STUDENT ASSESSMENT BOOKLET-I

CHCDIV001 Work with Diverse

People - Disability

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: info@advancecollege.edu.au

RTO Code: 45342

Student Name:
..................................................................
© 2020 Advance College. Advance College is a trading name of Australian Newtown College, RTO
45342.

Cover image © Shutterstock www.shutterstock.com

Assessment overview
This Student Assessment Booklet-I includes Task 1 for assessment of CHCDIV001 Work with
diverse people.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required in this unit.

Assessment Task 2: Cultural reflections You are to reflect on your own experience of culture and
diversity in the workplace.

Assessment Task 3: Workplace You are to be observed by your assessor communicating

observations with people from diverse social and cultural backgrounds
in your workplace, in at least three different situations.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put
the documents you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet

At the end of this task you will find an Assessment Task Cover Sheet. Please fill it in, making sure
you sign the student declaration.
Your assessor will give you feedback and will write this on the back of the Task Cover Sheet.

Prerequisite
The prerequisite for this unit is NIL.
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of
the job role. There must be evidence that the candidate has:
 undertaken a structured process to reflect on own perspectives on diversity
 recognised and respected the needs of people from diverse social and cultural
backgrounds in at least 3 different situations:
 selected and used appropriate verbal and non-verbal communication
 recognized situations where misunderstandings may arise from diversity and
formed appropriate responses

KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks and
manage contingencies in the context of the work role. This includes knowledge of:
 concepts of cultural awareness, cultural safety and cultural competence and how these
impact different work roles
 concepts and definitions of diversity
 own culture and the community attitudes, language, policies and structures of that
culture and how they impact on different people and groups
 features of diversity in Australia and how this impacts different areas of work and life:
 political
 social
 economic
 cultural
 legal and ethical considerations (international, national, state/territory, local) for
working with diversity, how these impact individual workers, and the consequences of
breaches:
 discrimination:
- age
- disability
- racial
- sex

 human rights:
- universal declaration of human rights
- relationship between human needs and human rights
- frameworks, approaches and instruments used in the workplace

 rights and responsibilities of workers, employers and clients, including appropriate

action when rights are being infringed or responsibilities not being carried out
 key areas of diversity and their characteristics, including:
 culture, race, ethnicity

CHCDIV001 Work with Diverse People PAGE 6

© Advance College
  disability
 religious or spiritual beliefs
 gender, including transgender
 intersex
 generational
 sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual
 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander
cultures, including:
 social, political and economic issues affecting Aboriginal and/or Torres Strait Islander
people
 own culture, western systems and structures and how these impact on Aboriginal
and/or Torres Strait Islander people and their engagement with services
 potential needs of marginalised groups, including:
 protective factors
 physical, mental and emotional health issues/care needs
 consideration of impacts of discrimination, trauma, exclusion and negative attitudes
 resources that support individuals and organisations to embrace and respond to
diversity
 language and cultural interpreters
 imagery
 influences and changing practices in Australia and their impact on the diverse
communities that make up Australian society
 impact of diversity practices and experiences on personal behaviour, interpersonal
relationships, perception and social expectations of others
For all documentation on the performance criteria and assessment requirements of the unit
CHCDIV001 – Work with diverse people, please refer to the training.gov.au website with this
link:https://training.gov.au/Training/Details/CHCDIV001.

CHCDIV001 Work with Diverse People PAGE 7

© Advance College
ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name

Assessor Name

Unit: CHCDIV001 Work with diverse people

ASSESSMENT DETAILS
Assessment Written/Oral questions Cultural reflections Workplace
Type observations
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the
agreement below. Make sure you sign this before you start any of your
assessments.
Have you read and understood what is required of you in Yes No
terms of assessment?

Do you understand the requirements of this assessment? Yes No

Do you agree to the way in which you are being assessed? Yes No

Do you have any special needs or considerations to be made for Yes No

this assessment? If yes, what are they? ……………………………
………………………… ………………… ……… … … .
………………………………………….

