30 - BSBDIV501 Student Version PDF

Student Name: karanbir singh
Student ID: SAE6125
Assessment Summary
Unit Details BSBDIV501 – Manage diversity in the workplace
This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment
Assessment 1 Written Task
Assessment Methods
Assessment 2 Project
Assessment 3 Case-study
Version: 4.0 Acumen Education Pty Ltd © Page 1 of 41

Assessment Tool| BSBDIV501
Contents
Assessment information .................................................................... 4

Purpose ................................................................................ 4
Unit description ...................................................................... 4
Key competencies .................................................................. 4
Foundation skills .......................................................................... 4
Performance evidence .......................................................... 5
Knowledge evidence ............................................................ 5
Assessment Conditions ................................................................. 5
Pre-requisites ............................................................................. 5
Terminology used ................................................................... 5
Completing the assessments/Expectations ...................................... 6
Assessment ................................................................................ 6
Summary of assessment methods and tasks .................................. 6
Instructions: ........................................................................... 7
Required resources ................................................................. 7
Reasonable adjustment ........................................................... 7
Plagiarism policy .................................................................... 7
Academic appeals ................................................................ 8
Reassessment process .................................................................. 8
Assessment records ................................................................ 9
Declaration ........................................................................... 9
Assessment submissions and contact details ................................. 9
Assessment 1 – Written Questions ................................................................... 12
Instructions for Students ........................................................... 12
Assessment 1 – Written Questions ................................................................... 13
Assessment Outcome – Assessment 1 ......................................................... 18
Assessment 2 – Project ............................................................................. 19
Instructions for Students ........................................................... 19
Resources required for assessment............................................................. 20
Task 1 – Review diversity policy .................................................................. 21
Performance Checklist and Assessment Outcome – Assessment 2, Task 1 .......... 22
Task 2 – Present policy changes to staff ....................................................... 24
Presentation Observation Checklist and Assessment Outcome – Assessment 2, Task
2 .......................................................................................................... 25
Task 3 – Prepare a survey questionnaire ...................................................... 27
Performance Checklist and Assessment Outcome – Assessment 2, Task 3 .......... 28

Assessment 3 – Case studies ..................................................................... 29
Assessment 3 – Case study ....................................................................... 30
Case study 1 .......................................................................................... 30
Performance Checklist and Assessment Outcome – Assessment 3, Case study 1:
Q1 & Q2 ................................................................................................ 33
Role Play Observation Checklist and Assessment Outcome – Assessment 3, Case
Study 1: Q2............................................................................................ 34
Case Study 2 .......................................................................................... 35
Case Study 3 .......................................................................................... 36
Performance Checklist and Assessment Outcome – Assessment 3, Case study 3 . 38
Appendix A: Acumen Restaurant Diversity Policy .......................................... 39
Appendix B: Diversity Policy ...................................................................... 40

Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency BSBDIV501 – Manage diversity in the workplace
Unit description This unit describes the skills and knowledge required to manage diversity in
the workplace. It covers implementing the organisation’s diversity policy,
fostering diversity within the work team and promoting the benefits of a
diverse workplace.
It applies to individuals who direct the work of others in teams of variable
sizes. They may work with staff from different cultures, races, religions,
generations, or other forms of difference in any industry context.
No licensing, legislative or certification requirements apply to this unit at the
time of publication.
Key 1. Implement diversity policy.
competencies 2. Foster respect for diversity in the work team.
3. Promote the benefits of diversity.
Foundation skills Reading skills to: Identify, analyse and evaluate complex texts to
determine particular diversity requirements.
Writing skills to: Collate ideas and information from various sources.
Prepare factual and informative documentation to suit

purpose and audience.
Record investigation findings according to

organisational and legislative requirements.
Oral Present information and opinions using language and
communication non-verbal features appropriate to audience.
skills to:
Participate in discussions using listening and questioning
to elicit the views of others and to clarify or confirm
understanding.
Navigate the Take full responsibility for following policies, procedures
world of work to: and legislative requirements.
Seek to improve policies and procedures to better

meet organisational goals.
Interact with Select, implement and seek to improve protocols
others to: governing communications to clients and co-workers in
a range of work contexts.
Collaborate with others to achieve shared goals

Interacts effectively with people from diverse
backgrounds.
Manage conflict in the workplace through the

recognition of contributing factors and by

implementing strategies to resolve conflict.
Get the work Accept responsibility for planning and sequencing
done to: complex tasks and workload, negotiating key aspects
with others.
Use analytical skills to decide on appropriate

application of diversity policy in a range of complex
situations.
Investigate new and innovative ideas as a means to

continuously improve work practices and processes.
Performance Evidence of the ability to:
evidence ▪ demonstrate the application of diversity policy in a work context
▪ critically review a diversity policy
▪ implement strategies to ensure that diversity is understood and
respected in the work team
▪ demonstrate compliance with procedures for handling complaints or
harassment allegations
o promote the benefits of diversity to others
Knowledge ▪ outline formal and informal complaints procedures
evidence ▪ 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
▪ equal opportunity
Assessment Skills must be demonstrated in the workplace. This can be:

