2.1 - BSBDIV501 Manage Diversity in The Workplace RANDEEP

BSBDIV501 Student Assessment Guide
BSBDIV501
Manage Diversity in workplace- Student Guide
Version 2.2
Student Assessment Guide

Page: 1 of
49
BSBDIV501 Student Assessment Guide Version: 2.2 Date Created: July 2017
Last Reviewed: March 2020 Responsibility: RTO Manager Date Implemented: July 2020
Australian Academy of Higher Learning Pty Ltd T/A Technical Institute of Victoria (TIV) (RTO No:21994
BSBDIV501 Student Assessment Guide
This page is intentionally left blank
BSBDIV501 Student Assessment Guide Version: 2.2 Date Created: July 2017
Page: 2 of 49
Last Reviewed: March 2020 Responsibility: RTO Manager Date Implemented: July 2020
ASSESSMENT RECEIPT FORM
STUDENT NAME: RANDEEP KAUR
STUDENT ID: 190244
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S
NAME:
DUE DATE
UNIT CODE AND BSBDIV501- MANAGE DIVERSITY IN THE WORKPLACE
DESCRIPTION
NOTE:
1. This form must be stapled on top of the Assessment Workbook
upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY TIV Staff

Name:
Date:
Signature:
================================= Tear Here

===========================
Students must retain this as a Record of Submission.
Assessment Handed On:
Unit Code & Description: BSBDIV501- Manage diversity in the workplace.
TIV Student
Assessment Received by
TIV Staff Name: Student ID:

………………...……..............……...……... .................................................................
Signature: Student Signature:

…………………………...……...……...…………..…... ….………………………………………..…….
This page is intentionally Left Blank
Competency Record Sheet:
This form is to be completed by the assessor and is used to record the student assessment Outcome/result for the Unit of
Competency. All student submissions (Outlined below) are to be attached to this sheet before placing on the student
academic file. Student results are not to be entered into the Student database unless all relevant paperwork is completed
and attached to this sheet.
Student must complete all assessment tasks as satisfactory (S) to be Competent (C)
To be fill by the Student
Student’s ID: 190244
Student’s Name: RANDEEP KAUR
Date of
Assessor’s Name:
completion:
Qualification Code and Title
Unit of Competency BSBDIV501 Manage diversity in the workplace
Assessor Use Only First attempt Re-SubmissionLate

Submission
Student Results
Assessment Methods Not Yet
Please attach the following assessment methods to this Satisfactory(S) Satisfactory
sheet (NYS)
Assessment 1: Knowledge Test □ □
Assessment 2: Project □ □
Assessment Method 3: Written Test □ □
Comments:
Note: student is required be marked satisfactory in all assessment methods to be deemed competent in this unit.
Unit Outcome:  Competent  Not Yet Competent

Is re-assessment required:  Yes  No
Student’s Signature: Assessor’s Signature:

Administrative Use Only
All sections are completed and signed. The Final Unit result is entered in the Student Management System.
Name: Signature Date

ABOUT THIS BOOKLET
Please read all the information given to you when you receive this assessment
booklet. If you do not understand any part of this booklet, please inform your
assessor/trainer.
The Student Guide contains two (2) parts:
PART 1: Assessments information:

This part contains information on assessments for this unit of competency and
how assessment will be conducted throughout unit to achieve the competency. It
includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, Performance criteria, performance and knowledge evidences
requirements of the unit
 Context, Conditions and required resources and location of the assessment.
 Assessment methods and tasks.
 An outline of evidence to be gathered from student.
 Administration, recording and reporting the requirements including special
adjustments, appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment Methods and Tasks:

This part contains the information to successfully undertake the assessment Method.
In each assessment method, students will find the following information:
 Generic Instructions to students on assessment method
 Information on Resources required where applicable
 Planning the assessment
 Evidence specification
 Evidence submission
 Assessment Tasks and Task instructions.
PART 1
Assessment Information
Application of the unit of competency:
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.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBDIV501-
Manage diversity in the workplace.
Foundation Skills
This section describes language, literacy, numeracy and employment skills
incorporated in the performance criteria that are required for competent
performance.
Skill Performance Description

Criteria
Reading 1.1, 1.2, 2.3, 2.5, 2.6,  Identifies, analyses and evaluates complex texts
3.1, 3.2 to determine particular diversity requirements
Writing 1.2, 1.3, 1.4, 2.3, 2.5,  Collates ideas and information from various
2.6, 3.1, 3.2 sources
 Prepares factual and informative documentation
to suit purpose and audience
 Records investigation findings according to
organisational and legislative requirements
Oral 1.3, 1.4, 2.3, 2.5, 3.1,  Presents information and opinions using language
Communicatio 3.2 and non-verbal features appropriate to
n audience
 Participates in discussions using listening and
questioning to elicit the views of others and
to clarify or confirm understanding
Navigate the 1.1, 1.3, 1.4, 2.6  Takes full responsibility for following policies,
world of work procedures and legislative requirements
 Seeks to improve policies and procedures to better
meet organisational goals
Interact with 1.3, 1.4, 2.1, 2.3-2.6,  Selects, implements and seeks to improve
others 3.2, 3.3 protocols governing communications to clients
and co-workers in a range of work contexts
 Collaborates with others to achieve shared goals
 Interacts effectively with people from diverse
backgrounds
 Manages conflict in the workplace through
the recognition of contributing factors and by
implementing strategies to resolve conflict
Get the work 1.2, 1.4, 2.2-2.6, 3.1-  Accepts responsibility for planning and sequencing
done 3.3 complex tasks and workload, negotiating key
aspects with others
 Uses analytical skills to decide on appropriate
application of diversity policy in a range of
complex situations
 Investigates new and innovative ideas as a means
to continuously improve work practices and
processes
Elements
1. Implement diversity policy
2. Foster respect for diversity in the work team
3. Promote the benefits of diversity
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of
this unit in the context of the job role, and:
 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
 promote the benefits of diversity to others.
Note: If a specific volume or frequency is not stated, then evidence must be
provided at least once.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 outline formal and informal complaints procedures
 identify and outline key features of relevant current legislation regarding:
 age discrimination
 disability discrimination
 racial discrimination
 sex discrimination
 human rights
 equal opportunity.
Context and conditions for assessments:
To comply with the assessment condition of this unit:
 TIV will conduct the assessment to gather performance evidences for this unit
in simulated hospitality environment in the classroom at Level 1 /252 Lygon,
Carlton VIC 3053. where student will participate in Role-Plays on
managing conflicts. Although most of scenarios need basic facility e.g.
desk, sample policy and procedures, internal and external customers
which can be set up in the classroom however if deemed necessary Assessor
may use TIV Kitchen at 3 Miller street in Prahran for a scenario’s in the
kitchen.
 Students must demonstrate adequate skills and knowledge evidence by
providing a satisfactory outcome for each assessment task. Assessors will
refer to the model answers in the trainer and assessor guide to compare
with the student responses for each question. However, assessor may
consider student’s responses if those are relevant to the questions.
 Classroom will have access to resources to conduct the assessment tasks
including access to commercial policies and procedures relating to
complaint, conflict and dispute resolution handling.
 Knowledge assessments for this unit will be conducted in TIV Classrooms
at Level 1 /252 Lygon Street, Carlton VIC 3053
 TIV assessors who are assessing this unit will satisfy the requirements specified
in Clauses 1.13-1.16 in the Standards for Registered Training Organisations
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and
you have access to the following resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit BSBDIV501 Manage diversity in the workplace
- Access to TIV classroom with access to equipment and documents defined in
conditions of assessment
- Additional assessor/s if required
Competency Requirements:
Student must complete the all the assessment tasks to the satisfactory level to be
deem competency in this unit
Assessors will ensure that the evidence collected meets the requirements of the
Rules of Evidence (authentic, current, sufficient and valid) prior to entering results
into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first

attempt will be given two opportunities for reassessment. If the student is still
deemed Not Yet Competent (NYC) after two reassessments in a unit of competency
student will be required to repeat the unit as per the scheduled delivery of the
course. For further details, refer to TIV Re-Assessment Policy and TIV Course Progress
Policy
Assessment Due Location of
Assessment description
tasks date assessment
There are four answers given in
Assessment the questions. You must mark the
TIV
Method -1 most appropriate answer relevant
the classroom
Knowledge Test to the question
This is a project-based assessment that Needs to be

requires you to review and research the completed in
Assessment practices in diversity and make the classroom
Method 2 suggestions in improving the diversity
Project policy of Kingfisher Garden Centre by
using the Report Template.
In this assessment, there are questions

Assessment Student are required to answer these
Method -3 questions based on the learning and/or TIV
Written test individual experience in the diversity the classroom
environment
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit.
Your assessor will ensure that the evidence submitted meets the Rules of Evidence
which are valid, sufficient, current and authentic.
 Completed knowledge test and submit to your assessor.