Do you understand your rights to appeal the decisions made in an Yes No

assessment?

None of this work has been completed by any other person. Yes No

I have not cheated or plagiarised the work or colluded with any Yes No
other student/s.

I have correctly referenced all resources and reference texts to Yes No

complete these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary Yes No
action may be taken against me.

STUDENT DECLARATION

I,____________________________________________________, certify that the statements I have

attested above have been made in a good faith, are true and correct. To the best of my
knowledge and belief, these tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

CHCDIV001 Work with Diverse People PAGE 8

© Advance College
 ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S) Not Yet Satisfactory
(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Satisfactory (S) Not Yet Satisfactory
Result (NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Satisfactory (S) Not Yet Satisfactory
Result (NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and
feedback.

Assessor signature: Date:

CHCDIV001 Work with Diverse People PAGE 9

© Advance College
ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have observed the student demonstrate unit outcomes through consistent
and repeated application of skills and knowledge over a period of time and provided
appropriate feedback.

Signature:

Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

You can make an appeal about an assessment decision by putting it in writing and sending it
to us. Refer to your Student Handbook for more information about our appeals process.

I have received my assessment result and I am satisfied with the given feedback for this
assessment.
I am not satisfied about my result and I would like to appeal regarding my result.

Student Signature: …………………………… Date: ......... /.........../..................

CHCDIV001 Work with Diverse People PAGE 10

© Advance College
ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other
documents to help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you
if you can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your responses).
 Access to a copy of the Universal Declaration of Human Rights.

WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Write in the date of submission as advised by your assessor: ___________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You
will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
Instructions to students:
Provide answers to each of the questions.

QUESTION 1

Answer the following questions.

a) In your own words explain the concepts and definition of ‘diversity’.

Individuals and communities produce diversity from a wide variety of ethnic and philosophical
differences. It means knowing that each person is distinctive and acknowledging our individual
differences.

CHCDIV001 Work with Diverse People PAGE 11

© Advance College
b) In your own words, explain the concepts of ‘cultural awareness’. Consider the work roles in your
preferred industry and write down how an understanding of cultural awareness can be of benefit to
relationships with others in the workplace.

Recognizing and respecting one's own and other cultures is cultural sensitivity. Knowing the cultural
differences between cultures increases morale and strengthens working relationships. It also
enhances interaction, which is the cornerstone of any productive team.

c) In your own words, describe the concepts of ‘cultural competence’ and its impact on those
employed in community services.

Cultural sensitivity is the capacity to connect with individuals from various cultures. This capacity
depends on the comprehension of one's cultural worldview, knowledge of other cultural traditions
and perceptions of the world.

The identification and acceptance of differences in appearance, behaviour and culture is promoted
by cultural competence.

CHCDIV001 Work with Diverse People PAGE 12

© Advance College
d) List two ways in which an organisation and its staff can demonstrate cultural competence.

1. Make a pledge to broaden the organization's understanding of history, cultural competence and
the different aspects of culture.

2. Engage in gaining an awareness of the different cultural groups represented by the organization
inside communities

e) In your own words, describe the concepts of ‘cultural safety’ and its impact on community service
workers.

Cultural protection is about creating an atmosphere that is secure for all persons, ensuring that their
culture and experience are not attacked, questioned, or rejected. It is about mutual respect, shared
meaning, and shared understanding.
It shows attitudes, policies and processes that encourage all employees to cross-cultural work
effectively. Staff may feel like they can contribute to all suitable discussions, work safer and be more
efficient.

f) What ways could an organisation and its staff develop cultural competence? Provide at least three
strategies.

1. Practice good manners.

CHCDIV001 Work with Diverse People PAGE 13

© Advance College
2. Listen and observe to foreign colleagues and customers

3. Cook traditional foods, celebrate festivals and holidays

QUESTION 2
a) Describe the legislative and ethical rights and responsibilities of employees, employers and clients
to ensure a culturally safe and diverse work environment and care experience. List in your answer
the types of requirements that must be adhered to.