Conditions ▪ legislation, regulations and codes of practice for managing diversity
▪ workplace diversity policies and procedures
▪ interaction with others
Assessors must satisfy the Standards for Registered Training Organisations’
requirements for assessors.
Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the student
used and assessor as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and
broadly indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it is
practical demonstration or project.
3. Description of task/decision making rules: Advises the student and the

assessor of the task description and the criteria that the assessment must
meet in order for a satisfactory result to be awarded.
4. Due Date - the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the assessment
assessments/Ex process and various assessment tasks before undertaking the assessments.
pectations This assessment tool is structured in a way that each assessment task clearly
outlines the:
• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for

students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated. Please note,
a paragraph is three or more sentences.
Assessment Each assessment task has a section for the assessor recording the
assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS).
Once the student satisfactorily completes all assessment tasks, the assessor
will complete the assessment summary cover sheet and record either a
“Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback
for the student is recorded in the spaces provided after each assessment
task and on the record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment Assessment Method of
Description
methods and Task # Assessment
tasks 1 Questions You are required to answer 4 short answer
questions related to this unit.
2 Project ▪ demonstrate the application of diversity
policy in a work context
▪ critically review a diversity policy
▪ implement strategies to ensure that
diversity is understood and respected in
the work team
▪ promote the benefits of diversity to others
3. Case-study ▪ demonstrate the application of diversity
policy in a work context
▪ implement strategies to ensure that
diversity is understood and respected in
the work team
▪ demonstrate compliance with
procedures for handling complaints or
harassment allegations

▪ promote the benefits of diversity to others

Instructions: • You can seek clarification regarding the assessment required to be
done.
• You can ask for reasonable time from Assessor for preparation of project
or Assessment.
• You can seek information on additional reading material and reference
for completion of the assessments.
• If you have any special needs, you can seek assistance from Assessors
depending upon the nature of the need.
• You can seek assistance from assessor while using special diagnostic
equipment
• Review the observation checklist/decision making rules to know what is
expected of you. You may refer to the observation checklist for
observation based assessments at any stage prior to the
commencement of your assessment. You must not refer to this checklist
whilst you are being assessed.
• Your assessor will also explain to you the observation process prior to the
assessment.
Required Each assessment task in this assessment tool outlines specific resources that
resources the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Reasonable Acumen Education enables reasonable adjustments to be made to
adjustment assessment procedures for students with special needs, such as people with
disabilities or with language or literacy difficulties. Assessing knowledge is
usually assessed through written or oral, short-answer tests where assessors
seek to determine the extent of the student’s knowledge.
Following are some of the examples of adjustments that can be made for
the students:
• Ask questions orally instead of in a written format
• Provide equipment such as text enlargers, image enhancers, and voice
recorders.
• Give the student more time to complete the assessment;, allocate a
different time for completion of the assessment;
• Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
• Customising resources and activities within the training package or
accredited course
• Monitoring the adjustments to ensure student needs continue to be met
Plagiarism Acumen education takes a systemic approach to the treatment of

policy plagiarism in academic work. The policy is intended to promote honesty in

learning and assessment and respect for the work of others. Contravention
of this policy will result in students being penalized.
Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and
responsibilities.
Academic • Where a student wishes to appeal an assessment they are required to
appeals notify their assessor in the first instance. Where appropriate the assessor
may decide to re-assess the student to ensure a fair and equitable
decision is gained. The assessor shall complete a written report
regarding the re-assessment outlining the reasons why assessment was
or was not granted.
• If this is still not to the student’s satisfaction the student shall formally
lodge an appeal by submitting a written letter within one week of
receiving the results using the form 10.1 for Complaints and appeals
outlining the reasons for the appeal. They shall lodge this with student
administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
• The Operations Manager shall be notified and shall seek details from the
assessor involved and any other relevant parties. A decision shall be
made regarding the appeal either indicating the assessment decision
stands or details of a possible re-assessment by another assessor
appointed by Acumen.
The student shall be notified in writing of the outcome with reasons for the
decision. The student shall also be provided the option of activating the
external appeals process if they are not satisfied with the outcome. The
student is required to notify Acumen if they wish to proceed with the
external appeals process.
Reassessment 1. Student will be assessed as being competent only upon satisfactory
process completion of all the assessments in a unit.
2. If a student is not able to demonstrate satisfactory completion of all of
the required assessments of the unit, the result for that unit will be
recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be provided
with specific feedback and invited to re-submit their assessment.
4. If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the result
is made available to him/her. This means that the student is
responsible to acknowledge that he/she has received the result and

has been deemed NC for the units of competency undertaken.

• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he or
she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during an
Intervention Strategy Meeting between the Acumen’s Operations
Manager, Trainer & Assessor and student. The date for a third
assessment will be nominated by the student in consultation with Trainer
& Assessor, but should be no longer than 1 month from the previous re-
submission date.
7. One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.
If the student remains ‘Not Competent’ after a third re-submission, he or

she will be notified that this result is final and he or she will be unable to
successfully complete the course in which they are enrolled at this point.
* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the provisions
for re-submitting and academic appeals were explained to you and that
you understand these processes on the assessment summary cover sheet.
Acumen Education cannot assess any submitted work until the declaration
is received.
Assessment You must submit this completed assessment tool to your trainer on the due
submissions and date. Please feel free to contact us if you have any questions regarding the
contact details assessment process:
Phone: 03 9044 6402/03 84151244

For Assessor Only -ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing
on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed
and attached to this form.
karanbir singh Student SAE6125
Student Name:
ID No:
karanghuman159@gmail Contact 044985313
Email:
.com number: 1
Unit Code &
BSBDIV501 – Manage diversity in the workplace
Title
First Submission ❑ Subsequent submission ❑
Result
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory
Assessment 1 ❑Written Task S | NS
❑Task 1 – Review diversity policy S | NS
Assessment 2 ❑ Task 2 – Present policy changes to staff S | NS
❑ Task 3 – Prepare survey questionnaire S | NS
❑ Case Study 1 S | NS
Assessment 3 ❑ Case Study 2 S | NS
❑ Case Study 3 S | NS
Final Assessment Result for this unit
(Student will be assessed as being competent only
upon satisfactory completion of all the above
mentioned assessments) ❑ Competent ❑ Not Competent (Comments)
The Evidence provided is:
❑ Valid ❑ Sufficient ❑ Authentic ❑ Current
Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my
own work and I have acknowledged or referenced all sources of information I have used for the purpose
of this assessment.
Student’s Signature: Date: / /

Final feedback:

Assessor: I declare that I have conducted a fair, valid,

Signature:
reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Date: / /
Administrative use only
Entered onto Student

Management Database
Date Initials
USE FOR REASSESSMENT ONLY
Assessment Task
No/s
Components
Competent - C Not Competent - NC

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student
Please provide general feedback on the Student’s performance.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.
Trainer/Assessor
Date
Signature

Assessment 1 – Written Questions
Instructions for Students
• This is the first of the three assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• In this task, you must answer four (4) questions that cover the knowledge requirements of
this unit.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format or may be handwritten. Clearly
label your work with your name, unit code, unit title, Assessment Task and respective
Question number with the answer to all the documents and sheets that are attached to
your submission.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of
others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that
you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of the
assessments.
• Students with special needs can seek assistance from assessors depending upon the
nature of the need.
• Submit this document along with your assessment work.
• Assessment may be completed in your own time and is due one week after the module
end date.

Assessment 1 – Written Questions
Written Questions
Briefly describe formal and informal complaints procedures. In your response you must
include:
1. o the purpose of each type of procedure

o two situations wherein each type of complaint is appropriate
o three possible ways of dealing with each type of complaint
Formal complaints procedures:
A formal or informal complaint against discrimination might be lodged. Interviewing the complainant
and recording the claims are part of the formal complaint procedure; formal complaints are used to
bring the employees together while trying to reach an agreement. In addition, the procedure include
alerting the individual who has been accused of wrongdoing of the information and requesting them to
reply. Wherever possible, eliciting more information from the witness and determining if the complaint
is credible. Reporting on the process, gathering evidence, and determining and recommending a
conclusion while putting it into action.
What is the purpose of a formal complaint procedure?
When the charges are severe, and if the claims are proven, discipline may be imposed. Formal
processes are used to substantiate a complaint with evidence or to formally bring together the personnel
involved in an attempt to achieve an agreement.
scenarios in which filing a formal complaint is appropriate —
1.The allegations are severe, and the complainant has been victimized because of his or her complaint.
2. When a complaint is made against a high official, a formal procedure can assist guarantee that the
persons concerned are not harmed.
Complaints can be handled in a formal manner in the following ways:
1. Conducting an investigation into the accusations.

2. Using the principles of natural justice.
3. Determine whether the accusations occurred or were likely to occur.
4. Writing a report and making a recommendation.
5. Putting a plan into action.

