setting timelines and schedules – for development activities, such as:
 When meetings are to be held to plan what is needed
 The date by which:
– Initial drafts of nominated SOPs have to be prepared
– Drafts have to be reviewed and feedback provided
– Revised drafts have to be prepared and circulated for comment
– Final drafts are presented to management for their approval
– Implementation will occur
 Identifying the support needed for staff – so they:
 Identify the requirements of each SOP as intended
 Obtain training to enhance future compliance
 Know they are being actively supported by the organisation in their efforts

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 Determining consequences for non-compliance with SOPs – which may be:

 Verbal warning
 Requirement to attend nominated training
 Written warning
 Dismissal.
Developing
Important considerations in the development of workplace practices to support diversity
include:
 Writing drafts of SOPs – based on input from:
 Staff
 Legislated obligations which must be
complied with
 Management
 Presenting draft SOPs to stakeholders – in
order they:
 Remain engaged with the process
 Can identify where and how their input have been integrated into the drafts SOPs
which have been prepared
 Have an opportunity to provide feedback for the purposes of revisions
 Revising the drafts documents – so that:
 Legitimate comment is accepted and incorporated into documentation
 Transparency and accountability of the process can be seen by all
 Staff can see the process is not being rushed
 Making sure the practices which are written support the stated intentions, guidelines and
directions contained in each of the diversity policies – there needs to be alignment
between:
 Diversity Strategy and the diversity policies
 The diversity polices and the diversity practices
 Re-presenting revised drafts – so:
 Staff can see their input has been accommodated
 Staff can approve the document as the Final Draft – subject to any changes which
may need to be made at this stage
 Submitting approved and revised draft to management – for their approval as the basis
for:
 Producing the Final approved version of the SOPs
 Circulating the Final approved version to staff and trainers
 Lodging the SOPs on the business intranet
 Incorporating the SOPs in Staff Handbooks and Induction and Orientation programs.

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Implementing
In order to effectively implement the practices which have been developed to underpin
workplace diversity practices it is essential to apply actions as follows:
 Establishing a time-table for implementation – the implementation needs to be planned
and scheduling of nominated activities is advisable
 Training of staff needs to occur – which will require:
 Advising Trainers or those who will conduct the
training of what is required
 Allowing time for the preparation of training
materials and scheduling of training classes
 Delivery of prepared sessions to all staff
 Creation of on-going support from Trainers in
terms of top-up training or remedial classes
 Nominating a transitional phase for implementation of each SOP – meaning:
 Setting a date when the SOP will begin
 Setting a date by which all staff are expected to demonstrate total compliance with
what is required
 Reminding staff of need for compliance with reference to:
 Highlighting benefits of compliance and cooperation
 Identifying disadvantages of not complying and cooperating
 Indicating consequences for non-compliance
 Providing the support for staff – as decided and agreed during the planning stage
 Monitoring the implementation of the SOPs – and:
 Discussing implementation at staff meetings to gain feedback and address issues
arising
 Acknowledging compliance with what is required
 Providing ongoing encouragement/motivation to comply
 Revising SOPs – if required, on the basis of issues arising and problems encountered
which were not anticipated but demand a resolution
 Reporting to management – on the progress of implementation with reference to relevant
KPIs (qualitative and quantitative) as appropriate to each SOP, for example:
 A happier workplace
 Higher levels of cooperation and initiative
 Reduced levels of staff turnover
 Increased patronage from certain market sectors
 Fewer problems for supervisors to resolve.

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Examples of work practices

It is not the purpose of these notes to prescribe SOPs for organisations as these
must/should differ to accommodate the unique environment and context of individual
workplaces.
This section serves to possible identify topics or issues each workplace may consider as part
of their efforts to embrace workplace diversity:
 Acknowledging religious and cultural celebrations – to:
 Address the needs of individual employees
 Celebrate these occasions with the local community
 Appropriately allocating duties to particular staff members – based on:
 Their age
 Their physical size and capabilities
 Their particular needs
 Their knowledge and ability
 The potential they have for multi-skilling
and/or promotion
 Culturally appropriate mixing of staff – to avoid
situations where:
 Tensions may be caused through
inconsiderate or insensitive placement of
employees
 Communication may be difficult between people of different nationalities
 Training employees in a range of issues – such as :
 Culturally appropriate communication
 Language skills
 Cultural awareness
 National dress standards
 Considering customers with special needs – including those who:
 Are disabled
 Have communication difficulties – as in they are experiencing difficulty
communicating in the local tongue
 May be especially young or elderly
 Have health-related problems
 Are travelling with family
 Addressing workplace communication – in relation to:
 Employing different communication media and techniques to engage with staff and
customers
 Producing posters, leaflets, brochures and workplace polices, SOPs, checklists and
similar in a range of different languages

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 Using personal differences of staff within the organisation – in relation to:

 Recognising their unique characteristics and
the individual nature of the knowledge they
bring to the business
 Engaging unique characteristics and
knowledge of staff from different
backgrounds to benefit customers and hence
benefit the business
 Tackling identified workplace barriers – as
identified by staff, so that:
 There is a more harmonious workplace
 Incorrect perceptions about others can be addressed
 Communal learning can occur and personal knowledge can be expanded
 Preparing and developing appropriate issue resolution procedures – with reference to:
 How to identify and avoid workplace problems based on diversity characteristics of
individuals and/or groups
 Strategies and techniques for raising and resolving problems caused by or
associated with diversity issues.
 Initiating flexible work practices – these may be valid issues for workers in terms of their
need for or preference regarding:
 Job sharing – where one role is shared by a number of people
 Carer’s leave is made available – for staff with responsibilities for looking after family
who may be sick, elderly or disabled
 Incorporating the wearing of national or religious dress with staff uniforms required by the
organisation.
Online information
Visit these websites for more information:
http://www.dec.nsw.gov.au/detresources/Workforce_diversity_plan_implementation_guide_
NgGpjNqbfW.pdf - Implementation guide for the Workforce Diversity Plan

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1.3 Institute actions to ensure that the diversity

policy is understood and implemented by
relevant parties
Introduction
It is essential that all diversity policies are communicated and understand by staff.
This is a key role of management to ensure appropriate time and resources is dedicated to
this activity.
In this section we will focus on strategies that can be used to communicate workplace
diversity policies to staff and other stakeholders.
Importance of communicating diversity policies

This ensures that management have had the opportunity to:
 Clearly explain any diversity policies that are
implemented
 Explain the reasoning behind the policies and initiatives
 Identify the roles and expectations of staff
 Ensure staff understand the policies
 Answer any questions staff may have in relation to the policies
Guidelines for communicating diversity policies

The communication of new or revised diversity policies, strategies or initiatives may occur in
various ways.
Keys
Keys to communicating are:
 The communication must be planned – effective
communication never ‘just happens’
 The communication method preferred by the
stakeholder should be used – to demonstrate respect
for their stated preferences
 Communications should be pitched at the level of the
recipient – to optimise likelihood of people reading and
understanding what is being provided
 A track must be kept of those who are contacted – so a record of the communication is
maintained or available

Training Manual 21
 Follow-up must occur – in situations where:

 There is difficulty contacting a person
 Questions are raised
 More information or explanation is requested.
Diversity information to be communicated

When communicating diversity policies with stakeholders there is a need to:
 Present the purpose of the policy and also explain why it will be beneficial
 Give staff everything relevant to the policy and the applicable to their area of work –
which might include:
 Copies of plans from which policies flowed
 Copies of standards which apply to the initiative
 Copies of all relevant policies
 Copies of procedures which are based on the policies
 Identify dates relevant to the policy – which will commonly relate to:
 Implementation and introducing the initiative
 Transitional periods
 Dates for evaluation of KPIs
 Review dates
 Monitoring activities
 Reporting
 Completion
 Final analysis
 Separate and prioritise elements of the policy – so stakeholders understand the relative
importance for each of the components
 Detail the allocated roles and responsibilities – which attach to individuals under the
policy
 Explain any new or changed scopes of authority – which attach to roles and
responsibilities created under the policy
 Inform of training provided to support implementation of the policy
 Encourage questions about the operational policy
 Be available – for later discussions if individuals have concerns and need more detail
 Include new policies in applicable workplace documents – such as operational manuals,
induction programs and in-house training.

22 Training Manual
Diversity information to be communicated

Strategies to follow include:
 Hold formal meetings to inform stakeholders of the diversity initiative – this should
feature:
 Verbal explanation
 PowerPoint presentation
 Hard copy handouts
 A Q&A session
 Speak to staff on a one-on-one basis – to personalise
the delivery and allow a more individualised approach.
This may include face-to-face discussions with external
and internal people, as appropriate to the nature of the
policy/initiative
 Provide hard copy documents – without more formal contact, which may mean:
 Mailing documents to recipients
 Hand-delivering documents
 Posting documents on restricted access intranet sites
 Use electronic options – where these have been indicated as a preferred communication
option.
Include attachments of documents as necessary.