 You must submit the hard copy of the assessment. If you
Assessment Method -1
unable to submit the hard copy must discuss and agree the
Knowledge Test
format with the assessor prior to the deadline
 Complete and sign the cover sheet for assessment task
 Completed and sign the cover sheet for assessment task
 Completed template included in the student guide
Assessment Method 2  Marking guides which assessor have marked
Project  Completed and signed the cover sheet
unable to submit the hard copy must discuss and agree the
 Completed written test and submit to your assessor.
Assessment Method -3
Written Test unable to submit the hard copy must discuss and agree the
 Complete and sign the cover sheet for assessment task
Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for
this unit of competency and if you are unsure of any instruction, please contact your
assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
 Your assessor will mark the submitted assessment, provide feedback to you
and complete the comments section against each task, where applicable.
 ALL tasks must be completed in legible English.
 You must submit assessment tasks as per the format
(Handwritten/Electronically) given under the assessment instructions in each
assessment method.
 You must submit all assessments on or before the due date specified by
the assessor.
 Extensions for individual assessment tasks may be negotiated in specific
circumstances with your assessor/trainer. However, you need to provide
genuine documents as evidence when seeking an extension to due date
(e.g. extensions due to illness will require a medical certificate.
 You are permitted to use dictionaries(printed/Electronic) and to seek support
(as required) unless it puts in jeopardy the integrity of the assessment, your
assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities
such as brainstorming, you must submit your own original work and must not
copy the work of other students. Plagiarism is unacceptable.
 You must submit your assessment tasks in person in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the
assessment results on the competency assessment record sheets
Assessors will check that you have completed the student declaration prior to filling
out the assessment cover sheet.
Retaining assessment records:

TIV will securely retain all completed student assessment items for each student for
a period of 18 months from the date on which the judgement of competence for
the student was made. However, Students are required to retain a copy of the
submitted assessments. (Assessments which are completing outside the classroom).
TIV will also retain sufficient data to be able to reissue AQF certification
documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be retained
securely.
The Administration Manager will ensure that the student records are securely
retained in accordance with the TIV record control policy and procedure.
Assessment outcomes:
For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet
Competent
You will be awarded C = Competent on completion of the unit when the assessor
is satisfied that you have completed all assessments and have provided the
appropriate evidence required to meet all criteria in line with the Rules of Evidence.
If you fail to meet this requirement, you will receive the result NYC = Not Yet
Competent and will be eligible to be re-assessed in accordance with the TIV Re-
Assessment Policy and TIV Course Progress Policy.
For assessment methods:
There are two assessment outcomes for assessment methods: S = Satisfactory and NS
= Not Satisfactory.
On the individual assessment cover sheet for assessment method you will be marked
Satisfactory, if you have completed the task successfully, submitted all evidence and
satisfied the assessment criteria. if you have not completed the task, the evidence is
not sufficient or does not meet the requirements of the assessment criteria, you will
be marked as Not Satisfactory.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be
given two further opportunities for re-assessment at a mutually agreed time and
date. For further details, refer to the TIV Re-Assessment Policy and TIV Course Progress
Policy. As this is a competency-based program, the assessment continues
throughout the program until you either achieve Competency in the assessment
tasks or a further training need is identified and addressed.
Student access to records:
You have the right to access current records of your participation and results at any
time. You can see your results or attendance progress by requesting a copy of your
records by contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions
and tasks from the assessor. You may have to agree to a timeframe with assessor if
you need to meet out of your scheduled classes.
Reasonable adjustments and special learning needs:
TIV works to ensure that students with recognized and acceptable disadvantages can
access and participate in education and training on the same basis as other students.
Disadvantages may be based, for example, upon age, cultural background,
physical disability, limited or non-current industry experience, language, numeracy
or digital literacy issues.
Prior to enrolment and assessments reveal that a student may require special
support or where, after enrolment, it is made apparent that the student requires
special support, reasonable adjustments will be made to the learning environment,
training delivery, learning resources and/or assessment tasks to accommodate the
particular needs of the student. An adjustment is reasonable if it can
accommodate the student’s particular needs, while also taking into account factors
such as the student’s views, the potential effect of the adjustment on the student
and others and the costs and benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements
as stipulated in the training package.
d. Be reasonable to expect in a
workplace. Reasonable adjustment may
consist of:
a. Providing additional time for students to complete learning and assessment

tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of
words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment
decision. In the first instance, you are encouraged to appeal informally by contacting
the assessor and discussing the matter with them. If you are dissatisfied with
the outcome of such discussion, you may appeal further to either the RTO
Manager and/or CEO. If you are still dissatisfied, you may appeal formally and in
writing to the external body. For more information, refer to the Assessment
Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will defer the assessment, if assessor identifies that you are not ready for the
assessment. Feedback will be given to you once assessor mark the assessment.
(approximately within 14 days of completing the assessment. If the assessor feels
the assessment activities that might impact on your safety or that of others, the
assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of

plagiarism and cheating is treated on a case by case basis and the consequences
for students engaging in such practices may include failure of the assessment or
exclusion from the course. For more information, refer to TIV’s Assessment Policy.
References
Student are required to provide reference of the sources of information. If it is from

a website you should quote website link, if it’s a textbook must quote the name of
the textbook and publisher. If you are quoting from the learner guide list the name
of the guide.
Student Declaration:
I RANDEEP KAUR.........................................(Student Name)have read and

understand the information provided above and also understand and accept that
any act of plagiarism and academic dishonesty may have penalties including
cancellation or suspension of my enrolment with TIV. I further declare that:
 All assessment work submitted for this unit competency is my own original
work and plagiarism and collusion has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and effort to ensure my work has not been copied
by another person.
 I have retained a copy of this assessment for my own records in the event I
have to reproduce my work.
 I am aware that any assessment deemed unsatisfactory will require me to
undergo reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......

PART 2
Assessment Task
Assessment Cover Sheet: Assessment Method 1
Student Detail
Student Id: 190244
Student Name: RANDEEP KAUR
Group No:
Assessment Details
Unit of Competency BSBDIV501 Manage Diversity in the workplace
Assessment Method Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □
Assessor Name
Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this
work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted the
reliable and flexible assessment with this student, outcome as above for this assessment method
and I have provided appropriate feedback. I and I am aware of my appeal rights.
also declare that I have undertaken the indicated
assessment integrity checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity  Yes No
Signature: ........................................................ Signature: .......................................................
Date: ..............................................................
Date: ................................................................
Assessment Method 1: Knowledge Test
Instructions for students:
 In this knowledge test, in each question there are four answers. You
must mark the most appropriate answer relevant to the question
 You will have 1 hour to complete the knowledge test
 This assessment will be conducted in the TIV classroom.
 This knowledge test is open book. However, you must list the
reference sources that you referred to complete this assessment.
 List the reference sources in the space given at the end of the assessment.
 You must Satisfactory answer to all the questions, given in this assessment to
be deemed satisfactory for the assessment.
 You must complete the Assessment cover sheet – Student detail section.
 Submit the assessment with completed assessment coversheet
 You must use only BLUE OR BLACK PEN to complete this assessment task
including to complete the assessment cover sheets
 Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
Resources required:
 Computer with internet connection to refer to various resources.
 Didasko Learner Guide- Unit – BSBDIV501 Manage Diversity in the workplace
 Student Assessment Guide and a pen (organized by the student).
Planning the assessment

- Trainer/Assessor will provide a date for the assessment & brief the TIV assessment
policy to the students.
- Ensure you have access to all resources listed above, either printed copies or
access via the internet
Recommended time to complete the assessment: 1 hours
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence
by the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listed
in Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- You must submit the hard copy of the assessment. If you unable to submit
the hard copy must discuss and agree the format with the assessor prior to
the deadline
- Your assessor will record the assessment outcome on the assessment
cover sheet.
1. Which of the following is correct?
(a) Australia doesn’t have a quota system, but many companies choose to set
diversity targets.
(b) Australia has a quota system regarding the number of women in management roles. It
applies to large companies only.
(c) Australia doesn’t have a quota system, but it does have compulsory targets in many
areas of diversity.
(d) Australia has a quota system for key under-represented areas such as women, disability
and older workers.
2. What is ‘diversity management’?