Informal complaints procedures

Informal complaints processes entail a discussion (written or verbal) of the severity or complexity of the
complaint. Instead of researching and substantiating allegations, informal processes are used to solve problems
quickly.
Purpose
- Informal complaint processes are designed to solve problems quickly rather than investigate and verify
accusations. They're looking for consensus and a shared understanding of how to avoid difficulties in the future.
There are two instances in which an informal complaint is appropriate: when the charges are less serious; and
when the problem is caused by a misunderstanding due to miscommunication.
there are options for dealing with it.
For the employee who has a complaint,
Observing and responding to inappropriate behavior, such as discussing with employees about their actions.
Before taking direct action, seek counsel from a supervisor, HR representative, or union representative, as well
as an equal opportunity contact person.
Requesting that the problem be addressed by the employer.
For the employer:

Speaking with the individual about their behaviour (through a supervisor, HR representative, or Union
representative, or a contact officer) and striking an immediate agreement.
The matter is handled without inquiry by bringing the two sides together to consult. Organizing broad employee
training and discussion in order to promote anti-discrimination and anti-harassment policies.
❑Satisfactory ❑Not Satisfactory (Comments)
Briefly outline the process you would follow to report an incident of racism in the
2.
workplace.
Spreading harmful stories, unwarranted criticism aimed at weakening us, racist comments or jokes, pranks,
physical aggression, and humiliating conduct are all examples of racism. For such conduct, a formal written
complaint must be filed, with the procedure detailed as follows:
• Interview the complainant and keep a record of the claims.
• Inform the individual who has been accused of wrongdoing of the information and request a response.
• If the facts are in doubt, obtain further information, including testimony from any witnesses.
• Check to see if the complaint is legitimate.
• Report the racist event to your manager or a higher-ranking official in writing.
• Report on the method, the evidence, and the conclusion, and make a recommendation.
• Implement the decision or take another course of action.
• At any interviews or meetings, the employees participating can have support workers with them.
• There will be no favouritism shown to any of the individuals engaged.

Outline the key features of the following legislation and list 2 examples of either minor
3.
or criminal breaches of each of the 5 acts:
Age Discrimination Act (ADA)

The following are the main features of this legislation:
• to eliminate, as far as possible, age discrimination in the areas of work, education, access to premises, the
provision of goods, services, and facilities, accommodation, the disposal of land, the administration of
Commonwealth laws and programmes, and requests for information;
• to ensure, as far as practicable, a level playing field for people of all ages in the areas of work, education,
access to premises, the provision of goods, services, and facilities, the administration of Commonwealth
laws and programmes,
• Allowing appropriate benefits and other support to individuals of a specific age, particularly younger and
older people, in acknowledgment of their unique circumstances; and promoting recognition and acceptance
of the idea that people of all ages have the same fundamental rights within the community.
The following are two instances of minor or criminal violations of the act:
1. An employer refuses to allow a person to participate in a training course because he believes a younger person
can learn and perform better than the person because he believes the person is too old.
2. An employer refuses to provide a worker with the necessary perks and resources to complete his job because he
believes the individual is too young to do his tasks effectively.
Disability Discrimination Act (DDA)
To eradicate, as far as possible, discrimination against people with disabilities in the following areas:
• Work, housing, education, access to facilities, clubs, and sports are all important factors.
• Goods, facilities, services, and land are all provided.
• current legislation
the execution of Commonwealth statutes and programmes
• 1 To ensure that persons with disabilities have the same rights to equality before the law as the rest of the
community, as far as is practicable; and
• 2 To promote community recognition and acceptance of the principle that persons with disabilities have
the same fundamental rights as the rest of the community.
The following are two instances of minor or criminal violations of the act:
1. An employee with a mobility limitation is not permitted to park near the workplace.
2. Refusing to provide facilities for handicapped employees, such as a wheelchair ramp, or reassigning disabled
employees to a new job that is incompatible with their impairment.
Racial Discrimination Act

When you are treated unfairly because of your race in one of the scenarios specified by the Equality Act, this is
known as discrimination.
The treatment might be a one-time occurrence or the outcome of a race-based regulation or policy. It does not
have to be done on purpose to be illegal.
You cannot be discriminated against because of your race, according to the law.
In legal terms, race might refer to your skin colour or nationality (including your citizenship). It might also refer to
your ethnic or national roots, which may or may not coincide with your present nationality. For example, you may
be of Chinese descent but have a British passport and reside in the United Kingdom.
Race encompasses ethnic and racial groupings as well. This refers to a group of people who are all protected
because of their ethnicity or race.

Sex Discrimination Act

When you are treated differently because of your gender in specific instances covered by the law, this is known
as discrimination.
The treatment might be a one-time event or the result of a rule or policy. It does not have to be done on
purpose to be illegal.
You shall not be discriminated against, according to the law, because:
• You are (or are not) a specific sex.
• Someone believes you're the polar opposite (this is known as discrimination by perception)
• You are linked to someone of a specific sex (this is known as discrimination by association)
Human Rights and Equal Opportunity Commission Act

