BSBDIV501

Manage diversity in the

workplace
Assessor Workbook
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Table of Contents

Table of Contents..............................................................................................................................1
Instructions to Assessor....................................................................................................................2
Prior to conducting the assessment...............................................................................................2
Selecting a third party....................................................................................................................3
Conducting the assessment...........................................................................................................3
Making the decision on competency.............................................................................................3
After the assessment.....................................................................................................................4
Observation/demonstration..........................................................................................................5
Reasonable adjustments................................................................................................................6
Additional Evidence.......................................................................................................................7
Learner Workbook Activity answers.................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................9
Activity 1C....................................................................................................................................10
Activity 1D...................................................................................................................................11
Activity 2A....................................................................................................................................12
Activity 2B....................................................................................................................................13
Activity 2C....................................................................................................................................14
Activity 2D...................................................................................................................................15
Activity 2E....................................................................................................................................16
Activity 2F....................................................................................................................................17
Activity 3A....................................................................................................................................18
Activity 3B....................................................................................................................................19
Summative Assessments................................................................................................................20
Summative assessments answer guide............................................................................................21
Section A: Skills activity................................................................................................................21
Section B: Knowledge activity (Q & A).........................................................................................22
Section C: Performance activity...................................................................................................24
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Instructions to Assessor
Prior to conducting the assessment
 Read this document in its entirety

 Contextualise the activities, observations/demonstrations and other submitted evidence to

ensure it reflects the learner cohort. Check this against the mapping, to ensure it is still valid

 Ensure that workplace (or simulated environment for learners that are not working) is suitable
for the parameters of any required task, to ensure the learners will have an appropriate
opportunity to demonstrate their skills

 If observations are undertaken on the job/in a simulated environment, discuss the assessment
methods with the third party, so that they are aware of what is required of them (e.g. using the
Third Party Observations/Demonstrations document), as well as any modifications that may be
required in the workplace

 Ensure that the learner is allocated the appropriate time and resources required for the tasks

 If appropriate, determine and agree with the third party an acceptable timeframe for each
observation

 Advise the learner prior to conducting observation/assessment:

o what will occur throughout the assessment process?

o when the assessment will occur

o the level of competency expected

 Confirm arrangements for the third party to observe the learner in the workplace with the
learner and the third party

 Ensure that the third party understands the requirements and instructions regarding the Third-
Party Observations/Demonstrations

 Never tell the learner how to perform a task or answer a question, as that would render the
assessment invalid – the expectation is that the learner should know this prior to commencing
the assessment

 Use the checklists and answer guides to assist you with marking, but never show or share them
with the learner or the third party.
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Selecting a third party

 The third party must be someone in a position to make a valid comment on performance of the
learner, e.g. a line manager

 You may use the third party at your discretion, when you feel the learner has not given a
satisfactory response for any of the criteria in the unit of competency. Therefore, you may not
need third party evidence for all of the performance criteria.

Conducting the assessment

 Establish and oversee the evidence-gathering process to ensure it remains valid, sufficient,
authentic, current and flexible

 Advise the learner when to commence the assessment

 Gather supporting documents, where available and appropriate, as evidence to help you make a
judgement of the learner’s competency

 Record observations and evidence against the checklist

 Where a checklist point is not observable due to reasons outside the learner’s control, modify
the scenario to allow the learner an opportunity to perform the task in question

 Do not interfere with the assessment unless the learner’s actions impose a risk of harm

 If there is an error, record it

 When the assessment is complete, advise the learner and record your comments in the relevant
section. You must determine whether they are competent (C) or not yet competent (NYC).