Training Manual 23
1.4 Provide feedback and suggestions for

improvement to ensure currency and efficacy of
diversity policy
Introduction
Whilst in the previous section we looked at methods of communicating workplace policies
and initiatives to staff and other stakeholders, it is also important to 'consult' with staff to
involve them in the development of diversity policies, to provide feedback and share
suggestions for improvement.
In this section we will discuss actions which will help improve consultation and to create a
workplace climate genuinely supportive of individual and group identities while still allowing
organisational and personal work goals to be achieved.
Consulting with staff in relation to diversity matters

When seeking to consult with stakeholders it may be advisable to:
 Determine the reason for the consultation
 Determine their preferred method of consultations
 Identify the times they have available for consultation/to attained meetings
 Work out how they prefer their information to be
provided to them
 Determine the level of formality of the consultations
preferred or required
 Generate a range of ways in which stakeholders can
contribute
 Pitch information at the known level/s of
stakeholders
 Include a feedback loop/facility for all communications which occur as part of the
consultation process
 Determine how the outcomes from the consultation process can be effectively shared
among others
 Develop a communications plan to support the overall process.

24 Training Manual
Suggestions for improving currency and efficacy of workplace

policies and initiatives
The following are suggestions for improving currency and efficacy of workplace policies and
initiatives:
 Commit to an inclusive workforce – the business
needs to determine it is genuinely committed to the
concept/principles of diversity and equity. Without this
basic fundamental there will never be any real
progress towards a truly diverse workplace
 Initiate a team to develop the protocols to support and
underpin the diversity initiative – in terms of
writing/creating the necessary documentation and
workplace frameworks to enable diversity to exist and
flourish. The team should comprise a blended balance of management personnel and
employees from within all departments of the business
 Develop a Diversity Strategy – to guide how the organisation will address workplace
diversity and what it will do to achieve the targets and goals it sets for itself within that
Strategy. The Diversity Strategy may set direction for the organisation in relation to
topics such as:
 Increasing numbers/percentage of workforce from identified ‘disadvantaged groups’
(such as women, the disabled, youth, elderly, people from nominated countries) – in
accordance with ‘affirmative action’ principles which seeks to take action to positively
discriminate in favour of a disadvantaged group
 Setting targets for the percentage/numbers of the workforce from nominated groups
– such as:
– ‘25% of management-level employees will be female by XX/XX/2016’
– ‘Front office staff will comprise 10% disabled people by XX/XX/2016’
– ‘The organisation will have a workforce comprising 25 employees over the age of
55 years by XX/XX/2016’
 Describing strategic action (in the form of an Action Plan) to be taken by the
organisation to address and implement workplace diversity – such as:
– ‘The organisation will appoint a Diversity and Equal Opportunity Officer to
implement, optimise and facilitate workplace diversity by XX/XX/2016’
– ‘All existing employees will participate in a nominated ‘Diversity in the Workplace’
workshop as approved by management by XX/XX/2016’
– ‘The existing Induction and Orientation program for new staff will be
supplemented by the introduction of a new ‘Workplace Diversity’ component by
XX/XX/2016’

Training Manual 25
 Develop a suite of Policies – to support the Diversity Strategy giving guidance and
direction about how the Strategy will be implemented in the workplace defining and
describing terms, responsibilities, monitoring, reporting and other operational
imperatives. Polices may be needed for topics such as:
 Recruitment
 Selection
 Promotion
 Training
 Bullying
 Harassment
 Victimisation
 Performance management
 Internal consultation and communication
 Dispute and grievance resolution
 Including all diversity policies in the Staff Handbook – and providing each workers with a
copy of this as part of their Induction and Orientation
 Writing the public statements of the organisation to reflect the sentiments and direction
espoused by the Diversity Strategy and supporting Diversity policies – and create a
workplace culture of mutual respect and inclusion
 Making someone responsible for implementation of the initiative – so there is ownership
of the innovation
 Initiating/including formal workplace training for all staff – on diversity in the workplace
 Actively identifying diversity issues which are negatively impacting workers in the
business – through a formal auditing or investigation process
 Working immediately to address diversity issues – as revealed by the formal auditing or
investigation process
 Ensuring adequate resourcing for the diversity
initiative – in terms of time, money, staffing and
physical resources
 Encouraging all workers to participate – and to
become actively engaged with the innovation
 Getting managers to talk about diversity – and make
public statements to staff about their commitment to it
and what they will do to implement and sustain it as
genuine workplace practice
 Implementing a ‘zero tolerance’ approach – to all
breaches of acceptable behaviour, languages or relevant workplace policies.
 Integrating achievement of personal goals with the attainment of organisational
objectives – so there is a win-win outcome
Creating ‘workplace champions’ – of staff who have demonstrated a commitment to the
diversity process and a capacity to implement appropriate requirements.

26 Training Manual
Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 For the purpose of this Work Project you are required to:
 Explain why it is important to take full responsibility for following diversity policies,
procedures and legislative requirements
 Conduct research and identify common diversity policies that are used in the
hospitality industry
 Identify and outline key features of relevant current legislation regarding:
o age discrimination
o disability discrimination
o racial discrimination
o sex discrimination
o human rights
o equal opportunity.
 Identify, including necessary planning and sequencing of tasks and workloads,

how they can be implemented in the workplace
 Identify ways to ensure staff can understand these policies. As part of this point
you are required to prepare a presentation or handout communicating 1-2
diversity policies
 Identify four ways you can get staff to contribute ideas and suggestions to help
improve diversity in the workplace
1.2 You are required to demonstrate to your trainer, either in a simulated activity or
observed in the workplace, evidence of the following skills:
 Demonstration of how you can get staff to understand new diversity plans and
strategies, including description of the benefits
 Demonstration of the application of diversity policy and the capacity to critically
review a diversity policy
 Describe how you can review a diversity policy

Training Manual 27

28 Training Manual
Element 2: Foster respect for diversity

in the work team
2.1 Address own prejudices and demonstrate
respect for difference in personal interactions
Introduction
An important part of managing workplace diversity is to first understand any prejudices that
you may have and to understand the importance of demonstrating respect for differences in
the workplace.
Identify existing prejudices

The first point is to identify and determine any prejudices that you may towards the principles
of diversity in general and towards specific people in the workforce.
By understanding any prejudices that you may have it can help you to break down any
barriers that may prevent you successfully managing workplace diversity.
Questions you may ask to help identify any prejudices include, but not limited to:
 What prejudices may I have towards diversity in general?
 What prejudices may I have towards specific
individuals in the workplace?
 What stereotypes do I have towards certain groups of
people with similar characteristics?
 What is the root cause of these prejudices or
stereotypes?
 Are my prejudices or stereotypes accurate or valid?
 How can I overcome these prejudices or stereotypes?
Principles of demonstrating respect for diversity in the workplace

The following principles are essential in being able to demonstrate respect and implement
successful diversity management:
 Treating people as they should and need to be treated – it is a reality of diversity that
treating everyone fairly will mean treating some people
differently. This can be a major obstacle for management
to understand and for other workers to embrace
 Expecting people to be different – and accepting,
acknowledging, valuing and respecting their differences

Training Manual 29
 Realising the way a person looks is not a predictor of how they will behave – as a worker
or as a customer
 Recruiting employees from all dimensions of diversity – so the workforce truly
represents:
 A genuine cross-section of the community and is not skewed towards traditional
employment models
 Employees with characteristics deemed as being under-represented by the existing
structure of the workforce
 Including ‘diversity’ as a topic for managers who are being internally trained – so that:
 There is formal recognition of diversity at senior level
 Suitable attention is paid to diversity at managerial level
 Managers become more competent diversity leadership
 Supporting staff to become the best they can be regardless of their background, origins
or characteristics – through:
 Unbiased and equitable staff training
 Ongoing personal development
 Promoting and integrating representatives from all under-represented groups into key
positions throughout the business – in-keeping with the principles of ‘affirmative action’
 Taking whatever action is necessary to help ensure employees achieve and maintain a
suitable ‘work-life balance’ – as deemed appropriate to every individual in the workforce
in order to:
 Optimise their health and well-being
 Allow them to discharge their out-of-work obligations and non-work pursuits
 Benchmarking diversity for their organisation – in relation to:
 Their previous endeavours in this regard
 Diversity as it exists within individual countries
 Strategically managing the employees within the organisation from each identified
diversity dimension – in order that:
 There is no imbalance of diversity
 Required ratios of diversity are maintained
 Complying with any legal obligations imposed by legislation in this regard – in relation to
laws which address EEO, social justice, human rights, anti-bullying and anti-harassment
topics
 Setting targets for diversity – in terms of:
 Quantifying numbers or percentages of identified
people to be employed, trained, retained and
promoted
 Money spent or hours invested on promoting and
implementing diversity across the organisation

30 Training Manual
 Using the concept of ‘Diversity Champions’ – whereby individuals who excel at

demonstrating ‘Best Practice’ in diversity are used to further promote the initiative and
encourage others to engage with the concept
 Ensuring ongoing commitment to diversity – through actions such as:
 Requiring regular monitoring
 Requiring reporting at nominated times
 Revising all Diversity protocols on a regular basis
 Making sure diversity is subject to standard CI protocols
 Promoting and ensuring inclusive practices – in all aspects of the operation of the
business as this applies to staff, customers and other stakeholders
 Actively managing the relationships which may occur as a result of a diverse workforce –
so:
 Problems are reduced or eliminated
 Issues are identified quickly and promptly addressed
 Culturally appropriate responses are provided where required
 Being prepared to conduct and pay for research on diversity issues – as they are
seen to be:
 Of importance to the organisation
 Important to the customers of the business
 Taking prompt action to resolve diversity issues – as these might affect colleagues or
customers
 Canvassing options for innovation in relation to managing diversity within the
organisation – in order to:
 Meet the identified needs of staff
 Remain relevant to all dimensions of the diverse
workforce
 Avoiding narrow, stereotyped views of workers and
people in general – and helping employees to
broaden their perspective on others and their potential
and capabilities
 Being flexible and open to using different approaches – to staff rostering and
management.