When Australians consider human rights, we frequently focus on breaches that occur in other nations. Political
tyranny, torture, and extrajudicial killings are all examples of violations of human rights.
When such abuses occur on a big scale elsewhere, there is a propensity to believe that any human rights issues
in Australia are trivial in contrast. Human rights breaches of one sort or another, however, occur in every
country, including Australia.
Human rights concerns may impact anyone at any time. Because of their age, colour, or gender, certain
persons may face discrimination in the job. Other individuals of various sexual orientations or gender identities
may be bullied because of how they express themselves or who they like. In the playground or at home,
children and young people might be vulnerable to violence. Regardless of a person's social standing, they or a
family member may be harmed by a violation of their human rights at some point in their lives.
Equal Opportunity- Equality of opportunity is a crucial idea for companies, employees, and job seekers alike.
You'll discover what equal employment opportunity is, as well as the main laws and regulations that govern it,
in this class.
Employers who practise equal employment opportunity do not participate in employment practises that are
banned by law. Employers are prohibited from discriminating against applicants or employees on the grounds
of race, age, colour, sex, religion, or national origin.
What can happen if a business has been found to have been discriminating against
4.
people of an older age or with a disability within their recruitment process?
Applicants who were subjected to discrimination throughout the recruiting process would undoubtedly suffer emotional,
mental, and bodily consequences. It will just cause them to lose confidence in their ability to apply for their next job because
all of the discriminations have already been imprinted on their thoughts and have impacted their self-esteem.
A person can file a complaint with the Anti-Discrimination Board if a company is determined to be discriminating against
persons of a certain age or with a handicap during the recruiting process. The Australian Human Rights and Equal
Opportunity Commission is in charge of providing information to guarantee that workplaces are free of harassment and
discrimination. A person can file a complaint with the Anti-Discrimination Board if they believe they have been
discriminated against.
The complaint should be made in writing and contain details such as what occurred, when and where it occurred,
who was involved, and the names of anybody else who may comment on the matter. If the allegation is judged to
be valid, the company might face significant penalties.

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer is not
satisfactory
Q.no Comments
Question 1:
Question 2:
Question 3:
Question 4:
Based on the Comments above Please Redo / Rewrite those particular answers and resend your
Completed Reassessment for correction

Assessment Outcome – Assessment 1
karanbir singh
Student name
Unit code and title BSBDIV501 – Manage diversity in the workplace
Course name and

title
Date of submission
Feedback / Comments:
Result:  Satisfactory  Not Satisfactory  Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.
Assessor Name:
Assessor Signature: Date: / /

I have read and agree with this assessment record.
Student Signature: Date: / /

Assessment 2 – Project
Instructions for Students
• This is the second of the three assessment tasks you must complete satisfactorily to be
deemed competent in this unit.
• There are three tasks in this assessment. The student must complete all three tasks to the
required standard, to complete this assessment satisfactorily.
Task 1
o Student must review the restaurant’s Diversity Policy to ensure that it is effective and
current, and meets the specific needs of the restaurant industry. The document may be
submitted in Microsoft Word format with no longer than 500 words excluding references.
Task 2
o Students must communicate the changes to the policy to restaurant staff by making a 10
minute presentation.
Task 3
o Student create a survey questionnaire for staff (front of house and back of house) to get
their suggestions on how to enhance the restaurant’s products, services and market
presence. This questionnaire must be submitted to the Assessor.
• Tasks 1 and 3 can to be completed out of class, in the student’s own time.
• Tasks 2 of this assessment must be conducted in class, in a simulated workplace
environment, as presentation.
• Your assessor will observe you performing this task and record and assess your performance
in the Presentation Checklist and Performance checklists for the tasks.
• Assessment may be submitted in Microsoft Word format.
• Clearly label your work with name, unit code and unit title to all the documents and sheets
that are attached to your submission.
• Assemble and analyze a set of sources that you have determined are relevant to the issues
you are investigating
• Review the Role-play Observation Checklist so that you are familiar with the behaviours that
you are expected to perform during the observation.
• Review other resources, tools, job aids that provide guidance related to the task you are
going to perform.
• Ask for reasonable time from Assessor for preparation of Assessment.

assessments.
• Students with special needs can seek assistance from assessors depending upon the nature
of the need.
Resources required for assessment:
The assessor must ensure that the following resources are made available to students, for
assessment:
• Appendix A: Diversity policy

Task 1 – Review diversity policy
You are the newly appointed restaurant manager of Acumen Restaurant. The restaurant
owner has asked you to review the restaurant’s Diversity Policy to ensure that it is effective and
current, and meets the specific needs of the restaurant industry.
Review the Diversity Policy in Appendix A, and identify any gaps that must be filled so that the
policy suits the needs of a restaurant.
Consider the following questions when reviewing the policy:

• Does the diversity policy include clear aims and objectives?
• Does the policy define diversity, and address:
o Racial discrimination
o Age-based discrimination
o Gender discrimination
o Disability discrimination
o Family obligations
• Does the policy identify relevant federal and Victorian legislation?
• Does the policy include at least two strategies for achieving aims, such as inclusivity in
hiring practices?
• Does the policy include at least onemethod each for:
o informal complaints procedure for staff
o formal complaints procedure for staff
• Does the policy include at least one method each for:
o informally addressing claims of harassment
o formally addressing claims of harassment
• Does the policy identify how it will be disseminated and promoted to staff?
• Is there a review schedule for the policy?
Then, based on your review, prepare a report for the restaurant owner in which you:
• identify thegaps in the current Diversity Policy for the restaurant
• research and makespecific recommendations for changes or additions to the current
policy,addressing each question above
• your recommendations must be in the form of text to be included in the revised policy
• identify the sources of research used
You must list all sources of information you have used in a references section at the end of the
report.
Your report must be no longer than 500 words, excluding references.
Submission requirement:
At the end of this task, you must submit your Diversity Policy review report to your assessor.