(a) Diversity management is a collective term used to describe all human resource policies
and procedures related to equal employment opportunity.
(b) Diversity management is the name given to the team of employees responsible for
establishing diversity aims and objectives.
(c) Diversity management is about recognising and valuing human differences and
creating an inclusive environment.
(d) Diversity management is the process of identifying the diverse needs of staff and
matching them to the needs of the organisation.
3. Within an organisation, which of the following areas is most affected by the diversity
policy?
(a) Administration.
(b) Marketing and promotions.
(c) Human resource or staffing functions.
(d) Finance and accounting.
4. Which of the following places is NOT an appropriate location for a company’s diversity
policy?
(a) On the company intranet.
(b) In a filing cabinet, in a locked storeroom.
(c) In the employee handbook.
(d) With the owner, manager and/or department manager.
5. Which is NOT true?

(a) Diversity can help capture a greater share of the consumer market, improve
customer responsiveness and build better relationships with customers.
(b) Diversity helps improve employee morale, reduce absenteeism and turnover costs.
(c) Diversity increases complaints and conflict, but that is the price to pay for increased
productivity and market share.
(d) Diversity can foster creativity and innovation.
6. If your company was concerned about its diversity performance, what would you suggest they
do?
(a) Conduct a diversity audit to see how well their diversity policy has been implemented
and understood.
(b) Gather data from surveys and the HR database on the breakdown of employee diversity
statistics.
(c) Create a diversity council to monitor and review the diversity policy.
(d) All of these answers are correct.
7. Carrie wants to apply for a promotion to Regional Marketing Manager. Upon talking to her
manager, she is told that due to the extensive travel the position entails, they prefer to hire a
man. What is this an example of?
a) Indirect discrimination.
b) Direct discrimination.
c) Covert discrimination.
d) Enculturation.
8. What is statute law?

(a) Statute law is the term given to the process of making legislation in parliament at a state
or federal level.
(b) Statute law can also be referred to as common law. It is judge-made law.
(c) Statute law is the term given to legislation made at local council level, such as council
regulations.
(d) Statute law is case-based law.
9. In which of the following Acts of Parliament would you be likely to find legislation regarding
conditions of work, such as annual leave, parental leave and the right to request flexible work
arrangements?
(a) The Privacy Act.
(b) The Workplace Gender Equality Act 2012.
(c) The Australian Human Rights Commission Act 1986.
(d) The Fair Work Act 2009.
10. Jeffrey is a carer for his disabled wife. He is semi-retired and works 28 hours a week. He was
not included in a training course that everyone else in his department did, as his manager said
he didn’t work enough to justify the cost. Without the training, he can’t apply for a promotion
or take project opportunities in another department. What could this be an example of?
(a) Allowable discrimination.
(b) Stereotyping.
(c) Direct discrimination.
(d) Indirect discrimination.
11. Jazzercise is a gym for women only. It places an advertisement for a female fitness
instructor. Can they do this?
(a) No. It is direct discrimination.
(b) Yes, if they have a special exemption with the HREOC. It is an example of
allowable discrimination.
(c) Yes, if they have a special exemption with the HREOC. It is an example of covert
discrimination.
(d) No, they cannot do this. It is an example of overt discrimination.
12. What does the term ‘unjustifiable hardship’ mean?

(a) Where employing a person with a disability would be too difficult because they may
pose a health and safety risk to themselves or others, or making allowances for them
would be too costly.
(b) When the organisation makes efforts to accommodate employees with a disability, where
all reasonable circumstances are considered.
(c) Where the manager or supervisor has a duty of care to protect their staff from
harassment, bullying and discrimination and fails to do so.
(d) Longstanding direct and indirect discrimination that seems to be ingrained in the
company.
13. Prejudice, bias and a ‘boys club’ mentality can prevent women from achieving high-level
management positions. What is this commonly referred to as?
(a) Potential pregnancy.
(b) The merit principle.
(c) An inclusive environment.
(d) The glass ceiling.
14. Under the Disability Discrimination Act, an employer must make reasonable accommodation to
employ someone with a disability. Which of the following is true?
(a) You must make reasonable accommodation, even if doing so will result in a large
expense for the organisation.
(b) You are exempt from making reasonable accommodation if the disability poses a
workplace health and safety risk.
(c) For privacy reasons, the employee does not have to disclose any disability or
condition to the employer if they don’t want to.
(d) Making reasonable accommodation is always a difficult and expensive thing to do.
15. A company diversity audit reveals a lack of women in management. What suggestions would
you make to improve the efficacy of the diversity policy?
(a) Run a staff meeting and reprimand management for being biased and discriminating
against women.
(b) Set targets for women in management and put out a directive that states that no men are
to be promoted until the targets have been achieved.
(c) Review recruitment and selection procedures for bias and indirect discrimination,
establish networking groups for women and suggest setting a target for women in
management roles.
(d) Conduct the diversity audit again the following year and hope the statistics have
improved.
16. A company diversity audit and review of grievances over the past year reveals a problem with
bullying and discrimination against LGBTI employees. How could the organisation show
support for the LGBTI community?
(a) Conduct training to overcome stereotypes and bias. Support the Pride in Diversity
program and establish network support groups for LGBTI employees.
(b) Review the organisation’s grievance procedures.
(c) Retrain managers as the problem must be due to poor role modelling.
(d) Run a staff luncheon, encourage employees to communicate effectively and introduce
them to someone from the LGBTI community.
17. What could your company do to be more inclusive of age-based diversity?

(a) All of these answers are correct.
(b) Have a policy and strategy for flexible work arrangements made available to all staff.
(c) Encourage all staff to keep up to date with technology and make training available.
(d) Conduct training to identify and break down commonly held stereotypes on age
generations.
18. You want to employ someone who can work a rotating roster of weekends and evenings. Which
of the following questions abides by EEO?
(a) The job is physically demanding and I’m concerned you’ll not be able to manage with
the shiftwork at your age.
(b) The job involves being on a rotating roster, which will include some weekends and
evening shifts. Can you comply with this?
(c) You mentioned earlier that you were a mum. Who will look after the kids when you
work evenings and weekends?
(d) Do you have family responsibilities? How will this impact on your ability to work
shiftwork?
19. Which is the legal definition of sexual harassment?
(a) Unwelcome behaviour of a sexual nature that a reasonable person would find
offensive, humiliating or intimidating.
(b) Repeated behaviour of a sexual nature that a reasonable person would find
offensive, humiliating or intimidating.
(c) Sexual behaviour that a person would find offensive.
(d) A pattern of sexual behaviour that is unwelcome and offensive.
20. Which best describes the usual order that a grievance procedure takes?
(a) Raise the grievance with your immediate supervisor. If this is not resolved, or you are
unhappy with the result, report the grievance to HR. If the matter is still not resolved,
seek support from the Human Rights Commission.
(b) Ask to have an informal chat with HR and then report the grievance to your manager. If
the matter is still not resolved, seek support from Fair Work Australia or the Human
Rights Commission.
(c) Seek immediate support with Fair Work Australia to manage the grievance.
(d) Try to resolve the problem directly with the person/s concerned. If this doesn’t work,
then raise the grievance with your immediate supervisor. If this is not resolved, or you
are unhappy with the result, report the grievance to HR. If the matter is still not resolved,
seek support from Fair Work Australia, or the Human Rights Commission.
21. Which of the following is NOT true?