Training Manual 31
2.2 Aim for diversity in selecting and recruiting

staff
Introduction
A basic platform on which genuine workplace diversity is built is the use of merit-based
employment policies.
This section defines the principle of merit-based management of employees, identifies and
describes relevant employment policies explaining how they support workplace diversity and
indicate management commitment to same.
‘Merit-based’
The use of a merit-based approach to staffing underpins successful/effective workplace
diversity and the principles of equity/equal opportunity.
Employing workers using the merit-based approach means:
 Hiring or promoting the ‘best person for the job’ – based
on their skills and knowledge
 Ignoring irrelevant factors – such as looks, gender, age,
race, religion, sexuality)when making staffing decisions
 Not allowing favouritism, prejudice or personal bias to
influence or determine decisions made about individual
staff members
 Using a competitive process selection process where applicants compete against each
other – as opposed to decisions being made on the basis of hunches or bigotry
 Making decisions which are based on selection or other relevant criteria and not on a
whim or on other irrelevant factors – so there is consistency and fairness across all
decisions made
 Making decisions which are transparent – and able to be justified, explained and/or
defended.
More online information
Read more about merit-based employment at:
http://www.equity.uts.edu.au/equal-opportunity/employment/recruitment/what.html - What is
merit-based recruitment?
http://hr.anu.edu.au/employment-at-anu/recruitment-toolkit/merit-based-selection - Merit
based selection: standards of merit selection
http://www.apsc.gov.au/aps-employment-policy-and-advice/recruitment-and-selection/merit -
Merit
http://www.asean.org/archive/documents/customs-
ASEAN%20Integrity%20and%20Ethics%20Blueprint.pdf – ASEAN Integrity and Ethics
Blueprint

32 Training Manual
Employment policies
Role
Employment policies are the suite of policies developed by an organisation to:
 Guide and prescribe operational requirements in relation to employment-related activities
in the workplace
 Ensure all employees are treated fairly and treated equally.
Types of policies
There is no commonly agreed set of employment policies.
Some organisations have more than others however there is agreement all employment
policies will cover:
 Recruitment of staff – see below
 Selection of staff – see below
 Promotion of staff – see below.
Possible additional employment policies may include:
 Training of staff
 Issue/dispute resolution
 Performance management
 Staff leave
 Staff entitlements.
Important points to note
It is important to note these policies:
 Will vary between employers – they may even differ between different workplaces of the
same employer
 Will change over time – on the basis of reviews, experience and changes to legislation
and/or company strategies and directions and goals in this respect
 Must reflect legislated obligations imposed on organisations by relevant IR and similar
statute
 Must be identified and explained as part of the Induction and Orientation process – for all
new employees
 Should be readily available to all staff – for example, these policies should be:
 Contained in Staff Handbooks
 Available through the organisational intranet
 Should be included as part of mandatory formal training – provided by the organisation to
all staff
 The Staff Recruitment policy is often combined with the Staff Selection policy – as
opposed to there being two separate polices

Training Manual 33
 The Policies will contain procedures to follow – when the policies need to be
implemented
 It is a fact of life many organisations have few formal employment policies – which have
been committed to writing and which reflect diversity principles and practices.
Recruitment of staff
The Staff Recruitment policy should address the following:
 Insisting all job vacancy advertisements must mention/state that the organisation:
 Is an Equal Opportunity employer
 Supports the principles of equity and inclusion
 Developing Key Selection Criteria for every job
vacancy – ensuring these are:
 Updated for every vacancy – to ensure they
remain relevant for the position being advertised
 Carefully constructed – to ensure they are written
in a non-discriminatory manner
 Making sure all terminology used is free of direct and indirect bias – which would function
to restrict people being recruited based on their merit.
Direct bias is a statement in the advertisement or a photograph or use of specific terms

which is obviously unfair or does not support diversity – for example:
 ‘Women are invited to apply for the position of …’
 ‘Mature workers are sought for the position of ….
 ‘The organisation is seeking people of Asian background to …’
Indirect bias is often unintentional bias introduced into the advertisement by virtue of
statements made. For example:
 ‘People with 10 year’s experience are sought for …’ – this automatically discriminates
against younger employees
 ‘A married couple is sought to manage …’ – this automatically discriminates against
those who are not married
 Listing where all job vacancies are advertised – to make sure people from a diversity of
backgrounds have a genuine opportunity to become aware of the vacancy.
This may mean:
 Naming websites where the job vacancy is to be lodged – to ensure a fair spread
across sites to optimise reach to identified cohorts of potential employees
 Nominating agencies with whom vacancy must be listed – so a larger pool of
potential employees can be recruited
 Identifying the newspaper where adverts must be lodged – which helps ensure
vacancies are listed in newspapers read by certain groups of potential employees

34 Training Manual
 Stipulating other matters relevant to the recruitment process – such as:

 Job/position details to be included in job vacancy advertisements – so applicants
have a genuine understanding of what the position requires the successful applicant
to do
 Key Selection Criteria for the position are included in job vacancy advertisements –
so applicants understand how their application will be evaluated/judged to determine
their suitability for the job
 Language to be used for the vacancy advertisements – to ensure a wider cohort of
applicants can become aware of the vacancy and understand how to apply
 Length of time the vacancies are to be advertised for – so applicants understand
there is a time limit within which they need to apply, and so selection staff can plan
their involvement in the recruitment and selection process.
Websites
See sample recruitment policies at:
http://www.fairtrade.travel/manuals/entry/the-business-has-a-written-recruitment-policy -
Recruitment policy
http://www.acu.edu.au/__data/assets/pdf_file/0020/235361/Recruitment_and_Selection_Poli
cy_100414.pdf - Recruitment and selection policy template
http://www.redcross.org.au/files/Recruitment_and_Selection_Policy.pdf - Recruitment and
selection policy
Selection of staff
The Staff Selection policy should address the following for the interview process for every
applicant:
 Personnel who will conduct the interview – and be part of the selection team. It is
preferable the selection panel comprises a mix of people that represents the actual or
intended diversity of the workplace. That is, there should be a blend of genders, age and
race on the selection panel, as opposed to having a selection panel comprising all
elderly males.
The policy should also address:

 Number of people on the selection panel
 How these people are to be chosen
 The standard process for short-listing applicants for job
vacancies – so there is consistency and fairness for all
candidates.
The short-listing process must:

 Be applied fairly across all applicants
 Observe the same rigour and ethical conduct as the
interview process
 Reflect the stated requirements of the KSC as contained in the job vacancy
advertisement

Training Manual 35
 Confirmation of the Key Selection Criteria – the approved KSC must be:
 Read by those on the selection panel so they are familiar with what is required of
applicants for the position
 Converted to a written ‘scoring sheet’ – used to record the ‘score’ of each applicant
when their knowledge and skills are assessed the requirements of each individual
KSC
 Location for the interview – in terms of the space to be used, so all applicants experience
the same interview environment
 How the interview is to be conducted – with reference to issues to things such as:
 Role of each person on the selection
panel
 Use of KSC to record suitability of each
applicant and determine successful
applicant
 How affirmative aspects of the Diversity
Strategy for the organisation are to be
accommodated and integrated into the
principles of fairness and equity
 Additional activities which are to be
conducted as part of the interview
process, such as:
– Trade tests – these are practical tests applied to job applicants used to help
determine their practical skills
– Medical examinations – some organisations require applicants to agree to certain
medical tests as part of the selection process
– Personality profiling – for some positions in an organisation there can be a need
for candidates to undergo a profiling test to determine aspects of their individual
attributes, characteristics and values
 Protocols for determining the successful applicant for each vacancy – which must
ensure:
 The employment decision is made based on the objective data captured during the
interview process and recorded on the KSC scoring sheet
 The final decision can be explained with reference to the objective data
 The best person for the job is chosen regardless of who that person may be
 Notification to candidates in relation to their success, failure or performance at the
interview – with reference to:
 Use of ‘Letter of Notification’ to successful candidate (Offer of Employment)
 Use of ‘Letter of Thanks and Regret’.