Legislative and ethical rights and responsibilities of employees, employers, and clients are lay down
to ensure the culturally safe and diverse work environment and care experience. One should be
aware and comply the legislative obligations including:
Work Health and Safety – is the responsibility of employee, employers and clients to have safe
working environment. All employers should consult the workers and client on any issue that may
effect the health
Sex Discrimination Act (1984) – it stands against the discrimination because of sex, marital status or
pregnancy. It is an ethical right for everyone to be treated equally.
Racial Discrimination Act (1975) – it prohibits discrimination on the grounds of race, colour, national
or ethnic origin.
Human Rights and Equal Opportunity Commission – it states that everyone has a right to respect
and dignity, assistance to become self-reliant, have proper education and training.
Client responsibility – letting the service provider know if they are not available for appointment,
taking the responsibility of decisions made.
Employers and Employees responsibility is to identify the needs and wants, understanding the rights
of clients.

CHCDIV001 Work with Diverse People PAGE 14

© Advance College
b) What actions can a client take if they feel an organisation is being discriminatory and not taking
due care to meet their cultural needs?

The first move is with the other person/s to address the issue. Speak with their employer about the
problem. Even if the concern is not resolved then client can drop complaint letter to the higher
authority.

QUESTION 3

Terese is 40 year old lady with a disability whose family has decided to put her into care with some
reluctance – she is generally cared for by the family, but unfortunately Terese’s father and mother
cannot manage with the high level of care she now requires as they now require care themselves.
Terese speaks only a limited amount of English but can mostly understand what is being said to her.
Her family has always communicated to others for her, and have previously taken her to all doctor
appointments, specialist appointments and even banking and other daily needs.
c) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain
which interpreter is required in this scenario and how it will help Terese.

d) To promote effective contact with residents and families who speak a language other than
English, a cultural interpreter plays a crucial role. A person who translates spoken language
to another is a language interpreter.

e) In this case, I believe that a cultural interpreter is needed because it will help to establish
meaningful communication in their language with Terese and her family.

f) Terese’s family has given permission that the services of an interpreter can be used. Use the
Internet to locate an interpreting/translation services provider in your own local area. (You can
choose Terese’s cultural background to locate specific translation/interpretation services.) Write
down their name, address and telephone number.

National Accreditation Authority for Translators and Interpreters Ltd - NAATI Tasmania
Ellerslie Rd, Battery Point TAS 7004
(03) 6223 6534

CHCDIV001 Work with Diverse People PAGE 15

© Advance College
QUESTION 4
A group of disability care workers are planning a social night out. Their manager is organising dinner
at a local pub, and advises staff they are welcome to bring a friend or partner and to respond via
email of their acceptance and if they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new
colleagues in a more relaxed environment. He decides he will bring his partner of 5 years, Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that
Dave will attend too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom
accepts the new date. Two days later it changes again. He is unable to attend this time, Dave has
his own work function and Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and
how much of a good time they had. Two staff get up and leave the kitchen during this chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the
direction of those who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave going
to the dinner, and that the manager kept changing the dates with the hope that Tom would be busy,
and that the rest of the staff could still come.
g) Identify the type of legislation and types of workplace procedures that have been breached and
how.

g) Explain how this situation can impact the cultural safety of the workplace.

h) Explain how this situation can impact Tom socially and professionally. Consider in your response
the impact on his relationships with others in the workplace and his relationship with Dave.

CHCDIV001 Work with Diverse People PAGE 16

© Advance College
i) Explain actions that Tom could take in this situation. Imagine that his workplace does not handle
the situation and Tom continues to be excluded. What could he do next?

QUESTION 5
h) Describe the purpose of the Universal Declaration of Human Rights.

The Universal Declaration of Human Rights (UDHR) is a document that serves as a global guide for
liberty and equality, upholding every person's rights everywhere.

j) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and
provide an example.