(a) Bullying can include physical and psychological harm.
(b) To prove sexual harassment, you need to demonstrate a pattern of repeated
behaviour.
(c) Bullying and harassment often occur in situations where there is a power imbalance
between people.
(d) Grievances can be costly and time-consuming for the organisation.
22. Jenna works in stores. She feels intimidated and harassed by a regular supplier. How should
her manager handle the situation?
(a) The manager doesn’t need to as he only has responsibility to protect her from
bullying and harassment from colleagues.
(b) The manager should ask her to keep a diary and record what happens each time she feels
harassed, so there is clear evidence to confront the supplier later on.
(c) The manager should ban the supplier and never do business with the company again.
(d) The manager should speak to the supplier and clearly state that their behaviour is
harassment and must cease. If necessary, talk to the supplier’s manager.
23. What is the best way for an organisation to ensure that staff are aware of the company’s policy
on harassment and bullying and know what to do if they experience it?
(a) Run training sessions at least on an annual basis and any time that there is an update on
policy and/or legislation.
(b) Make the grievance procedure and policy on harassment and bullying available in
various forms, such as electronic, hard copy and in various languages, if necessary.
(c) Include awareness training during the induction of new employees.
(d) All of these answers are correct.
24. Masie has been repeatedly asked out by Jim, a colleague. She has said ‘no’ on several
occasions, but he still keeps asking. Masie feels so uncomfortable now that she tries to avoid
any situation where she might be alone with Jim. Could this be sexual harassment?
(a) It could be sexual harassment because it is unwanted, of a sexual nature, and Masie is
avoiding Jim, which demonstrates she is not only uncomfortable, but intimidated by the
situation.
(b) It could be seen as general harassment, because Jim is hassling her, but it’s not
sexual harassment.
(c) No. Asking someone out on a date is not sexual harassment. While it might not be a good
idea to date colleagues, there is no law against asking someone out on a date.
(d) It would only be sexual harassment if Masie felt offended, intimidated or humiliated. At
this stage, she only feels uncomfortable.
Student Detail
Student Id: 190244
Group No:
Assessment Details
Assessment Method Project
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted the
reliable and flexible assessment with this student, outcome as above for this assessment method
and I have provided appropriate feedback. I and I am aware of my appeal rights.
also declare that I have undertaken the indicated
assessment integrity checks
Signature: ........................................................ Signature: .......................................................
Date: ..............................................................
Date: ................................................................
Assessment Method 2 – Project
Resources required:
 Computer with internet connection, MS Word, MS Excel software
 Didasko Learner Guide- Unit –BSBDIV501 Manage diversity in the workplace
 Student Assessment Guide and a pen
 Report Template (To be given by the Assessor)
 Kingfisher Garden Centre Diversity policy

- Trainer/Assessor will provide a date for the assessment & brief the TIV
assessment policy to the students
- You are required to submit the completed project and required evidences
required as per each task
- Completed (Report Template)- Printout
 You must submit the hard copy of the assessment. If you unable to submit
the hard copy must discuss and agree the format with the assessor prior
to the deadline
 You must complete the project using a software as listed above.
 You must submit the completed report together with the projiect
 Your assessor will record the assessment outcome on the assessment
cover sheet
Instructions to students to complete the assessment
1. This is assessment requires you to read the Kingfisher garden centre diversity
policy and review and research the current practices. You must make
suggestions and improve the diversity policy for Kingfisher Garden centre This is
a fictitious diversity policy developed for this assessment
2. To gather ideas, research what major companies are doing to manage diversity.
Large companies such as the major banks (Westpac, ANZ and
Commonwealth), BHP, PepsiCo, etc., tend to have information on their
websites. Also use the research gathered throughout the unit, as directed in
the ‘Extend your learning’ activities
List your research facts in the below table
What are these companies doing

Company Research website
to
manage diversity
Accenture https://www.accenture.com Cross-cultural diversity as is represented by
people from 6 countries across 4 continents ,
42 % women , board of directors is diverse in
terms of diversity . gender -balanced
workforce by 2025.
Erie Insurance https://www.erieinsurance More than 90 % of ERIE employees have
.com completed D&I (Diversity and Inclusion)
Awareness training. Eight employee Affinity
Networks ,Diversity production loan program
provide forgivable loans to grow diversity and
many more programs.
Mastercard https://www.mastercard.us Ranks 6 in Top 50 list of most diverse

companies by 10 years in row, formed 8
business resource groups for minorities and
co-cultural groups. Supplier diversity : spend
with M/WBE companies as well as companies
owned by LGBT people , people with
disabilities and veterans.
Schlumberger https://www.slb.com Among the 50 employers in the world who
are recognized by their contribution to
society by promoting diversity.
3. There are 7 assessment tasks. You must complete all the tasks
4. You must submit these tasks in a report format. Your report should be presented
fully typed, in a short report format, using the template provided
5. Follow the below report format:

1. Cover or title page
2. Table of contents
3. Introduction
4. Body – with headings and numbering systems
5. Conclusion
6. References: list sources of information and research referenced in text
7. Appendix: flow chart of the grievance procedure
6. To be satisfactory in this assessment you must demonstrates all the skills satisfactory
listed in the marking guide.
7. Your assessor will provide you the required template to completes this
assessment. You must use the templates provide by the assessor.
8. You must use suitable word processing software’s to complete this report.
9. Recommended font sizes of the document should range between 10 and 14

and font type should be as Calibri, Arial, Times New Roman or Tahoma
10.You could complete this assessment in classroom, Computer lab or self-paced
11.Assessor will provide you the submission date for this assessment.
12.You must spend approximately 12 hours to complete the project.
13.Ask your assessor, if you do not understand a question. Your assessor cannot tell
you the answer he/she may be able to re-word the question for you
14.On completion, you are required to submit all the parts to your assessor.
15.The additional and specific instructions are listed under each part.
Assessment Task to be complete by the students
Task 1: Introduction and legislation

1. Introduction
o Write an introduction to the report. Clearly identify the purpose of the
report and what the report aims to achieve.
o Include a definition of diversity and comments on the benefits of diversity
in the workplace.
2. Legislation
2.1 Relevant legislation
 Make a list of the applicable federal and state/territory legislation.
2.2 Key features of legislation

Outline the key features of current legislation relating to age, disability,
racial and sex discrimination, human rights and equal opportunity; its aim,
purpose or objective and what or who it protects (if relevant).
2.3 Protected attributes

 Include a list of all the protected attributes or grounds for discrimination.
3. Discrimination
 Create a statement about Kingfisher Garden Centre’s position on
discrimination and define the term discrimination.
3.1 Direct discrimination

 Provide a clear definition of direct discrimination and provide examples to
clarify understanding.
3.2 Indirect discrimination

 Provide a clear definition of indirect discrimination and provide examples
to clarify understanding.
3.3 Adverse actions

 Explain what ‘adverse actions’ means and provide examples to clarify
understanding.
3.4 Allowable discrimination

 Explain how sometimes discrimination is allowable. Give examples that relate
to the Kingfisher Garden Centre to clarify understanding.
Task 2: Age, gender and family diversity
 Review Kingfisher’s diversity policy. How could you improve the diversity policy in
the following areas?
4. Age-based diversity
 How well does it provide for age-based diversity? How could it be
improved?
5. Gender diversity
 How well does it provide for gender-based diversity? How could it
be improved?
6. Parental support, including supporting women returning to the workforce

after maternity leave
 How well does it provide for family-based diversity? How could it be
improved?
7. Work/life balance
o State Kingfisher’s policy stance on work/life balance and any
supporting policies and procedures.
o Review your suggestions for improvement and develop at least
three strategies that should be implemented to support and
improve work/life balance
Ensure you address strategies that could support the policy. For example, if you
say Kingfisher values work/life balance, what strategies will you put in place to
achieve this?
Task 3: LGBTI, disability and Aboriginal and Torres Strait Islander peoples
Review Kingfisher’s diversity policy. How could you improve the diversity policy in
the following areas?
8. LGBTI community
 How well does it provide for LGBTI diversity and how could it be
improved?
9. Disability
 How well does it provide for disability diversity and how could it be
improved?
10.Aboriginal and Torres Strait Islander peoples
 How well does it provide for Indigenous diversity and how could it
be improved?
Ensure you address strategies that would support the policy. For example, if you
think Kingfisher offer assistive technology to encourage disabled applicants, what
strategies will you implement to achieve this?
11. Diversity strategies

Review your suggestions for improvement and develop at least three strategies that
should
be implemented to improve diversity in the workplace.
Ensure you address strategies that would support the policy. For example, if you
think Kingfisher offer assistive technology to encourage disabled applicants, what
strategies will you implement to achieve this?
Task 4: Bullying and harassment

 Review Kingfisher’s diversity policy. Address the following topic areas.
12. Bullying and harassment

12.1 Definitions
 Write a clear definition of bullying and sexual harassment. Provide
employees with links to websites for where they can go for support and
further assistance if they feel they have been bullied or harassed.
12.2 Grievance procedures