36 Training Manual
Websites
See sample staff selection policies at:
http://www.aftrs.edu.au/__data/assets/pdf_file/0018/26127/staff-selection-procedure-
2011.pdf - Staff selection procedures
http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2011/120&RendNum=0 –
Recruitment and Selection Policy
Promotion of staff
The Staff Promotion policy should address the following in terms of workplace diversity:
 The same principles that apply to staff recruitment and selection must apply to the
promotion of employees – in terms of:
 Equity, transparency and accountability – promoting the best person for the job
 Notifications regarding the opportunity for
promotion
 Use of KSC to make the decision about who to
promote
 Application of a competitive process to identify the
successful candidate for promotion
 Accommodation and integration of the organisational
Diversity Strategy – which may require affirmative
action to be taken to promote nominated disadvantaged groups into positions of
responsibility.
 How the organisation will accommodate their need to:
 Promote staff internally to give them the motivation of a defined career path within
the organisation – as opposed to always promoting people from outside the
organisation
 Engage in legitimate succession planning – to help guarantee the ongoing viability of
the operation.
Online information
More information is available at:
http://www.uow.edu.au/about/policy/UOW058681.html - Promotion and reclassification policy
https://www.hr.unsw.edu.au/employee/acad/acprom.pdf - Academic promotion: policies and
procedures

Training Manual 37
2.3 Identify and address training needs to address

issues of difference in the team
Introduction
Not only is diversity important when selecting and recruiting staff, it is also important to
identify any training needs to address problems or possible obstacles to effective diversity
practices.
Identify and address training needs

Training, in addition to proper communication, is essential to the
successful implementation of diversity in the workplace.
This section introduces the concept of ‘acceptance gaps’, looks at
employee resistance to workplace initiatives and presents more
detail in relation to workplace training as it applies to diversity in
the workplace.
Recognising acceptance gaps

There is a need to monitor workplace events to determine the need for training in relation to
diversity issues and then to follow-through to take whatever action is necessary.
Indeed an obligation to do this may even be imposed by relevant legislation requiring
employers to be proactive in this regard.
It is important to realise the introduction of new workplace protocols will not always meet with
immediate and/or total acceptance by staff.
An ‘acceptance gap’ occurs when the organisation has introduced initiatives to improve (in
this case) diversity awareness and there are people within the business who are resistant to
the change, meaning they are reluctant to implement requirements or refuse to do so.
Why does this resistance occur?
Resistance does not usually occur because of stupidity, blind prejudice or dislike of those
with an attribute or set of diversity characteristics.
Most resistance occurs as a result of:
 Fear of change – this is especially the case where change involves ‘unknown’ elements
 A belief the change will make working life uncomfortable or more difficult for them.
It is usually the case:
 The cause of the resistance is not based in fact
 That if the person resisting was not resisting to the diversity initiative they would be
resisting or contesting something else within the organisation.
The fundamental reasons for resistance are:

38 Training Manual
Low self-esteem
This means the resistant person may not think well of him or herself.
This is often translated into viewing other things badly, especially when it comes to things
such as minority groups or anyone who is ‘different’ to them.
This person needs to be won over by focusing on their success and giving them positive
reinforcement for their accomplishments.
It is true ‘success breeds success’ so these people must be made to feel successful for the
diversity initiative to be successful.
Early adopters
This person resists because they already know about diversity and they find it offensive
management raised it with them as an issue.
From their perspective they already know/knew what needed to be known and were already
doing what needed to be done.
They can be resentful about being ‘subjected’ to something they were already putting into
practice.
This person needs to be complimented on their existing practice/orientation and reminded
others are not as focussed and they are part of a team.
Handling them requires sensitivity though and some private discussion enlisting their skill
and support to motivate others to comply/participate.
Aggressive personality
This person can be an exceptional worker but have a little tolerance for or patience with
topics which do not align with personal values.
They may walk out of a team meeting on diversity making a derisive remark on proposed
initiatives and the anticipated value it holds.
Their action is attention-seeking on a basic level.
This employee needs some personal counselling in what is acceptable behaviour and in
relation to organisational expectations regarding team participation and compliance with
organisational protocols.
A key when relating to this type of worker is never get into an argument with them.
Negativity
This person is all about “It won’t work”, “We’ve tried it
before, look what happened last time”, “We’re only doing
this because of Equal Opportunity laws, I told you all this
was coming”.
This person is one of the most afraid of change therefore
they dismiss change as never having to occur.
He or she can be a minor distraction others will ignore
but then again, he or she may be undercutting morale
and team commitment to learning more about diversity.
With this person there is a need to be direct and express their attitude as ‘negativity’.
He or she may be surprised at this but this is exactly what it is all about and the sooner they
realise the truth, the better.

Training Manual 39
He or she may be unhappy in their personal so there is a need for a one-to-one, private chat,
asking if there is something that can be done to assist the individual in whatever seems to be
troubling them.
They may be feeling stressed, pressured or burned-out. If so, offer to act within reasonable
limits to help. They may be bored – if so offer some different work challenges.
Alcohol or drugs may be an issue so look for the signs and follow a very professional course
of action.
The bad experience
This employee may have had a diversity-related
experience elsewhere that was negative and is still
feeling it.
Or they may know someone who has had a bad
experience or they may have witnessed it or its
aftermath.
Their orientation expresses itself as a withdrawal from
team learning and distancing themselves from genuine
commitment to the initiative. They do not want to repeat what was a previously damaging
episode.
If this is suspected the response should be to have a gentle private discussion which does
not intrude on the actual circumstance of what went before but emphasises the commitment
of this employer to be fair despite what may have happened before.
The aim should be to make them appreciate opting out of this diversity initiative is not an
option but is more a chance for a new beginning.
The victim mentality
Some people believe any diversity issue will automatically result in them or someone being
miserable.
It is the responsibility of management to explain no single attribute such as race, sex, age,
religion, is going to be focused on to the exclusion of the others.
The explanation must highlight diversity is about honesty, sensitivity, commitment and
involvement which creates an open environment and develops the required environment for
success.
A key is to indicate to them how workplace diversity has the potential to benefit them as an
individual.
The unchangeable person
This person insists on maintaining a negative attitude and demonstrating negative/non-
compliant behaviours which undermine the diversity innovation for all.
They may even indulge in sabotage of a diversity strategy justifying their action by saying it
is their form of diversity ‘in expression’.
Ultimately diversity is about shared values and respect so this person needs to be
counselled and may need to undergo more formal handling such as discipline and/or
dismissal.

40 Training Manual
Training
Always remember professional training is available to assist organisations in the process of
change and in the introduction of workplace diversity initiatives.
Contact the relevant government agencies (employment, equal opportunity, trade), the peak
industry body or the local vocational training provider to determine the courses and options
they have available.
The bottom line is:
 Never ignore problem people in the organisation – they must be brought on board with
diversity initiatives and requirements
 Once won over, problem people can be vital assets – in helping promote the cause to
other employees.
Identifying need
The need for training can be determined through:
 Internal identification of issues – this occurs when:
 Teams determine their own need for assistance
 Individuals self-disclose a need
 Management identification – based on:
 Personal observation
 Monitoring of workplace events and occurrences
 Introduction of new legislation which must be complied with
 Customer feedback – based on issues raised in relation to:
 Complaints and compliments received
 Customer satisfaction surveys.
Training and workplace diversity
New employees
New staff must be brought up to speed as soon as possible not only in the specific skills of
their job but also in diversity-related protocols within the business.
Important aspects here are:
 Initial explanations as part of induction and orientation procedures
 Compulsory diversity training in the early days of their employment.
Existing employees
These are staff who have undertaken the induction and post-induction training.
They need:
 To have refresher training available to them as required
 To be updated regarding changes and new requirements as they occur

Training Manual 41
More on staff training

If the organisation decides to deliver its own training on diversity in the workplace it is
worthwhile noting this can be seen as comprising four
sequential steps:
 Preparation
 Presentation
 Performance
 Follow-up.
Preparation
Preparation is identifying what skills are needed in the workplace and making certain the
business has the appropriate training package/course for the learners.
Good preparation takes time so it is critical not to rush this stage.
As a guide, allow at least three to four hours of preparation for every one hour of actual face-
to-face presentation.
As part of this phase it is necessary to determine:
 What will be said
 How training will be delivered
 The sequence of the content to be provided
 The activities and examples which will be used
 Timing of the delivery
 Resource requirements to enable the training
 Assessment which will be applied to assess competency.
It is advisable to prepare formal session plans to guide each training session.
Presentation
The presentation should be well organised, skilful, relevant and interesting.
Attention spans of people vary and a boring presentation will mean staff will lose interest
quickly.
The delivery should:
 Stimulate and motivate the learners
 Build on their existing knowledge
 Feature active learning techniques which keep the learners involved and engaged with
the session
 Use role plays and demonstrations
 Ask plenty of questions to maintain interest and test learning.

42 Training Manual
Performance
The performance of the training needs to be tested in terms of how well employees use it in
their work roles.
This can be achieved through:
 Practical tests, demonstrations and role plays
 Observations of their performance in the workplace
 Feedback from supervisors and co-workers on workplace
performance
 Discussions with individual staff.
 Formal assessment is not called for.
Follow-up
Follow-up is conducted some time after the training has occurred.
Follow-up is essentially an evaluation of the training to determine future action to take.
Questions to ask include:
 Has the training helped in a practical way?
 What else needs to be done?
 Does something need to be done differently to enhance the impact of the training?
 What additional support needs to be provided?
Once these questions have been asked it is important action be taken to address the
identified issues.

Training Manual 43
2.4 Manage tensions and encourage collaboration

and respect between staff who struggle to work
effectively with difference
2.6 Manage allegations of harassment and address
complaints according to established
organisational procedures
Introduction
Management needs to ensure they promptly identify
any tensions or problems arising from diversity issues
and appropriate take action to address them.
This section discusses the background to workplace
diversity-related tensions and problems, examines how
to identify diversity-based workplace problems, lists
examples of relevant problems and suggests action to
resolve these situations including presentation of a
generic list of sample protocols which might be used.
Background to workplace diversity-related tensions and problems

All problems which emerge in the workplace deserve to be handled promptly – diversity
issues are no different.
Most workplace problems that arise from diversity issues can be traced back, in some form,
to:
 Problems with communication – such as:
 Lack of understanding of what is said or written
 Unintentional use of an objectionable word
 Accidental use of inappropriate body language
 Traditional barriers to communication interfering with the communication process –
for example matters relating to language, dialect and idiom used
 Conflicting beliefs and values – these can relate to:
 Personal values varying between different people – that is, not that one is ‘right’ or
‘wrong’ but they are simply different
 Differing religious beliefs – and cultural attitudes
 A lack of understanding and genuine knowledge about the ‘other person’ and who
they are
 Stereo-typing – believing the actions or beliefs of one or two people represent the
actions and beliefs of all the people in that cohort
 Lack of tolerance – for other people
 Peer-group pressure – whereby pressure is applied by colleagues to ridicule or be
intolerant of anyone who is different.