Virtually every field of human activity covers human rights. Human and political rights, such as free
expression and freedom from torture, are included. Economic and social rights, such as health and
educational rights, are also included.

Just ex.- The right to one's life

k) Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What
fundamental rights has Tom been refused?

Tom has been refused his right to attend the party.

CHCDIV001 Work with Diverse People PAGE 17

© Advance College
l) What are some of the frameworks, approaches and instruments used in aged care industry
workplaces that relate to human rights? List at least 3

1. Aged care Act 1997

2. Age Discrimination Act 2004
3. Racial Discrimination Act 1975

QUESTION 6
i) List at least three effective strategies that could encourage effective communication in a situation
where there is a language barrier.

1. Focus on the issue, not the person

2. Being flexible towards others

3. Working on our own perception

m) List two strategies you could use if you were involved in a cross-cultural conflict with a work
colleague and needed to sensitively resolve it.
1. Being open to new ideas being tried

2. Learning their culture

CHCDIV001 Work with Diverse People PAGE 18

© Advance College
n) Describe the effectiveness of visual imagery when communicating information to diverse
audiences.

It is simpler to rapidly process a visual signal than to read a sentence full of text from a paragraph.

Research indicates that images are processed 60,000 times faster by the brain than texts. It will
save you time by using visuals to connect with individuals with this context information.

o) Provide at least three examples of universal imagery or colours used within the workplace (you
may draw examples where required).

1. Regulatory
A circle indicates that an order is in force

2. Warning
A triangle indicates caution or danger

3. Information
A square indicates information

CHCDIV001 Work with Diverse People PAGE 19

© Advance College
QUESTION 7
j) Explain how diversity has impacted Australia’s ever-changing economic, employment, social,
cultural and political landscape. Write at least one paragraph for each area.

Net economic benefits have been provided by the social effect of diversity in Australia to help
offset population ageing, lead to higher levels of GDP and increase labor productivity.
Preventing discrimination based on race and fostering workplace cultural diversity will increase
innovation, creativity, efficiency and save money. It also encourages fitness and safety for
workers.

Our demographic is very diverse. We have people who speak some 200 languages from over
160 nations. Australia has migrated from a largely Aboriginal community (now just 2%) to
Britain in less than 250 years and to Europe in the post-WWII decades.

Cultural and social structures are significant influences on people's health and well-being, such
as race, faith, language, education, ethnicity, and economic status. Australia's cultural diversity
has increased through immigration, in addition to the indigenous population.

The culturally diverse population of Australia is drawn from more than 300 ancestors and is
evident in daily life. This is why Australia is always praised as one of the world's most
prosperous and harmonious multicultural nations by its political leaders and commentators.
While there is a lot of truth to that assertion given all the accomplishments of Australia in
different populations

CHCDIV001 Work with Diverse People PAGE 20

© Advance College
k) Using at least three paragraphs, now write about how Australia’s diverse community has been
impacted (consider both positives and negatives) by the changing economic, employment, social,
cultural and political landscape.

CHCDIV001 Work with Diverse People PAGE 21

© Advance College
QUESTION 8
l) Key areas of diversity have been listed below. Provide answers to each question. Note: remember
to be sensitive and respectful in your definitions and responses.

Disability Provide three examples of different types of disability you may encounter in your
preferred work role/industry.

Culture Provide a definition of ‘culture’.

Ethnicity Provide a definition of ‘ethnicity’.

Religion Provide a definition and three examples of ‘religion’.

CHCDIV001 Work with Diverse People PAGE 22

© Advance College
Spirituality Provide a definition of ‘spirituality’.

Gender Provide a definition of ‘gender’.

Transgender Provide a definition of ‘transgender’.

Intersex Provide a definition of ‘intersex’.

Lesbian Provide a definition of ‘lesbian’.

CHCDIV001 Work with Diverse People PAGE 23

© Advance College
Gay Provide a definition of ‘gay’.