 How could Kingfisher’s current grievance procedure be improved?
Create a flow chart on the grievance procedure and include it in the
Appendix.
Task 5: Recruitment, selection and training
Review Kingfisher’s diversity policy. Address the following topic areas.
13. Recruitment and selection

13.1 Recruiting employees
 How can Kingfisher aim for diversity in recruiting (attracting applicants)
and promoting employees?
13.2 Selecting employees

 What strategies can be put in place to prevent discrimination and
bias in the selection process? Consider selection processes,
employee prejudices and job role bias.
14. Training needs

 Based on the suggestions for improvement you have made in Tasks 1,
2, 3 and 4, write an overview of the training needs Kingfisher
employees will have. Include suggestions for how these training needs
will be met, taking into consideration the different needs of your
employees. This can be presented as a table.
Task 6: Promote diversity
15. Promoting diversity

15.1Promoting diversity to staff
 How would you promote the benefits of diversity to staff so they
see diversity as a strength?
 How would you communicate the diversity policy to staff and any
updates to ensure it is understood and implemented correctly?
 Describe techniques and mediums you would use and why they are
appropriate.
15.2Promoting diversity externally

 Besides the AHRI awards, what other external forums could be
used to promote Kingfisher’s diversity success and further
enhance the benefits of diversity in the workplace to the broader
society?
Task 7: Conclusion and submission
16. Conclusion
 Now that you have a good understanding of what should be in a diversity policy,
reflect on Kingfisher’s policy.
 Discuss the following in your conclusion.
o What areas were neglected, or not adequately addressed?
o What are the benefits to the business of having a policy on managing
diversity?
o How can you support diversity in the workplace? What techniques
can you use to support the diversity policy and organisational goals?
o What have you learnt from doing this report and studying this unit?
17. Submission
 Save your completed Diversity policy report and submit it to you assessor.
Important!
 Once you have completed your report, proofread it and check that
your reference list (sources of research) has been included.
 You must also update the table of contents. To do this in Microsoft

Word, follow these steps:
o Click on the table of contents. It will turn grey and a small tab will
appear at the top of the table that says ‘Table of’. Click on the ‘down
arrow’ next to it. It will give you the menu option ‘update table’.
o Click on ‘update table’.
o Select ‘update entire table’ and press ‘OK’.
o The table of contents will now reflect the correct page numbers.
REPORT TEMPLATE
Table of contents
Competency Record Sheet:.............................................................5

PART 1..........................................................................................8
PART 2........................................................................................18
Assessment Cover Sheet: Assessment Method 1.................................19
Assessment Method 1: Knowledge Test......................................21
Assessment Method 2 – Project........................................................31
1. Introduction.........................................................................42
2. Legislation...........................................................................42
2.1 Relevant legislation........................................................42
2.2 Key features of legislation...............................................42
2.3 Protected attributes.......................................................42
3. Discrimination......................................................................42
3.1 Direct discrimination......................................................42
3.2 Indirect discrimination....................................................43
3.3 Adverse actions.............................................................43
3.4 Allowable discrimination.................................................43
4. Age-based diversity...............................................................43
5. Gender diversity...................................................................43
6. Parental support...................................................................44
7. Work/life balance..................................................................44
8. LGBTI community.................................................................44
9. Disability.............................................................................45
10. Aboriginal and Torres Strait Islander peoples............................46
11. Diversity strategies...............................................................46
12. Bullying and harassment........................................................46
12.2 ..........................................................Grievance procedure 46
13. Recruitment and selection......................................................47
13.1 .........................................................Recruiting employees 47
13.2 ..........................................................Selecting employees 47
14. Training needs......................................................................47
15. Promoting diversity...............................................................48
15.1 .................................................Promoting diversity to staff 48
15.2 .............................................Promoting diversity externally 48
16. Conclusion...........................................................................48
17. Reference list.......................................................................48
[Appendix 1: ]10. Aboriginal and Torres Strait Islander people....49
Local terms..........................................................................49
Direct discrimination.....................................................................50
Indirect discrimination..................................................................50
Assessment Method 3: Written Test.............................................58
1. Introduction
Diversity is a range of human differences including but not limited to race , gender , gender
identity, sexual orientation , age , social class , national origin , religious beliefs, and political
believes.
Benefits of Diversity in workplace are it increase productivity ,improves creativity and increase the
profits and it develops positive reputation , increase in marketing opportunities and improves
cultural awareness.
2. Legislation
2.1 Relevant legislation
The state and territory anti – discrimination laws are administrated by specialist commissions that
investigates complaints and tries to resolve them by conciliation . Various federal and territorial
laws are
New South Wales (NSW) –Anti Discrimination Act 1977
South Australian Equal opportunity Act 1984 and Racial vilification Act 1996
Western Australia equal opportunity Act 1984 and Criminal code
Australian Capital Territory Discrimination Act 1991
2.2 Key features of legislation
It seeks to prevent discrimination on the basis of the following nine protected characteristics i.e
age, disability, gender re assignment , marriage and civil partnership , race , religion or belief ,
sex or sexual orientation .Various types of discrimination that are prohibited under EqA are as
follows:
1.Direct Discrimination 2. Harrasment 3. Bullying , 4. Victimisation 5.Indirect Discrimination
6.Disability Discrimination.
2.3 Protected attributes
The various protection attributes are as follows; race, colour, sex ,sexual orientation ,age, physical
and mental disability ,marital status, family responsibilities ,religion, political opinion ,national
extraction and social origin.
3. Discrimination
They aims to remove bias and prejudice and reduce barriers to workforce entry and promotion
,that certain people or groups may experience .Kingfisher Garden Centre wants to develop an
inclusive workplace culture where people are treated fairly and with respect.
Discrimination means treating a person unfairly because of who they are or they possess certain
characteristics so it is a state of being able to see a difference between two people or things .
3.1 Direct discrimination
Direct discrimination is type of discrimination when you are treated worse than another person
because you have a protected characteristics , someone thinks you have that protected
characteristics or you are connected to someone with that protected characteristics .
Your circumstances must be similar enough to the circumstances of a person being treated better
for a valid comparison to be made .
For example : Someone is not offered a promotion because they are a women and the job goes to
less qualified man.
3.2 Indirect discrimination
Indirect discrimination happens when there is a policy that applies in the same way for everybody
but disadvantages a group of people who share a protected characteristics and you are also
disadvantaged as the part of this group. If this happens the person or organisation applying the
policy must show that there is a good reason for this.
For example : Not giving someone a promotion because of their race would be direct racial
discrimination.
3.3 Adverse actions
Adverse actions is an action that denies a person or business in some cases - employment , credit
, insurance , or some other benefits .
Adverse actions includes doing , threatening , or organising any of the following
1. Firing an employee 2. Injuring an employee in their employment for e.g. not giving an
employee legal entitlements such as pay and leave 3. Changing an employer’s job to their
disadvantage 4. Treating an employee differently than others and offering a potential employee
different and unfair terms and conditions for the job compared to other employees.
3.4 Allowable discrimination
Allowable Discrimination is a practice of improving the educational and job opportunities of

members of groups that have not been treated fairly in the past because of their race , sex etc.
For example : Kingfisher Garden Centre aims to recruit people from broad social and cultural
background. They have two scholarship programs one for young women entering the workforce to
access trainee leadership position and one for Aboriginal and Torres Strait Islanders.
4. Age-based diversity
Kingfisher Garden Center diversity policy give the great value to diversity and aims to create an
inclusive environment where all the employees have the ability to achieve their full potential .
Age – diversity improves performance and productivity . Great researches shows that age diversity
in the workplace can improve organisational performance . It is seen that productivity in older and
younger workers is higher in companies with mixed age work team. It can help reduce employee
turnover.
From facilitating strong networks of communication 2.Invest in time for nurturing employee
relationships,3. Promote team work,4. Conflict resolution. And celebrate achievements.
5. Gender diversity
Research shows that gender –diverse teams perform better than single-gender teams for several
reasons .Men and women have different viewpoints , ideas and market insights , which enables
better problem solving , ultimately leading to superior performance at the business unit level.
Improve gender diversity in the workplace by removing gender biases from your job descriptions –
before you even speak with a candidate rather than writing job descriptions with a list of
qualifications , and craft performance based job descriptions which focus on what the person hired
would be responsible for accomplishing it.
6. Parental support
In terms of family friendly rights , the maternity leave entitlement offers a minimum levels of
protection two weeks compulsory maternity leave plus six weeks unpaid where the employees
lenghth of services less than fifteen months and sixteen weeks and sixteen weeks when the
employees length of services is in excess of fifteen months , Many large employers are likely to
have in place maternity benefits well in excess of that now offered by the law . The new
legislation offers clarity to employers and employees in terms of what should happen when an
employee wishes to return early from maternity leave what is appropriate in terms of keeping in
touch and contact between the employer and employee.
7. Work/life balance
The kingfisher policy stance on work/life balance , it has number of policies in order to
accommodate diverse workforce.
Career development and promotion –They encourage internal promotions and have establish clear
career path , staff can discuss and plan their career options with their department
manager.Moreover they offer a reward of excellence and all employees are promoted on merit
bases.
Recruitment and selection – Kingfisher garden centre offer two scholarship programs one for the
young woman entering the workforce access trainee leadership positions and one for aboriginal
and torris strait islanders.
Three strategies to improve work life are as follows :