44 Training Manual
In addition
Other workplace problems can, of course, be expected to occur involving people from
diverse backgrounds but these will be caused by factors which would cause problems/issues
among all employees regardless of their diversity characteristics.
That is, these workplace problems may be generated by matters which have nothing to do
with diversity, such as:
 Personality conflicts – between individuals who simply have different personalities which
grate
 Misinformation provided by one person to another in relation to workplace-based issues
– causing annoyance, creating anxiety and generating general distrust
 Changed work circumstances – especially those which reduce traditional workplace
freedoms, established protocols or relationships between workers who have developed a
bond/friendship
 Roster changes – meaning one person is being forced to work ‘different‘ hours, shifts or
days because another staff member wants certain time off
 Reduction in hours – imposed by management for legitimate reasons such as to respond
to reduced sales, to curtail service or to act to enhance profit
 Unacceptable pressure of work/workload – through increased trade.
Identifying diversity-based workplace tensions and problems

Most problems involving problems arising from diversity issues can be identified by:
 Personal observation of what is happening in the workplace – which highlights the need
to walk around the business and watch what is occurring and what is not occurring with a
view to identifying problems
 Talking to staff – talking to staff on a one-on-one basis provides them with the perfect
opportunity to raise any issues which are of concern to them
 Having an open door policy – which encourages staff to
come and speak to management, either before or after work
or during work hours
 Having a standing item at staff meetings of ‘workplace
issues’ or ‘inclusion’ or ‘diversity’ – and encouraging
employees to raise any issue of concern
 Putting in a suggestion box or similar – where staff can drop
in an anonymous or signed note describing an issue
affecting them or others
 Asking other staff to pass on any diversity issues mentioned to them – by the people
they work with
 Analysing staffing records – to identify absenteeism, high staff turnover rates and
requests to be re-assigned with different co-workers.

Training Manual 45
Examples of diversity-based workplace problems

All of the following are examples of problems which can present in the workplace as a result
of diversity-related issues:
 Direct and indirect discrimination – such as discriminatory systems and practices being
used commonly throughout the business as the ‘accepted way’ things are done
 Harassment of individuals or groups – which may include:
 Verbal harassment and abuse
 Physical harassment and abuse
 Sexual harassment
 Racism – in terms of:
 Use of unacceptable words, terms or phrases to describe members of a certain race
 Avoiding contact with people of a certain race – or ostracising them
 Under-representation of minority groups – in relation to:
 Overall employment within the organisation
 Participation in workplace committees and other bodies
 Management positions
 Employment of people from diverse backgrounds concentrated at lower salary levels –
rather than being proportionately represented across all pay scales
 Illogical and irrelevant barriers within the organisation – preventing groups comprising
members from diverse backgrounds progressing to higher salary levels and/or positions
of authority
 Culturally inappropriate workplaces – which do not
genuinely and in a practical way respect and value
diversity
 Buildings that do not facilitate access to people with
a physical disability – or which take no action to
alter the work environment to accommodate
disabilities
 Management practices that do not allow
reasonable adjustments to work processes
 Inequitable access to workplace resources and opportunities – such as:
 Training and development
 Leave
 Promotion.

46 Training Manual
Standard pre-requisites for action

The exact nature of the action to address workplace diversity-related problems needs to:
 Reflect the requirements of the individual issue – there is no single way to address all
possible problems
 Target the cause of the problem – and not the symptoms
 Be taken promptly – there is a need to quickly identify issues and then respond
immediately
 Be applied fairly – everyone in the diverse workforce must be treated equitably under
these arrangements.
Action to resolve workplace diversity-related problems

Action taken to resolve workplace diversity-related problems could/should include:
 Ensuring all employees are aware of the
policies and procedures that apply – never
assume staff automatically know or already
understand what they are supposed or required
to do even though they may have received
mandatory internal training. Sometimes an
issue is caused because people do not know
what they should do or say, as opposed to
them intentionally doing or saying something
wrong
 Providing necessary training or refresher courses for staff – to help optimise likelihood of
them knowing what is required in order to comply with requirements
 Planning and preparing – this needs to include:
 Identification of foreseeable problems
 Creation of strategies including training, SOPs, supervision, appropriate resourcing,
to avoid identified problems
 Development of protocols for resolution when identified problems occur – see below
‘Sample protocols’
 Consulting with employees to develop standard issue resolution protocols for responding
to identified instances of problems caused by diversity issues – these should be
developed in consultation with staff to:
 Reflect their preferences and orientations
 Demonstrate inclusion
 Help communicate the processes exist and are available for those who have issues
which need resolving
 Counselling employees through discussion or training – who fail to:
 Comply with agreed requirements
 Abide by standard requirements

Training Manual 47
 Disciplining staff – as or if the need to do so arises by:

 Issuing formal verbal or written warnings
 Reducing hours worked
 Dismissing them
 Restructuring the organisation – to:
 Better accommodate known dimensions of diversity as they exist with the business
 Avoid foreseeable clashes between individuals
 Reduce/eliminate existing tensions
 Demonstrate respect for those impacted by the restructure
 Reviewing and revising unacceptable protocols – which are:
 Proving to be unworkable and ineffective
 Causing issues and problems
 Failing to reflect the changing requirements of a dynamic workforce.
Sample protocols
The protocols which may be developed for use when diversity issues arise may include the
following which are intended to be indicative rather than prescriptive:
 Intervening immediately – as soon as the matter is raised with supervisors or other
management
 Bringing the parties together – as opposed to
determining the matter in their absence, or talking to
the people individually
 Explaining the issue – and highlighting the problem/s
and/or distress the issue is causing
 Hearing from all parties – so everyone has an
opportunity to say what they want about the
situation, what is causing it and how they feel
 Allowing parties to be represented by others – to
speak for them or support them in the process
 Providing or generating solutions – to address the identified and accepted cause/s of the
issue
 Obtaining agreement on proposed solutions – so parties concur that implementation will
effectively and totally resolve the situation
 Recording the meeting and the agreed solutions – so there is evidence of the meeting
and what was said and agreed to
 Implementing the proposal – as soon as possible in complete accordance with the
agreed solution/s
 Monitoring implementation of the proposals – to a successful outcome making necessary
adjustments as required including fine-tuning of relevant aspects
Maintaining confidentiality regarding the issue and the process – so people’s privacy is
protected and confidence in the process is maintained.

48 Training Manual
2.5 Assist staff to see that working effectively with

difference is a strength that can improve the
organisation's products, services and customer
relations
Introduction
One vital aspect of maximising the positive effects of workplace diversity is to recognise and
use the 'different skills and abilities' of staff in the
organisation.
In addition the delivery of assistance and coaching to
employees is an important element in the introduction,
and ongoing implementation, of workplace protocols to
embrace diversity.
This section examines how to recognise and utilise the
different skill sets of staff.
Recognise skills of a diverse workforce

Using diversity as an asset in the workplace necessitates recognising the skills, knowledge
and potential of the diverse workforce and applying those in a way which improves
organisational performance.
This section examines ways to identify the abilities and capability of the workers and
indicates how diversity skills and knowledge might be used to benefit the enterprise.
Identifying the abilities of a diverse workforce

The best way to identify the skills, knowledge and potential available to an organisation
through its diverse workforce is to undertake a combination of approaches such as:
 Reviewing the CVs and job applications of staff – to gain a context for each employee in
terms of their background, experience and qualifications
 Reviewing internal performance management records of
individual employees – to match identified workplace capacity
with each worker
 Reviewing internal training records – to identify the staff who
have successfully completed on-the-job training and other
similar PD activities
 Talking to individual workers – and asking them about their
skills and knowledge, and about their aspirations and where
they see themselves being able to make a contribution to the
business. History has shown people tend to be very honest in
their appraisal of their own strengths and weaknesses, tending
to under-estimate their ability rather than to over-state it
 Speaking with supervisors – about their workers to gain their
perspective into the abilities each workers brings with them

Training Manual 49
 Speaking with co-workers – to ask them about the skills and knowledge of their
colleagues
 Conducting trade tests – to evaluate the current ability of workers in designated practical
skills
 Observing the performance of all workers – as they perform their roles and
responsibilities using a checklist to record demonstrated skills.
Applying the abilities of a diverse workforce

Perspective
The abilities of a diverse workforce can be used to enhance:
 Management of the business – in terms of planning and day-to-day operation of the
organisation
 The work of colleagues – as they benefit from the experience, expertise and different
perspective provided by diversity
 The experience of customers – as they engage with service staff who are more attuned
to their needs, wants and preferences.
Exactly how these abilities will be used will depend on:
 The blend of skills knowledge and experience which exist within the business – and is
held by different workers
 The nature of the business the organisation is in – and
the cross-section of customers it services
 The structure of the organisation – and the job roles
and employment positions available within the company
 The plans for the business – in terms of the direction/s
it wants to take and the goals and objectives it wants to
fulfil.