Performance Checklist and Assessment Outcome – Assessment 2, Task 1
karanbir singh
Student name
Unit code and title
Course name and title
Assessor name
Satisfactory
Did the student prepare a report that:
Comments
Identifies gaps in existing Diversity Policy, based on review of policy  Yes  No
Makes recommendations for the revision of Diversity Policy to include:  Yes  No
various types of diversity  Yes  No
legislative requirements  Yes  No
at least two strategies for achieving aims  Yes  No
one informal and one formal complaints procedure for staff  Yes  No
one informal and one formal method to address claims of harassment  Yes  No
communication of policy to staff  Yes  No
inclusivity in hiring practices  Yes  No
review of policy  Yes  No
Feedback –

Assessor Name:


Task 2 – Present policy changes to staff
The restaurant owners have accepted your policy suggestions and included them in the
revised policy.
Now, you need to communicate the changes to the policy to restaurant staff by making a 10
minute presentation.
You must create and deliver a presentation using MS PowerPoint or similar software, covering
the topics outlined below:
• description of workplace diversity
• the importance and benefits of diversity in the workplace
• the purpose of a Diversity Policy
• summary of the changes made to the policy
• legislative requirements
• definition of harassment and procedures for reporting andaddressing complaints and
harassment
During your presentation, you need to ensure that diversity and the diversity policy are
understood and respected in your work team.
This is a role play. Your assessor will allocate a time during class for you to present your policy to
your classmates, who will act as restaurant employees.
Your assessor will observe your presentation and will complete the Presentation Observation
Checklist below to record your performance.
Please ensure you read it before commencing this task so you know exactly what is expected
of you.
Submission requirements:
At the end of this task, you must submit:
• a copy of your presentation slides, in handout format
• a Presentation Observation Checklist, completed by your assessor and signed by you

Presentation Observation Checklist and Assessment Outcome – Assessment 2, Task 2
karanbir singh
Student name
Unit code and title BSBDIV501 Manage diversity in the workplace
Assessor name
Date of submission
Chef
During the presentation, did the Check (X) Comments

student: Y N (How did the student demonstrate this?)
Introduce themselves and outline the

❑ ❑
purpose of the presentation
Explain what is meant by workplace
❑ ❑
diversity
Explain the benefit and importance of
❑ ❑
diversity in the workplace
Explain the benefit and purpose of the
❑ ❑
policy
Outline the changes to the policy ❑ ❑
Explain the legislative requirements ❑ ❑
Define harassment and describe how

the restaurant will handle complaints ❑ ❑
of harassment
Identify how complaints of harassment
❑ ❑
can be made
Speak clearly and at a good pace ❑ ❑
Use media, such as PowerPoint,

❑ ❑
effectively
Show respect for diverse workforce
through use of appropriate language ❑ ❑
and non-verbal communication
Summarise and ensure all staff
❑ ❑
members were clear on their

responsibilities before concluding the

session

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,


Task 3 – Prepare a survey questionnaire
Create a survey questionnaire for your staff (front of house and back of house) to get their
suggestions on how to enhance the restaurant’s products, services and market presence.
The questionnaire should capture the diversity of perspectives, experiences and skills in your
workplace; for example, cultural experiences, technological knowledge, knowledge of
regional cuisines, knowledge of current trends, etc.
Your questionnaire should be no longer than 1 page, and should contain at least four
questions that ask for ideas or information about:
• Improvements to products and services (food, beverages, menus, customer
preferences, etc.)
• Improvements to promotions (advertising, specials, pricing, etc.)
• New technologies or better ways to use current technologies (for promotion and for
capturing market information)
Submit a copy of your questionnaire to your assessor.

Performance Checklist and Assessment Outcome – Assessment 2, Task 3
karanbir singh
Student name
Unit code and title
Assessor name
Did the student prepare a questionnaire that: Satisfactory

Comments
seeks information or ideas about ways to improve products and
 Yes  No
services, from diverse sources
seeks information or ideas about ways to product promotions, from
 Yes  No
diverse sources
seeks information or ideas about ways to use technology to reach out
 Yes  No
to customers, from diverse sources
includes at least four questions  Yes  No
Feedback
Assessor Name:


Assessment 3 – Case studies
Instructions for Students:
• This is the third of the three assessment tasks you must complete satisfactorily to be
deemed competent in this unit.
• In this task, you must read the scenario and complete the tasks that follow.
• Assessment may be submitted in Microsoft Word format.
• Assessment may be completed in your own time.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
assessments.
• Students with special needs can seek assistance from assessors depending upon the
natureof the need.
• Add your name, Student ID, unit code and assessment task number to all project work,
documents and sheets you attach to your submission.