1.Provide flexible work hours including seasonal hours
2. Allow the employee to work from home
3. Provides laptops and other gadgets to make working more easier and comfortable.
8. LGBTI community
By initiating LGBTI friendly workplace companies can reduce stress , and improve the health of
LGBTI employees and it also helps to increase their job satisfaction and enable them to develop
more healthy relationships with their co-workers and bosses .
We can improve the LGBTI diversity by taking the following initiatives

1.Develop support programmes for LGBTI employees
2.Establish strong ant-discrimination policy in your recruitment and promotion practices.
3.Foster a gender neutral environment.
9. Disability
It says that equal opportunity should be given in any workplace regardless of any disability.
Each and every candidate should be given the chance to fullfill the job role regardless of
impediment .
The cost of hiring a disabled employee does not have to be expensive but several reasonable
changes have to be made for disabled employees to go out with their task without struggle.
We could improve disability based diversity by making accessibility a priority .

Make use of assistive technology.
Build awareness and invest in training .
BE honest with appraisal and feedback.
Focus on health and well being.
10. Aboriginal and Torres Strait Islander peoples
Aboriginal people retain their cultural identity whether they live in urban , regional or remote area
of Australia .Their is agreat diversity of cultures , languages
Kinship structures and the way of the life among aboriginal people .
Increasing the skill levels of indigenous Australians via formal education and training
Cross- culture training for employers .
Pre employment assessment and customised training in order to get indigenous job seekers
employment ready .
Flexible work arrangements .
Ongoing mentoring and support.
11. Diversity strategies
First of all share the decision making process and next step is to educate employees importance
of diversity in the workplace and promote flexibility with increased respect for different career
goals as both for men and women are different last not least stop following the society
stereotypes.
12. Bullying and harassment
12.1.1 Bullying
Bullying is the use of force , or threat to abuse aggressively dominate or intimidate . The
behaviour is often repeated and habitual .It is the activity of repeated , aggressive behaviour
intended to hurt another individual , physically , mentally or emotionally .Bullying ranges from one
– on – one , individual bullying through to group bullying called mobbing.
12.1.2 Sexual harassment

Sexual harassment is a type of harassment involving the use of explicit or implicit sexual
overtones , including the unwelcome offence at the workplace no one should be do these kind of
activites at the work place if any found doing this immediately report to the manager and even the
person can be sacked from the organization and also police case can be filed against the culprit .
12.2 Grievance procedure
Grievance redressal forum must be maintained in all the organizations so that if any employee
facing any problem related to work or wages , salary and any hygiene related complaints can be
resolved without any wastage of time .
Flow chart for a grievance procedure:

13. Recruitment and selection
13.1 Recruiting employees
Kingfisher encourage always internal promotions and also have established clear career growth
policy , employees discuss their career option with their managers at kingfisher company reward
excellence and employees are promoted on the merit bases all the vacancies which are internal
whether it is temporary or ongoing are displayed on the company internet site.
Also kingfisher is a member of AHRI ( Australian Human Resource Institute ) , all the new
employees are given a copy of diversity policy during the induction program company provides a
safe and pleasant environment for all employees and offer so many benefits .
13.2 Selecting employees
Your selection process may be having a adverse impact on some of the candidates beware of the
bias assessment , do a thorough job analysis,make sure your assessment are objective , take care
with recruitment advertising , train managers , be consisitent , give unbiased feedback and
monitor all the relevant data
14. Training needs
Training needs can be classified into the industry related needs , job related needs and task
related needs .Identifying the nature of the skill gap , in organization helps into filling the gap .
The top ten training needs for the betterment of employees are as under :
1. Leadership development
2. Interpersonal skill training
3. Communication skill training
4. Managing change
5. Team work
6. Problem solving
7. Customer serice
8.Retaining employees
9. Creativity and innovation
Source manchaster inc.
15. Promoting diversity
15.1 Promoting diversity to staff
Following are the ways for improving and promoting diversity to the staff are as under:
1.Allowing employees to take off work for religious holidays that may not be officially observed by
the company
2. Offering on site daycare
3. Review your office setup to ensure an inclusive facility such as availability of non gendered
restrooms
4. extending the option for flexible work hours
5. Using a mobile workforce app with the translation feature so every employee can communicate
in his /her preffered language
15.2 Promoting diversity externally
Create outside the box opportunities

Encourage dialogue about diversity
Keep a focus on talent
Find sponsors and champions
16. Conclusion
My conclusion is that diversity in the workplace is not only good for employers and employees but
is also good for welfare of company also having diverse workers benefits the company because
they could be the ones to make positive ties with other companies and bring in new customers .
Be aware of unconscious bias , building awareness
Communicate the importance of managing bias
Offer diversity and inclusion training
Acknowledge holidays of all cultures make it easy for you people to participate in employee
support groups
Mix up your teams.
We have learnt a lot from doing this report and studying this unit , this will help us in a practical
doing at the workplace . I am very thankful to my institute to provide me these types of
assignments which definitely will be helpful in my future work environment .
17. Reference list
www.legislation.gov.au
humanrights.gov.au/quick guide
www.frontiersin.org/article/fpsyg.
en.wikipedia.org>wiki>gender_diversity
share.america.gov
The concept of bullying and harassment at work: The … - Einarsen - Cited by 1720
www.equalityhumanrights.com › background-disability...
resources.workable.com › grievance-procedure
sprigghr.com › blog › hr-professionals › what-is-the-di...
talentlyft.com>blog
commonground.org.au
beyondblue.org.au
18. Appendices
[Appendix 1: ]10. Aboriginal and Torres Strait Islander people
Local terms
Across Australia, local terms are used by Aboriginal and Torres Strait Islander people to describe
people from a particular region. If you are referring to people within a particular region, it might
be appropriate to use the local term. A selection are listed below."Anangu" (people from South-
West Central Australia. Pitjantjatjara, Yankunytjatjara, Nyangatjatjara and Ngaanyatjarra
Nations)
"Koorie" (From NSW and Victoria, some parts of TAS)

"Murrie" (from Queensland and some parts of NSW)
"Nunga" (from the southern region of South Australia)
“Noongar” (from the South-West region of WA)
"Palawa" (from TAS)
Appendix-2-8 LGBTI community
Beyond Blue works with the community to improve mental health and prevent suicide, so that all
people in Australia can achieve their best possible mental health.
Through our Beyond 2020 Strategy, we are working across three strategic priorities:
1. Promoting mental health and wellbeing so people have greater knowledge, feel safe to
talk openly about their issues and are supported to ask for help when they need to.
2. Being a trusted source of information, advice and support so we can all better
understand how to maintain our mental health and take steps to recover from mental health
conditions.
3. Working together to prevent suicide by playing a lead role in the national effort to
prevent suicide through research, information, advice and support, and advocacy.
We ensure community is at the heart of everything we do. Our success is dependent on our deep
commitment to actively listen to, understand, partner with and respond to community experience
and needs. By learning from and working with community, Beyond Blue can better reach and
support people who need us, and adapt to the evolving mental health needs of people living in
Australia.

We are the ‘Big Blue Door’ for many in the community: a safe and reliable place for millions
of people to access information, advice and support, no matter where they are on the mental
health continuum – whether they’re well and want to stay that way, unwell and need support, or
in recovery and want to reconnect with others and give back.