50 Training Manual
Examples of how to make the most of what is available

The following are ways to use diversity in the workplace to enhance organisational
performance:
 Using staff with certain demographic characteristics to provide insight in to the needs,
wants and preferences of people who share similar characteristics – in order that this
knowledge might be used to:
 Produce workplace print-based materials for customers in a language they can
understand to support and enhance their experience – with reference to items such
as:
– Promotional brochures
– Receipts and tickets
– Tour notes and briefing sheets
– Safety information
– Itineraries
– Instructions and directions for tours, trips and interpretive activities
– Menus
 Optimise the online presence of the business
 Employing staff with diverse backgrounds in key operational roles in the enterprise to
facilitate implementation of diversity among the workforce – by engaging them for:
 Training other employees in relevant issues such as:
– Cultural awareness
– Resolution of cross-cultural
misunderstandings
– Cultural respect
– Basic language training in other languages
 Strategic recruitment and selection (‘affirmative
action’) of employees to fill identified diversity
gaps in the workforce – so the staff mix of the
organisation:
– Better reflects the markets served by the organisation
– Demonstrates alignment with the public statements of the business
 Sales and Marketing – with reference to using the diversity of staff available to the
organisation to better match the profiles of individual target markets, for example the
business may elect to:
– Use younger staff to communicate with younger customers
– Use older employees to sell to more elderly customers
– Use people from certain countries to sell to people who speak the same language
– Use males in certain cases to provide information, and use females in certain
other cases

Training Manual 51
 Supporting the business in terms of management of the organisation – in terms of

issues such as:
 Assisting with or providing advice in relation to planning strategies, campaigns and
activities to enable the organisation to:
– Achieve the goals and objectives of its stated Business and Strategic Plans
– Develop or revise plans to take advantage of emerging opportunities in the
marketplace and mitigate the negative impact/s of identified threats
 Developing new or improved deals, packages, tours, trips and customer experiences
based on their individual diversity characteristics – with reference to product market
factors, with reference to ‘productive diversity’ next section
 Advising on marketing, advertising and promotional strategies and materials – to
attract nominated target markets
 Monitoring progress and customer feedback from their unique diversity perspective.
Arguably, an enterprise where management does not implement diversity in its workforce is
being negligent and failing to demonstrate ‘due diligence’ towards the business.

52 Training Manual
Work Projects
2.1 You are required to identify and provide evidence of:
 Identifying any prejudices or stereotypes that you may have that may impact on
your ability to implement workplace diversity. Provide reasoning for these
prejudices or stereotypes, reasons for their existence and how they can be
overcome. You may use to provide examples of managers or staff you may have
worked with.
 Identify how you would embrace diversity when recruiting staff
 Identify any training that you would implement for staff to help them to embrace
diversity
 Identify two examples of diversity tensions that may have taken place in a
workplace, including reasons for the tensions. Explain how you would resolve these
tensions
 Explain three methods you would implement to assist staff in embracing diversity in
the workplace
2.2 You are required to demonstrate to your trainer, either in a simulated activity or
observed in the workplace, evidence of the following skills:
 Demonstration of compliance with protocols for handling complaints of bullying or
harassment.

Training Manual 53

54 Training Manual
Element 3:
Promote the benefits of diversity
3.1 Promote the organisation's workforce diversity
in internal and external forums to enhance the
company's image and reputation
Introduction
To fully use diversity in the workplace to its optimum potential there is commonly a need to
promote the benefits of productive diversity.
This section introduces and defines ‘productive diversity’ presenting the many benefits of
practical implementation of workplace diversity and explaining how the benefits may be
promoted.
Productive diversity
‘Productive diversity’ can be seen as:
 An accepted and acknowledged economic
strategy which intentionally leverages diversity
within a business to benefit the business
 Focussing on domestic business and
international business
 An initiative that values and respect the diverse nature of all people in society and aligns
with and supports the principles of equity and social and economic justice
 Encouraging utilisation of the diverse skills to benefit of the worker, their colleagues, the
business and its customers.
Websites
More information about ‘productive diversity’ can be sourced from:
http://education.qld.gov.au/multicultural/productive.html -
Productive diversity: economic strategy
http://workplaceinfo.com.au/hr-management/hr-
strategy/news/productive-diversity-benefits-to-your-
business#.VI3noMmqBh8 - Productive diversity: benefits to your
business
http://vuir.vu.edu.au/386/1/02whole.pdf - Productive diversity: which companies and why?
http://www.openforum.com.au/content/cultural-melting-pot-productive-diversity-workplace -
Cultural melting pot: productive diversity in the workplace

Training Manual 55
Benefits of workplace diversity

The benefits for businesses embracing workplace
diversity are:
 Demonstrated evidence of Equity principles the
organisation may espouse – in its public
statements, such as its:
 Mission Statement
 Vision Statement
 Core Values
 Staff Code of Conduct
 More innovation – a diverse workforce underpins increasing workplace innovation and
creativity which is vital to:
 Assist organisations respond to change
 Help identify and exploit opportunities which occur in the marketplace
 Identify and take appropriate action to address threats in the marketplace
 Generate different perspectives on problem solving
 Better customer service – as staff will better reflect the customers they serve and hence
be better able to:
 Understand their needs
 Communicate more effectively with them.
 More efficient and effective operation of the business – on the basis that:
 The best person is employed to do the work which needs to be done
 There is reduced absenteeism
 The business has a multi-lingual workforce
 The staff available to serve the clientele better reflects the diversity of the customer
base
 Businesses are increasingly operating with a global market and a diverse workforce
optimises:
 The likelihood of engagement with them
 The potential of attracting them to the business
 Access to the organisation by potential customers
 Improved cross-cultural communication
 Potential for increased trade with other countries/cultures
 Higher staff retention rates – as employees:
 Feel valued and appreciated in their working role
 Experience reduced levels of discrimination
 Are included in a genuine manner in the operation of the business
 Have their uniqueness recognised
 Operate in a more interesting work environment

56 Training Manual
 More varied, valuable and viable staff – based on their blend of diverse range of
backgrounds and experiences in terms of:
 Skills
 Attitudes
 Knowledge
 Ability of the organisation to recruit staff from a larger
pool of potential employees
 Better problem-solving – based on:
 A wider range of experiences and perspectives which can
be brought to bear on issues
 Different mind-sets toward the challenges or opportunities posed and presented by
problems
 A more harmonious and supportive working environment
 Lower staff-related expenditures – due to:
 Higher retention rates
 Less time/money spent addressing diversity issues/problems
 Less need to spend money on recruitment and staff training
 Reduced chance of legal cases and costs caused by breaches of diversity/equality
legislation
 Enhanced reputation/image of the business – based on:
 Its practical actions in relation to diversity
 An internal culture of tolerance and respect
 Commitment to human rights and social and economic justice
 Genuine implementation of equity and fairness principles
 The removal of prejudice
 Demonstrating the organisation does what it espouses
 Having improved relationships with the community.
Websites
Visit the following for extra information:
http://www.ethnoconnect.com/articles/9-business-advantages-of-
diversity-in-the-work-place - Business advantages of diversity in the
workplace
http://edis.ifas.ufl.edu/hr022 - Diversity in the workplace; benefits,
challenges and the required managerial tools
http://smallbusiness.chron.com/advantages-diverse-workforce-18780.html - What are the
benefits of a diverse workforce?

Training Manual 57
Promoting the benefits

Useful and effective ways to promote the benefits of productive diversity are:
 Making a formal presentation to management – so they are
aware of the potential available
 Advising new employees of the organisation’s commitment to
diversity – and part of standard Induction and Orientation
 Verbally informing staff about the benefits diversity brings – as
staff may be reluctant to embrace the concept and/or unaware
of the many benefits it can bring
 Placing posters around the workplace – to extol the virtues of workplace diversity to
other staff, customers and the organisation
 Celebrating successful outcomes which were generated as result of the diversity
initiative by the business – so everyone can ‘see it works’
 Encouraging staff to participate – by explaining what they can do to engage with the
concept
 Making ‘diversity’ a standing topic’ at staff meetings – to keep it ‘front and centre’ in the
minds of staff.

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3.2 Capture ideas and information from the

diversity in the workforce to enhance products
and services and contribute to competitive
advantage
Introduction
A manager, it is important to realise that whilst they may the responsibility for the success of
diversity in the organisation, they can rely and utilise ideas and support from their team to
creatively think of enterprising ideas to enhance and embrace diversity.
Involving staff in generating ideas for diversity

Within the property there exists a huge reservoir of experience, talent and expertise. This
pool is your colleagues and staff.
Regardless of whether they have been with the organisation for 12 days, 12 months or 12
years and regardless of whether they are office staff, reception staff, waiters, bar attendants,
room attendants, cleaners or managers, they all have something to contribute.
Two heads are better than one, so just imagine the potential provided by 100 heads.
Two alternatives exist when seeking ideas from this group:
 Present the general problem or opportunity and ask for their input
 Present a targeted potential idea or solution which has already been formulated and ask
for feedback on that.
The timelines which apply to making the improvement may
dictate which option is used.
And a word of warning - don’t prejudge contributions from
your colleagues or staff. It is very easy to form an opinion
about a certain staff member or group of colleagues and, on
that basis, determine the contribution will either be worthless
or valuable before you even see what it is all about. As we
never know everything there is to know about anyone, this
prejudgement can be fatal.
Just because someone is new to an organisation doesn’t mean they can’t think creatively,
draw together strands others can’t or generate fresh conclusions from established and given
facts.
As we’ve said elsewhere, if you are going to ask people for help or ask them questions, then
listen to what they tell you. Don’t jump to conclusions, presume or presuppose.