Assessment 3 – Case study
Case study 1
Read the scenario below and complete the tasks that follow.
You are a restaurant manager and have received an informal complaint from a female cook
about gender-based discrimination and harassment from the male chef and other male
colleagues.
1. Based on the policy and procedures you have drafted in Assessment 2, Task 1, describe
how you will address this complaint of harassment.
2. Conduct a meeting (role-play) with the female staff member who has made a complaint,
in order to:
• understand the details of the claim, including:
o specific instances of harassment
o timing or duration
• record details of the claim and discussion in a Complaints Report (Appendix B)
At the end of the role play, you must make recommendations for actions to be taken, in the
form.

This is a role play. Your assessor will play the part of the complainant, or organise a volunteer
for the same.
Your assessor will assess your performance using the Role Play Observation Checklist at the end
of this task.
Read the checklist prior to assessment to understand the level of performance required of you.
3. You have decided to conduct a training session for all staff, in response to this complaint.
Research and identifycontent for a 1-hour training session for all staff, ondiversity in the
workplace, gender-based discrimination, and appropriateworkplace communication. You
must identifyat least 3 topics that will be covered, and who will deliver the training.
Then, in the space below, draft an email to the restaurant owner, with details of the
complaint you have received, and your proposed training session, including
a. Reason for and purpose of training
b. Content
c. Who will deliver the training
You may choose to complete the task above in the assessment booklet, or as a separate
typed document.

At the end of this task, you must submit:

• Your response to Q1, hand written in this booklet or as a separate attachment to this
booklet
• For Q2:
o a completed Complaints Report
o a Role Play Observation Checklist completed by your assessor and signed by you
• Your response to Q3, hand written in this booklet or as a separate attachment to this
booklet

Performance Checklist and Assessment Outcome – Assessment 3, Case study 1: Q1

& Q2
karanbir singh
Student name
Assessor name
Satisfactory
Q1. Did the student’s response include:
Comments
The complaint handling processes  Yes  No
discussion with staff  Yes  No
conflict resolution process  Yes  No
documentation  Yes  No
Q2)Did the student’s email include:
Reason for and purpose of training  Yes  No
Content  Yes  No
Who will deliver the training  Yes  No
Feedback
Assessor Name:


Role Play Observation Checklist and Assessment Outcome – Assessment 3, Case Study
1: Q2
karanbir singh
Student name
Assessor name
Date of submission
Chef
Did the student: Check (X) Comments

Y N (How did the student demonstrate this?)
Use questioning to establish the details
of the complaint, including persons ❑ ❑
involved and timelines
Use questioning to understand the
nature or background of the ❑ ❑
complaint
Use questioning to establish the
resolutions desired by the ❑ ❑
complainant
Use verbal and non-verbal
communication techniques to clarify
❑ ❑
and confirm meaning, or demonstrate
understating
Record the details of the complaint in
❑ ❑
the Complaint Report
Identify the next steps to be taken in
❑ ❑
responding to complaint
Submit a completed Complaint
❑ ❑
Report

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,

Case Study 2
If you were the manager of a restaurant, and responsible for hiring new staff:
1. Identify two personal prejudices or biases of yours that may affect your recruitment
decisions negatively.
1. Personal similarity bias

2. halo/horn effect bias
2. Describe 2 actions or attitudes you will adopt to overcome these prejudices and ensure
successful team work.
1.Simplify and standardise the process by formulating the questions you will ask the candidate ahead of time.
Asking biassed or sensitive questions should be avoided.
2.For the resume evaluation, go blind – make sure you are focusing on your candidate's unique skills and talents
rather than surface "demographic traits.".

3. Identify three ways in which you will ensure diversity in recruitment and selection of new
staff.
1. Educating everyone engaged in the hiring process about unconscious bias.

2. Identifying sources where a wide range of prospects assemble.
3. Developing corporate rules that appeal to a wide range of candidates.
4. Through the standardisation of employment interviews.
typed document.
At the end of this task, you must submit your responses to all three questions, hand written in
this booklet or as a separate attachment to this booklet
Case Study 3
If you are the general manager of a chain of restaurants that has successfully implemented a
diversity program over the last year and achieved the following improvements to your hiring
practices and workforce diversity:
• Equal gender split across the organisation
• Training and work programs for vulnerable/ at-risk youth across all locations, both front
of house and back of house
Prepare a brief promotional write up about the success of your diversity initiatives for your
company’s Face book Page.
The aim of this write up is to:

• promote the restaurant’s good practices to customers and enhance its image
• encourage customers to select your company for its commitment to quality
Your write up must be no longer than 100 words.

typed document.
At the end of this task, you must submit your responses to all three questions, hand written in
this booklet or as a separate attachment to this booklet