Our aim over the coming years is to streamline access to, and the responsiveness of, our ‘Big Blue
Door’. We will build a better online platform and we will better connect with people in the
community. No matter how people connect with Beyond Blue, we want everyone to have access to
relevant products and services that offer information, advice and support they need.
Direct discrimination
This is when you are treated worse than another person or other people because:
 you have a protected characteristic

 someone thinks you have that protected characteristic (known as discrimination by
perception)
 you are connected to someone with that protected characteristic (known as discrimination
by association)
Your circumstances must be similar enough to the circumstances of the person being treated
better for a valid comparison to be made.
If you cannot point to another person who has been treated better, it is still direct discrimination if
you can show that a person who did not have your protected characteristic would have been
treated better in similar circumstances.
To be unlawful, the treatment must have happened in one of the situations that are covered by
the Equality Act. For example, in the workplace or when you are receiving goods or services.
It is possible to be discriminated against by someone who shares the same protected

characteristic as you.
If you have been treated worse due to your age, this may be allowed if the organisation or
employer can show that there was a good reason for the difference in treatment. If you are
treated worse due to any other protected characteristic, it is unlawful direct discrimination whether
or not the organisation or employer has a reason for it.
Indirect discrimination
Indirect discrimination happens when there is a policy that applies in the same way for everybody
but disadvantages a group of people who share a protected characteristic, and you are
disadvantaged as part of this group. If this happens, the person or organisation applying the
policy must show that there is a good reason for it.
A ‘policy’ can include a practice, a rule or an arrangement.
It makes no difference whether anyone intended the policy to disadvantage you or not.
To prove that indirect discrimination is happening or has happened:
 there must be a policy which an organisation is applying equally to everyone (or to

everyone in a group that includes you)
 the policy must disadvantage people with your protected characteristic when compared with
people without it
 you must be able to show that it has disadvantaged you personally or that it will
disadvantage you
 the organisation cannot show that there is a good reason for applying the policy despite the
level of disadvantage to people with your protected characteristic
If the organisation can show there is a good reason for its policy, it is not indirect discrimination.
This is known as objective justification.
To be completed by the assessor.
Marking guide
Did the student successfully Satisfactory

demonstrate evidence of their ability If not satisfactory please comment
to do the following? Yes No
To gather ideas, able to research what

major companies are doing to
manage diversity and for the □ □
improvement the existing diversity
policies
Developed a report using the report
format.
1. Cover or title page
2. Table of contents
3. Introduction
4. Body – with headings
and numbering
□ □
systems
5. Conclusion
6. References: list sources
of information and
research referenced in
text
7. Appendix: flow chart of
the grievance procedure
Clearly defined the introduction to the
legislation in the report and include a
definition of diversity and comments □ □
on the benefits of diversity in
the workplace
Identified the applicable federal and

□ □
state/territory legislations
Outline the key features of current

legislation relating to age, disability,
racial and sex discrimination, human
rights and equal opportunity; its □ □
aim, purpose or objective and what
or who it protects (if relevant).
Identified and included protected

□ □
attributes/grounds for
discrimination
Define and provided examples

□ □
of direct and indirect
discrimination
Define the “adverse actions” and

□ □
provided examples
Explained the allowable discrimination

□ □
and provided examples
Identified improvements for age-

□ □
based diversity
Identified improvements for gender

□ □
diversity
Identified improvements for

□ □
family- based diversity
Identified improvements for work/life

balance and addressed the □ □
strategies to support the policy
Identified improvements for LGBTI

□ □
community-based diversity
Identified improvements for

□ □
disability diversity
Identified improvements and

strategies to support for diversity of
□ □
Aboriginal and Torres Strait Islander
peoples
Identified three strategies for
improvement and develop that
□ □
should be implemented to improve
diversity in the workplace
Identified the strategies to attract

diversity when recruiting and □ □
promoting employees
Identified strategies to prevent

discrimination during the □ □
recruitment process
Identified the definition of bullying and

□ □
harassment
Identified the strategies to improve

□ □
the grievance procedures
Identified the training needs and

strategies to meet the relevant □ □
training needs
Identified the strategies to

□ □
promote the diversity to staff
Investigated new and innovative ideas

to improve work practices and □ □
processes.
Identified the strategies to

□ □
promote the diversity externally
Identified the conclusions to reflect

the diversity policy in an organisation
□ □
Student Detail
Student Id: 190244
Group No:
Assessment Details
Assessment Method Written Test
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this the outcome as above for this assessment
student, and I have provided appropriate method and I am aware of my appeal
feedback. I also declare that I have rights.
undertaken the indicated assessment integrity
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................

Assessment Method 3: Written Test
Instructions for students:
 In this written test there are sixteen questions. You must Satisfactory answer to
all the questions, given in this assessment to be deemed satisfactory for the
assessment.
 It is recommended to spend 2 hours to complete the written test
 This assessment will be conducted in the TIV classroom. You could complete
the assessment outside the campus. In this case you must confirm to the
assessor, that you have access to the above resources.
 This written test is open book. However, you must list the reference sources
that you referred to complete this assessment.
 List the reference sources in the space given at the end of the assessment.
 You must complete the Assessment cover sheet – Student detail section.
 Trainer/Assessor will inform you the submission date.
 Submit the assessment with completed assessment coversheet
 You must use only BLUE OR BLACK PEN to complete this assessment task
including to complete the assessment cover sheets
 Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
Resources required:
 Computer with internet connection to refer to various resources.
 Didasko Learner Guide- Unit –BSBDIV501 Manage Diversity in the workplace
 Student Guide and a pen (organized by the student).
- Trainer/Assessor will provide a date for the assessment & brief the TIV assessment
policy to the students
- You are required to submit a completed written test.
- You must submit the hard copy of the assessment. If you unable to submit
the hard copy must discuss and agree the format with the assessor prior to
the deadline
- Your assessor will record the assessment outcome on the assessment
cover sheet.
Q1: Read the grievance policy statement. It states that the organisation will attempt to resolve the
complaints as quickly as possible and support a fair and equitable process. How would the
organisation resolve a grievance informally?
Grievance policy statement
We are an equal opportunity employer and committed to creating an inclusive and harmonious
working environment. We do not tolerate discrimination, bullying, harassment or victimisation
of staff.
We will attempt to resolve employee complaints as quickly as possible and support a fair and
equitable process. No assumptions are made or actions taken until all relevant information has
been collected and all parties have access to support should they need it.
Anyone unhappy with the outcome or decision made has an opportunity to appeal. All people
involved in handling the grievance will treat the matter in the strictest confidence. No
information will be released to a third party without the written consent from those involved.
ANSWER1
.
Timely Action:
Accepting the Grievance:
Identifying the Problem:
Collecting the Facts:
Analysing the cause of the Grievance:
Taking Decision:
Implementing
Grievances are but natural in organisations. However like disciplinary problems, grievances also benefit none.
Hence, there is a need for handling or redressing grievances. For this, most large organisations in India have, therefore,
evolved a formal grievance procedure which enables an organisation to handle grievances satisfactorily. As a matter of fact,
there are several substantive reasons for having a formal grievance procedure organisation.
Q2: Based on the flowchart in your resource, briefly outline the three steps of the formal
grievance process you would follow to resolve a complaint.
Step 1
The first and foremost requisite in grievance handling is to settle them immediately as and when they arise. Or
say, grievances need to be nipped in the bud. Sooner the grievance is settled, lesser will be its effects on
employees’ performance.
Step 2
The grievance expressed by the employee maybe at times simply emotionally, over-toned, imaginary or
vague. The supervisor, therefore, needs to identify or diagnose the problem stated by the employee.
Step 3
However, if the grievance is not resolved at the internal level, the grievance is, then, referred to an arbitrator
who is acceptable to the employee as well as the management. The arbitrator follows a quasi-judicial process
where both the parties present evidence.
Based on the evidences so produced, the matter is cross-examined in thread-bare. The arbitrator then thinks,
applies his mind and arrives at a decision. The decision taken by arbitrator is final and binding on both the
parties.
Q3: The grievance is related to pay and conditions but it wasn’t resolved. Which external
organisation should you refer the issue to and obtain advice and support from?
An employee, the employer or their representatives may refer the dispute to the Fair Work Commission after all
appropriate steps have been taken within the workplace. The Fair Work Commission can deal with a dispute
through conciliation, mediation or, if agreed by the parties, arbitration.
Q4: What actions can an organisation take to resolve a matter once they have found a party or
parties to be at fault? List three.
1.Provide counseling and training.