Training Manual 59
Benefits of involving staff in generating ideas for diversity

Involving staff in all or some stages of the diversity development is likely to achieve better
results.
It has several benefits including:
 It demonstrates your willingness to collaborate with staff and include them in the
process
 It shows you value their experiences and opinions
 It provides a different perspective on what is observed – as well as contributing
another orientation as to why it is occurring
 Workers in the area are usually best placed to
make recommendations about what needs to be
done to fix any identified diversity problems
 Staff will be the people who will need to
implement the change so getting them on board,
having a degree of ownership and enthusiasm
toward the required change is paramount.
Generate a range of diversity ideas or

solutions
A manager must be open to ideas to improve diversity. One of the cornerstones of this
approach is the generation of new ideas and methods to embrace diversity.
Common techniques to generate ideas include talking to colleagues supervisors and staff to:
 Gain their insights
 Learn from their experience
 Determine the impact of diversity issues
 Gather ideas or suggestions for improvement
Gather information relevant to diversity ideas

Once relevant ideas to address the need for diversity improvement have been captured, the
next step is to gather information on these options.
Many of the basic options for gathering information have been touched on. The keys
however to this step are to:
 Be proactive
 Using a variety of sources
 Recording what you find.

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Review diversity ideas for relevance and practicality

When you have captured ideas and information relating to them your next step is to review
and evaluate these ideas.
Your personal observations, research and meetings with staff will have identified areas
where improvement can take place.
The information gathering phase will have generated
information to allow you to make legitimate and
rational decisions about the options which were
generated.
The review phase should include evaluating the
alternatives to determine which ones remain as viable
alternatives and which ones should be discarded as
inappropriate.
The review phase should include representatives of all those you regard as ‘stakeholders’ in
the topic which is the focus of your considerations. This could include management and
staff
In order to conduct a truly inclusive review and evaluation you should:
 Distribute materials of different ideas
 Convene a number of meetings to discuss ideas
 Assess the options using all the information and knowledge obtained for relevance
and practicality
Elements of practicality which need to be taken into account include:
 Impact on other existing house protocols, policies and procedures
 Staff ability
 Cost
 Impact on service delivery

Training Manual 61
3.3 Support organisational efforts to value diversity

Introduction
There are many types of support management can provide to staff to help them understand,
embrace and utilise diversity to the benefit of their roles, the organisation and more
importantly to customers.
In addition the role of coaching and mentoring are essential tools to help employees operate
successfully in a diverse work environment.
In this section we will look at the types of support that can be provided and discusses
coaching and mentoring in relation to assisting with effective implementation of diversity in
the workplace.
Providing support
The provision of workplace support to employees to enable them to genuinely embrace
diversity in relation to both co-workers and customers
may require:
 Delivering formal staff training courses to all
operational staff – comprising:
 Structured classes which have been designed
to enable implementation of the required
policies and SOPs
 Formal or informal assessment to ensure the
required information and skills have been
communicated
 Delivering training to management-level staff – to enable them to:
 Learn about the initiatives
 Learn how to help, support their staff in implementation of required protocols
 Deal with workplace-based diversity issues and problems
 Conducting practical sessions– which:
 Focus on the use of demonstration – to
show how things should be handled or
addressed
 Use role play – to give an opportunity for
employees to practice SOPs within their
designated workplace role
 Providing regular forums and meeting
opportunities for staff to discuss the initiative
– in terms of:
 Raising issues of concern to them
 Being informed of progress of implementation of policies and SOPs
 Being advised of attainments in relation to the Diversity Strategy and its inherent
objectives
 Making ‘Diversity’ a standing agenda item – at:

62 Training Manual
 Staff briefings
 Staff meetings
 Management-level meetings
 Encouraging staff to be self-reflective on their implementation of protocols – in order to:
 Identify what they have done well
 Identify where they need assistance to improve or
demonstrate compliance with requirements
 Gain confidence from instances where they have
been compliant with requirements
 Celebrate their individual progress
 Developing a framework to support staff activities – such
as:
 Creating work-based opportunities for individuals to
share experiences, thoughts and concerns
 Facilitating workplace opportunities for people of different backgrounds to share their
story with others
 Allowing employees to engage with significant cultural, religious or other diversity-
based events, rites or celebrations
 Adhering to flexible rostering – whereby those who develop the rosters are willing to
accommodate significant cultural, religious or other diversity-based events, rites or
celebrations and important personal issues
 Providing coaching – to individuals and small groups as the need to do so is identified
and the opportunity to do so occurs in order to:
 Demonstrate ongoing commitment of management/the organisation to the diversity
initiative
 Support the formal training being delivered
 Give on-the-spot and practical suggestions when a need to do emerges
 Show staff what they should have done in the situation being addressed
 Tell staff what they should have said in the situation being addressed
 Making sure all planned resources and support are actually being provided – such as:
 Training and facilitation sessions
 Personal training and development for particular individuals
 Physical resources deemed necessary – such as printed materials in different
languages
 Sensitive placement of staff or rostering of employees with due deference to their
individual needs
 Practical monitoring of the initiative – to capture data on which to evaluate
implementation

Training Manual 63
 Having an open-door policy for staff – so they can:

 Easily speak to management which are of concern to them
 Know management is willing to support them and discuss their issues of concern
 Responding immediately to genuine problems identified as a result of implementation of
the diversity initiative – which may require:
 Re-location of certain staff to different roles or different
roster times
 Initiation of approved conflict resolution strategies and
techniques
 Never ignoring real issues
 Tackling small issues before they become big ones.
 Holding regular reviews of diversity policies and procedures –
in order that:
 Staff can advise of changing circumstances which need to be addressed or
accommodated
 Staff understand these protocols remain an important aspect of the management and
operation of the business
 Suitable revisions can be made to protocols on the basis of internal and external
issues arising.
Differences which may need to be considered

Embracing diversity may relate to acknowledging, understanding, accepting, valuing, and
celebrating differences among people with respect to their:
 Age  Class  Cultural background
 Disabilities  Educational levels  Ethnicity
 Family responsibilities  Family structure  Gender
 Language  Life experience  Marital status
 Physical ability  Mental ability  Race
 Political beliefs/activity  Sexual  Socio-economic

orientation/preference background
 Special needs  Spiritual practices

64 Training Manual
Coaching
Coaching in terms of diversity within the workplace may comprise:
 Personal coaching or lateral coaching
 Providing on-the-spot advice – in response to a staff request
 Addressing an identified problem – using an incident-led approach.
Personal or lateral coaching
Personal coaching:
 Involves the supervisor or manager providing the coaching
 Builds personal credibility with employees
 Demonstrates interest in individuals and commitment to the diversity initiatives.
Lateral coaching:
 Involves referring the matter to another person – such as a peer/colleague/co-worker of
the person requiring the coaching
 Is a legitimate action for supervisors/managers to
take as it saves their time and shows
faith/confidence in the person who has been
delegated the task
 Has proven to be effective as employees often learn
better from their peers than they do from anyone
else.
Providing on-the-spot advice
Sometimes employees can request advice, direction or clarification of an organisational
requirement relating to implementation of a diversity-related topic.
These situations are best addressed using coaching techniques such as:
 Verbal discussion – where company policies and procedures are:
 Stated as provided in Operations Manuals and Staff Handbooks
 Explained in detail with reference to examples and instances relevant to the staff
being spoken with
 Demonstration – whereby the manager:
 Shows the staff what to do
 Provides appropriate explanations as they deliver the demonstration
 Role plays – where the manager:
 Explains a relevant and realistic workplace scenario appropriate to the topic being
discussed
 Involves staff in dealing with the situation implementing SOPs as they apply to the
situation
 Debriefs those involved after the role plays so they understand what has occurred
and can learn from the activity.

Training Manual 65
Addressing an identified problem

Coaching is also effective when a problem has arisen in the workplace and there is an
opportunity or need to resolve it.
This is referred to as an incident-led approach where the process involves counselling
people towards resolution of an identified problem.
It only occurs/needs to occur when a problem is actually identified.
Who may be involved?
 Employees, customers, management – anyone who feels they have been aggrieved in
relation to a matter of diversity
 Anyone who feels they have been accused over a diversity matter
 Anyone involved as a bystander or witness to an incident where diversity was the focus –
and they experiencing a problem with the situation.
What action is required?
The recommended procedures for an incident-led approach to coaching are:
 Listen to the complaint being made by the person – making sure:
 Details are noted in full
 Questions are asked to elicit detail and facts
 A witness is present to confirm what is said – if the need for this arises
 Inform them of the internal organisational policy – as it applies to the situation they are
describing
 Assure them the issue will be investigated –
giving:
 Brief outline of the process – ‘Sample
protocols’
 General indication of timelines
 Inform them of their rights – as they exist:
 Under law
 In terms of organisational policies and procedures
 Re-confirm the position of the organisation – as being:
 A caring body that values and respects its employees
 Committed to the principles and practices of diversity, equity and inclusion.