Performance Checklist and Assessment Outcome – Assessment 3, Case study 3

karanbir singh
Student name
Assessor name
Did the student prepare a write up that: Satisfactory

Comments
promotes the company’s diversity initiatives to customers in a positive
 Yes  No
tone
demonstrates the company’s commitment to maintain a diverse
 Yes  No
workforce
adequately reflects the details of the scenario  Yes  No
follows the format specified  Yes  No
Feedback
Assessor Name:


Appendix A: Acumen Restaurant Diversity Policy
Scope
This policy applies to all Acumen directors and employees.
Policy
Acumen Restaurant respects people as individuals and values their differences. It is committed
to creating a working environment that is fair and flexible, promotes personal and professional
growth, and benefits from the capabilities of its diverse workforce.
Aims
At Acumen we are committed to:

• a workplace which is free from discrimination, harassment, bullying, victimisation and
vilification;
• treating employees fairly and with respect;
• a workplace culture that is inclusive and embraces individual differences;
• equal employment opportunities based on ability, performance and potential;
• awareness in all staff of their rights and responsibilities with regards to fairness, equity
and respect for all aspects of diversity;
• flexible work practices and policies to support employees and their changing needs;
• attraction, retention and development of a diverse range of talented people; and
• equitable frameworks and policies, processes and practices that limit potential
unconscious bias.
Application of policy
This policy applies to all staff and management of Acumen Restaurants.
The senior management of Acumen Restaurant is responsible for implementing this policy.
Revision History
Version Created By Date

1.0 CEO 11 February 2006

Appendix B: Diversity Policy
Complaint Report
Details of complainant (s)
Lisa
Name(s)
cook
Position(s)
Details of complaint
29th June 2021
Date/ timeline
Male chef along with other male colleagues of lisa.
Persons
involved
Inappropriate remarks concerning gender.

failure to delegate tasks equally/
Key issues
By giving them a last warning, the colleagues demonstrate mutual understanding among each
other.
Solutions
sought
Complainant acknowledgement:
I acknowledge that this report accurately records the details of the complaint I have made.
Signature: lisa Date: 29/06/21

Recommendations (for office use only)
Next steps:
 Further investigation Actions to be taken to resolve complaint Complaint closed
Details of recommendations for next steps:

Issuing a documented equal employment policy that demonstrates the firm's commitment to affirmative action.
Surveys of minority and female employment by dependant and job type are used to identify sites, and affirmative
action programmes are especially desired.
Analyze corporate HR procedures carefully to discover and eliminate hidden obstacles.
Develop and implement targeted strategies to increase female and minority usage - conduct an overall assessment of
the HRM system.
Establish internal audits to fix the system to monitor and assess it.
Training all the staffs in the restaurant about the policies and familiarizing them about them.
Report completed by (name and position):
Karan(restaurant manager)
Signature: Karan Date: 4/7/21

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Student Name: karanbir singh

Student ID: SAE6125

Unit Details BSBDIV501 – Manage diversity in the workplace

This is a summative assessment, which requires

Assessment 1 Written Task

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Assessment information .................................................................... 4

Performance Checklist and Assessment Outcome – Assessment 2, Task 3 .......... 28

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Prepare factual and informative documentation to suit

Record investigation findings according to

Seek to improve policies and procedures to better

Collaborate with others to achieve shared goals

Manage conflict in the workplace through the

recognition of contributing factors and by

Use analytical skills to decide on appropriate

Investigate new and innovative ideas as a means to

Assessment Skills must be demonstrated in the workplace. This can be:

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Every assessment task will require satisfactory completion in order for

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▪ promote the benefits of diversity to others

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policy plagiarism in academic work. The policy is intended to promote honesty in

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has been deemed NC for the units of competency undertaken.

If the student remains ‘Not Competent’ after a third re-submission, he or

* Due to the variance in the amount of work completed for each

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For Assessor Only -ASSESSMENT COVER SHEET

Assessment 1 ❑Written Task S | NS

❑Task 1 – Review diversity policy S | NS

Assessment 2 ❑ Task 2 – Present policy changes to staff S | NS

❑ Task 3 – Prepare survey questionnaire S | NS

Assessment 3 ❑ Case Study 2 S | NS

The Evidence provided is:

❑ Valid ❑ Sufficient ❑ Authentic ❑ Current

Student’s Signature: Date: / /

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Assessor: I declare that I have conducted a fair, valid,

Administrative use only

Entered onto Student

Competent - C Not Competent - NC

Please provide general feedback on the Student’s performance.

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Assessment 1 – Written Questions

Instructions for Students

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Assessment 1 – Written Questions

1. o the purpose of each type of procedure

What is the purpose of a formal complaint procedure?

scenarios in which filing a formal complaint is appropriate —

Complaints can be handled in a formal manner in the following ways:

1. Conducting an investigation into the accusations.

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Informal complaints procedures

For the employer:

❑Satisfactory ❑Not Satisfactory (Comments)