2.Gove a formal written warning.
3.Terminate employment.
Q5: List four legislative Acts that have a direct impact on the information that must be
incorporated into diversity management policies and work practices.
Equal Pay Act.
Pregnancy Discrimination Act.

Age Discrimination in Employment Act.
Genetic Information Nondiscrimination Act.
Q6: Explain the aim of EEO (Equal Employment Opportunity).
The purpose of equal employment opportunity laws is not only to prevent discrimination, but also to encourage
positive steps toward fairness in the workplace. Importantly, all employers should educate themselves about their
EEO responsibilities. They can provide informational material, like pamphlets and posters, to ensure that workers
know their rights. While it is not legally required for all employers, they may also consider establishing
affirmative action policies, like outreach to disadvantaged minority job applicants, to boost the diversity of their
workforce.
Q7: List six grounds or protected areas within anti-discrimination legislation.
ANSWER7.
race.
colour.
sex.
sexual orientation.
age.
physical or mental disability.
marital status.
Q8: An applicant for a cleaning job is required to fill out a detailed application form and submit it via
email along with an electronic copy of their résumé. The applicant has a learning disability
making it difficult to fill out the form and so they don’t apply. Could this process be a form of
direct or indirect discrimination? Explain.
Indirect discrimination.
This is where policies and procedures appear neutral but can have a adverse effect on a person or
group. This is due to unreasonable conditions or requirements, the organization imposes, which
can not be met.
Q9: Legislation requires an organisation to make reasonable accommodation or adjustment to support

a person with a disability. Give two examples of this.
 Communication methods such as providing information in a variety of formats

 Permitting a person to use equipment or assistance provided the person with a disability or by another
person or organization.
Q10: At times, discrimination can be allowable. Give two reasons that can support allowable
discrimination.
However, employers have to tread carefully to avoid accusations of positive discrimination when recruiting new
talent. It is important for employers to understand the difference between positive discrimination and positive
action when looking to diversify their workforce.
Q11: Define sexual harassment, identifying the key legal components of the definition.
Sexual harassment is an unwelcome sexual advance, unwelcome

request for sexual favors or other unwelcome conduct of a sexual nature
which makes a person feel offended, humiliated and/or intimidated, where
a reasonable person would anticipate that reaction in the circumstances.
Examples of sexually harassing behavior include:
unwelcome touching;
staring or leering;
suggestive comments or jokes;
sexually explicit pictures or posters;
A person who sexually harasses is primarily responsible

for the sexual harassment under the Sex Discrimination Act. However,
in many cases, employers and others can be held responsible under the
Sex Discrimination Act for acts of sexual harassment done by their employers
Q12: What legislation covers bullying in the workplace?

Under anti-discrimination law, it is unlawful to treat a person less favorably on the basis of particular protected
attributes such as a person’s gender, sexual orientation, race, disability or age. Examples of unlawful actions can
include harassing or bullying a person. Workplace anti-discrimination law is set out in federal and state statutes.
There are specific legal provisions for sexual harassment, racial hatred and disability harassment.
Bullying
Bullying is defined under section 789FD of the Fair Work Amendment Act 2013 (Cth) as when an individual or
group of individuals repeatedly behave unreasonably towards a worker and that behavior creates a risk to health
and safety.
Bullying includes a range of behavior’s such as:
yelling, screaming or offensive language;

excluding or isolating employees;
psychological harassment;
intimidation;
assigning meaningless tasks unrelated to the job;
giving employees impossible jobs;
Q13: Describe four types of behaviour that could be considered bullying.
 Verbal Bullying. Verbal bullying is a type of bullying where the perpetrator relies mainly on words to try
to hurt their victim
Types of verbal bullying include; name-calling, routine criticism, teasing, hurtful, comments and verbal threats.
Verbal bullying does not always have to be spoken out loud; it can also take the form of hurtful notes and similar
things that are passed to the victim.
 Physical Bullying. Physical bullying is the name given to any act where the perpetrator uses their
physicality to try to hurt or irritate the victim.
Other types of physical bullying include; hitting, pushing, tripping and throwing objects at the victim. In addition
to physical threats and actions against the victim
 Social Bullying. Social bullying is a type of bullying where the perpetrators try to isolate their victim from
wider social networks. To do this, they damage that person’s relationships or reputation. By ostracizing a
person from a specific group, the perpetrator is reducing the opportunity for their victim to seek support. In
some cases, the bully may appear to be friendly when they are communicating directly with their victim,
but they could be manipulating other people to act against that person.
 Cyber Bullying. Cyber bullying is a relatively new form of bullying which is carried out using modern
forms of communication, such as the internet or mobile phones.
Q14: What suggestions would you make to the job advertisement part of a recruitment process to
ensure you aim for a diverse range of applicants?
Start with a Great Careers Page.

Revisit Your Job Descriptions.
Streamline the Application & Interview Process.
Consider Additional Candidate Sources.
Use Candidate Assessments.
Involve Employees in Interviews.
Q15: Gina wants to hire a new salesperson for the firm. It is essential the new person can cope with a
very busy environment and has excellent customer service skills. She thinks about the image of
her firm and wants to convey how vibrant and modern it is. Gina decides that a young person
will best fill this role and asks applicants to include a photo with their résumé. What type of
discrimination is it and is it allowable?
Well its Direct discrimination and its not allowable , as it does not mean only young people can easily
cope with busy environment and can handle stress there are so many people having lots of
experience but might be older and this will not convey the bad image of the company.
Q16: What are the key features of the Sex Discrimination Act 1984?
The Sex Discrimination Act 1984 is a federal law which makes it unlawful to: discriminate against you because of
your sex, marital status, pregnancy or your potential to become pregnant. Dismiss you from your job because of your
family responsibilities, or. Sexually harass you.

2.1 - BSBDIV501 Manage Diversity in The Workplace RANDEEP

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2.1 - BSBDIV501 Manage Diversity in The Workplace RANDEEP

Uploaded by

Copyright:

Available Formats

BSBDIV501 Student Assessment Guide

Student Assessment Guide

This page is intentionally left blank

STUDENT ID: 190244

Student Signature: Date:

ASSESSMENT RECEIVED BY TIV Staff

================================= Tear Here

Unit Code & Description: BSBDIV501- Manage diversity in the workplace.

TIV Staff Name: Student ID:

Signature: Student Signature:

Student’s Name: RANDEEP KAUR

Assessor Use Only First attempt Re-SubmissionLate

Unit Outcome:  Competent  Not Yet Competent

Student’s Signature: Assessor’s Signature:

Name: Signature Date

The Student Guide contains two (2) parts:

PART 1: Assessments information:

 Application of the unit of competency

PART 2: Assessment Methods and Tasks:

No licensing, legislative or certification requirements apply to this unit at the time of

Skill Performance Description

 demonstrate the application of diversity policy in a work context

- Computers with access to internet and printers

Students unsuccessful at achieving “Satisfactory” for any assessment at the first

This is a project-based assessment that Needs to be

In this assessment, there are questions

Outline of evidence to be collected:

 Completed knowledge test and submit to your assessor.

The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

Retaining assessment records:

For unit of competency:

For assessment methods:

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

workplace. Reasonable adjustment may

a. Providing additional time for students to complete learning and assessment

Plagiarism, cheating and assessment dishonesty:

TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of

Student are required to provide reference of the sources of information. If it is from

I RANDEEP KAUR.........................................(Student Name)have read and

Student signature: ............................................................... Date: ....../....../.......

Signature: ........................................................ Signature: .......................................................

Planning the assessment

2. What is ‘diversity management’?

5. Which is NOT true?

8. What is statute law?

12. What does the term ‘unjustifiable hardship’ mean?

17. What could your company do to be more inclusive of age-based diversity?

21. Which of the following is NOT true?

Signature: ........................................................ Signature: .......................................................

Planning the assessment

List your research facts in the below table

What are these companies doing

Mastercard https://www.mastercard.us Ranks 6 in Top 50 list of most diverse

5. Follow the below report format:

9. Recommended font sizes of the document should range between 10 and 14

10.You could complete this assessment in classroom, Computer lab or self-paced

12.You must spend approximately 12 hours to complete the project.

Task 1: Introduction and legislation

2.2 Key features of legislation