Bisexual Provide a definition of bisexual.

Heterosexual Provide a definition of ‘heterosexual’.

Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common

stereotypes of this generation.

Provide a definition of ‘Generation X’. List two common stereotypes of this

generation and two common characteristics

CHCDIV001 Work with Diverse People PAGE 24

© Advance College
 Provide a definition of ‘Baby Boomers’. List two common stereotypes of this
generation.

p) For each group, identify one way that the group’s characteristics inform how you provide care and
services to them.

Disability Choose two of the three types of disability you identified above and
provide an answer for each.

Culture

CHCDIV001 Work with Diverse People PAGE 25

© Advance College
Religion and spirituality

Transgender

Lesbian, gay, bisexual

CHCDIV001 Work with Diverse People PAGE 26

© Advance College
Generational: Generations
X and Y

Generational: Baby
Boomers and older

QUESTION 9

Martin, 40, has a physical disability and is being interviewed for a job in an office worker. It is all
going well, but then one interviewer asks about his disability and his age, as it wasn’t indicated on his
application anywhere.
Martin refuses to talk about this – he states that his disability and age is not an indicator of whether
he can do this job well, but his work experience, knowledge and strong references should be what
proves his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-
year-old female because they felt a ‘younger person with a softer touch and without a disability’
would be best for the position.
m) Answer the following questions about Martin’s situation.
 What breach has the workplace committed?

CHCDIV001 Work with Diverse People PAGE 27

© Advance College
  What could be the consequences of this scenario?

 What do you think would be the impact on Martin in this situation?

Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of
her favourite cafés for something different. As Giovanni’s guide dog is working, it is harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks
them to leave. Cathy is taken aback and asks why. The employee states that pets are not permitted
inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health
regulations have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more for
them.

q) Answer the following questions about Giovanni and Cathy’s situation.

 What breach has the café committed?

CHCDIV001 Work with Diverse People PAGE 28

© Advance College
  What could be the legal consequences of this scenario?

 What do you think would be the impact on Giovanni and Cathy in this situation?

Umair has finished his Certificate IV in Disability He has passed all his assessments and the feedback
from his trainers has been very positive.
Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately, they
do not have any jobs available at the moment. The manager promises to let him know if any jobs are
going to be advertised, as she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his
friends, he decides to call the last workplace his applied to and ask why he wasn’t considered for an
interview. He is put through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about
you. Yes, the manager didn’t want to put your application through further because they thought
some of our clients might be unsettled by a Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!
r) Answer the following questions about Umair’s situation.

 What breach has the workplace committed?

CHCDIV001 Work with Diverse People PAGE 29

© Advance College
CHCDIV001 Work with Diverse People PAGE 30
© Advance College
  What could be the consequences of this scenario?

 What do you think would be the impact on Umair in this situation?

s) Review the Universal Declaration of Human Rights and identify Article/s that are being breached in
Umair’s story.

QUESTION 10
n) Explain why some people experience marginalisation.

CHCDIV001 Work with Diverse People PAGE 31

© Advance College
t) Explain how those in marginalised groups may be impacted by trauma, discrimination, negative
attitudes and exclusion. In your response, refer to the needs of:
 people with disability
 those who are ageing
 those with mental health/emotional issues.

u) List three protective factors that can help those in marginalised groups to cope.

1.

3.

CHCDIV001 Work with Diverse People PAGE 32

© Advance College
QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may exist
when working with:

o) Someone of an older generation.

1.

2.

3.

v) A person with a disability.

1.

2.

3.

CHCDIV001 Work with Diverse People PAGE 33

© Advance College
QUESTION 12
Research the social, political and economic issues that are affecting Aboriginal or Torres Strait Islander
people and write at least one paragraph about each issue you identify and its impact.

QUESTION 13
Explain how the Australian culture and systems and structures impact Aboriginal and/or Torres Strait
Islander people are impacted on engaging with services?

CHCDIV001 Work with Diverse People PAGE 34

© Advance College