66 Training Manual
Coaching tips
The advice below will help optimise the effectiveness of coaching delivery:
 Actively listening to the employees involved – using active listening techniques
 Providing a suitable context – so the content occurs within a
relevant framework and not in isolation from reality
 Encouraging questions – so the learner feels welcome to
challenge what is said to them or free to request additional
information or advice
 Giving pragmatic advice – in order that the crux of the issue
can be reasonably addressed and a workable solution can be
implemented
 Including active learning techniques – where the staff member
is actively engaged in doing something as part of the learning
process, as opposed to being an ‘inactive recipient’ of
knowledge
 Giving feedback – on comments, progress and opinions of the
staff member in relation to the issue being coached
 Using what the learner says – to demonstrate their individual needs have been
understood and are being addressed
 Praising and congratulating the person – for any efforts and achievements relevant to the
discussion.
Mentoring
Definition and description
The person providing the mentoring is called the ‘mentor’.
The person receiving the mentoring is called the ‘mentee’.
Workplace mentoring has been described as follows:
“Workplace mentoring is a mutually beneficial relationship which involves a more
skilled or experienced person helping a less skilled or experienced person to achieve
their goals. It’s been identified as a key strategy for assisting [people from diverse
backgrounds] at work, particularly those entering new workplace settings including
higher levels of responsibility.
Mentoring is generally a one-on-one relationship based on developing trust, and
providing guidance, encouragement and where necessary practical assistance. It’s a
two way process which can not only assist the person being mentored (the
mentoree) but also encourage sharing of perspectives and shift people’s thinking and
relationships within organisations.
Workplace mentoring usually concentrates on building confidence and skills needed
to do the job well. Mentoring may also be more useful if it covers a wider range of
issues, whether based in the workplace such as relationships with colleagues or
outside of work such as family or financial pressures that are impacting or could
impact on the person’s employment.

Training Manual 67
Keys to effective mentoring

Practices essential to effective workplace mentoring in relation to diversity issues are:
 The mentor and the mentee should be share the
same characteristics– to make them more relatable
to each other
 The process needs to be voluntary – the mentor
has to agree to be the mentor and the mentee has
to agree to be mentored. There can be no
compulsion attached to successful mentoring
 There needs to be agreement about what the
objectives of the mentoring arrangement is
intended to achieve. There must be agreement on clear goals to be achieved
 Both parties have the right to cancel or quit the arrangement – if they want to without
being coerced into continuing with it
 Adequate resources need to be provided – especially time (mentoring must occur within
working hours), and a private place free of interruptions and other people who can
overhear what is being said
 Maintaining privacy and confidentiality – what is said within the mentoring process
remains within that process and is not shared outside with others.

68 Training Manual
Work Projects
3.1 You are required to demonstrate and provide evidence of understanding in:
 Providing three examples of how to promote diversity in the workplace.

 Identified how to generate and review diversity ideas through the involvement of
staff. Where applicable, provide examples or case studies where this has occurred
in a workplace
 Identifying four strategies you can implement to support staff in the implementation
of diversity ideas and initiatives

Training Manual 69

70 Training Manual
Presentation of written work

1. Introduction
It is important for students to present carefully prepared written work. Written presentation
in industry must be professional in appearance and accurate in content. If students
develop good writing skills whilst studying, they are able to easily transfer those skills to
the workplace.
2. Style
Students should write in a style that is simple and concise. Short sentences and
paragraphs are easier to read and understand. It helps to write a plan and at least one
draft of the written work so that the final product will be well organised. The points
presented will then follow a logical sequence and be relevant. Students should frequently
refer to the question asked, to keep ‘on track’. Teachers recognise and are critical of work
that does not answer the question, or is ‘padded’ with irrelevant material. In summary,
remember to:
 Plan ahead
 Be clear and concise
 Answer the question
 Proofread the final draft.
3. Presenting Written Work

Types of written work
Students may be asked to write:
 Short and long reports
 Essays
 Records of interviews
 Questionnaires
 Business letters
 Resumes.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.

Training Manual 71
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
 The student’s name and student number
 The name of the class/unit
 The due date of the work
 The title of the work
 The teacher’s name
 A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Barman/maid Bar attendant
Host/hostess Host
Waiter/waitress Waiter or waiting staff

72 Training Manual
Recommended reading
Recommended reading
Brief, Arthur P., 1946- 2008, Diversity at work, Cambridge University Press, Cambridge
Dickie, Carolyn & Soldan, Zhanna & Fazey, Mike 2012, Diversity at work: working with and
managing diversity, 1st ed, Tilde Publishing and Distribution, Prahran, VIC
Dickie, Carolyn & Soldan, Zhanna 2008, Diversity management, 1st ed, Tilde University
Press, Prahran, VIC
Gröschl, Stefan 2011, Diversity in the workplace: multi-disciplinary and international
perspectives, Gower, Farnham
Klarsfeld, Alain 2014, International handbook on diversity management at work: Country
perspectives on diversity and equal treatment, 2nd ed, Edward elgar pub. ltd, Cheltenham
Konrad, Alison M & Prasad, Pushkala & Pringle, Judith K 2006, Handbook of workplace
diversity, 1st ed, SAGE, London ; Thousand Oaks, Calif
MacAdams, Sally & Eksts, Ieva & Diversitywork 2006, Diversity means business,
Diversity@work, Victoria
Mor-Barak, 2014, Managing diversity: toward a globally inclusive workplace, Third edition,
Los Angeles SAGE
SmallPrint Australia (Firm) 2008, Tourism, hospitality and events training. SITXHRM007A,
Manage workplace diversity: participant notes and workbook, Version VC6, smallPRINT,
[Australia].
Syed, Jawad & Özbilgin, Mustafa 2010, Managing cultural diversity in Asia: a research
companion, Edward Elgar, Cheltenham, UK
Teoh, Lawrence & Holroyd, Alan & TAFE SA & South Australia. Dept.of Education, Training
and Employment 2005, Manage workplace diversity. Student learning guide, TAFE SA,
Regency Publishing : Minister for Employment, Training and Education, Regency Park, S.
Aust
Withey, Carl & Hondow, Jennifer & TAFE SA 2010, Manage workplace diversity: learner
guide & assessment, TAFE SA Learning Materials, [Adelaide]

Training Manual 73
Recommended reading

74 Training Manual
Trainee evaluation sheet

The following statements are about the competency you have just completed.
Don’t Do Not Does

Please tick the appropriate box Agree Know Agree Not
Apply
There was too much in this competency to

cover without rushing.
Most of the competency seemed relevant to me.
The competency was at the right level for me.
I got enough help from my trainer.
The amount of activities was sufficient.
The competency allowed me to use my own

initiative.
My training was well-organised.
My trainer had time to answer my questions.
I understood how I was going to be assessed.
I was given enough time to practice.
My trainer feedback was useful.
Enough equipment was available and it worked

well.
The activities were too hard for me.

Training Manual 75
The best things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The worst things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The things you should change in this unit are:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

76 Training Manual
Trainee self-assessment checklist

As an indicator to your Trainer/Assessor of your readiness for assessment in this unit
please complete the following and hand to your Trainer/Assessor.
Yes No*

1.1 Locate and review diversity policy.
1.2 Determine its application to the specific work context.
1.3 Institute actions to ensure that the diversity policy is understood
and implemented by relevant parties.
1.4 Provide feedback and suggestions for improvement to ensure
currency and efficacy of diversity policy.
2.1 Address own prejudices and demonstrate respect for difference
in personal interactions.
2.2 Aim for diversity in selecting and recruiting staff.
2.3 Identify and address training needs to address issues of
difference in the team.
2.4 Manage tensions and encourage collaboration and respect
between staff who struggle to work effectively with difference.
2.5 Assist staff to see that working effectively with difference is a
strength that can improve the organisation's products, services
and customer relations.
2.6 Manage allegations of harassment and address complaints
according to established organisational procedures.
3.1 Promote the organisation's workforce diversity in internal and
external forums to enhance the company's image and
reputation.
3.2 Capture ideas and information from the diversity in the workforce
to enhance products and services and contribute to competitive
advantage.
3.3 Support organisational efforts to value diversity.

Training Manual 77
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Signed: _____________________________ Date: ____________
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.

78 Training Manual

Training Manual 79
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BSBDIV501 Manage diversity in the workplace

© William Angliss Institute 2016

© William Angliss Institute 2016

William Angliss Institute

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Element 1: Implement diversity policy

Element 2: Foster respect for diversity in the work team

Element 3: Promote the benefits of diversity

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Work Written Oral

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Work Written Oral

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Taking action to positively discriminate in favour of

CV Curriculum vitae (Latin): job resume

Dimensions of the diverse Staff with varying characteristics which combine to

EEO Equal Employment Opportunity

Concept whereby all people are accepted: opposite

KPI Key Performance Indicator

KSC Key Selection Criteria

The criteria which will be used to assess the extent

LLN Language, Literacy and Numeracy

Letter sent to an unsuccessful job applicant

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Policies based on the ability and capacity (merit) of

SMS Short Message System

SOP Standard Operating Procedure

Decisions relating to staff such as who to hire,

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Element 1: Implement diversity policy

Defining workplace diversity

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Elements of workplace diversity

Those with disabilities include those with:

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© William Angliss Institute 2016

Types of diversity policies

Documentation can include:

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 Acknowledging good work by staff – in relation to encouraging, embracing and working

This means, for example:

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 Creating a genuinely diverse workforce –

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