Making the decision on competency

 The learner needs to be deemed satisfactory for all of the criteria in the unit to gain competency

 If you are in doubt of the learner’s competency, gather further evidence to guide your decision.
For example, this may include asking supplementary questions or requesting a portfolio of
evidence from the learner

 Assess learners on their performance in this unit, not on actions before or after the assessment
(unless a portfolio of evidence is required)

 Use the checklists and your professional judgment to determine the final outcome. However, if
the learner’s performance in the assessment does not reflect performance during the course,
consider undertaking an oral quiz or other supplementary assessment

 If you are marking the learner NYC (Not Yet Competent), ensure you outline why you have made
this decision, and provide advice on how the learner can improve skills/knowledge prior to their
next attempt.
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When using evidence, you have gathered on the learner to judge their competency, the following
criteria will need to be met (as applicable to the unit of competency):

 All the performance criteria elements have been addressed to the required standard (set out in
the unit of competency)

 The knowledge evidence/required knowledge has been demonstrated

 The performance evidence has been practically demonstrated

 The foundation skills/required skills have been practically demonstrated

 The assessment conditions/critical aspects of assessment have been met

 The context and consistency of assessment are addressed to appropriate AQF level

 The learner has been assessed through a range of assessment methods

 The learner has completed all assessments to the levels defined in the assessor workbook (as
stated in the Learner Workbook activity answers and summative assessment answers).

After the assessment

 Provide learners with:

o clear and constructive feedback based on the assessment decision

o information on ways of overcoming any identified gaps in competency revealed by the

assessment

o the opportunity to discuss the assessment process and outcome

o information on reassessment and the appeals process

o an opportunity for reassessment, if appropriate

 Regardless of the outcome of the assessment, provide all learners with a copy of the completed
checklist, ensuring the comments section is completed.

 Where the learner’s performance is deemed not yet competent, provide detailed feedback on
the criteria they need to improve upon, if requested

 Record and report the outcome of assessment for each learner.

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Observation/demonstration
Throughout this unit, the learners will be expected to show their competency of the elements
through observations or demonstrations. As trainer/assessor, you will compile a list of
demonstrations that you recognise the leaners will need to complete, or tasks to be observed. Any
required observations and demonstrations will need to be completed, as well as the activities found
in the Learner Workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

You will need to inform each learner which one of the above they will be required to do. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. As
trainer/assessor, you will ensure each learner is provided with the correct equipment and/or
materials to complete the task. Learners should also be informed on how long they have to complete
the task.

Learners should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Reasonable adjustments
Where learners are unable to complete the tasks in the methods specified due to situations beyond
your/their control, you will need to make reasonable adjustments.

These will be dependent on the specific needs of the learners.

While learner needs will vary on an individual basis, examples are given below:

Learner workbook written answers

If the student is unable to write (e.g. due to a disability or injury), you may ask them questions
verbally and record their responses on an audio device.

Also, you have the option of asking supplementary questions to confirm their competency in a given
criteria, if necessary.

Skills activity
If the learner is unable to demonstrate their skills at the time of your presence, for whatever reason,
they could provide a video demonstration to the assessor, or obtain third party evidence of them
demonstrating the skills in question.

Knowledge activity
If the learner is unable to verbally answer questions, for whatever reason, they could provide written
answers to the questions, or provide an audio recording of their answer at a later date.

Performance activity
If the learner is unable to perform the required practical tasks at the time of asking, for whatever
reason, they may provide video evidence at a later date, or complete the task in a simulated
environment, with evidence given by the designated third party, if required.
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Additional Evidence
In addition to the assessments provided in this unit, learners may also display competence through
additional evidence.

This may include, but is not limited to:

 Workplace evidence

 Portfolios

 Existing qualifications

 Workplace documents

 Case studies

 Research

 Reports.

This additional evidence may be submitted by the learner or their third party but should be subject
to validation by the assessor.
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Learner Workbook Activity answers

Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Activity 1A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to locate and review diversity policy.
At your place of work (or as a simulated workplace activity as directed by your
trainer/assessor) obtain your diversity policy and make a review of this.
Provide details of your diversity policy and the findings of your review (e.g.,
whether this is current and if it covers the needs of your organisation).

Answers will vary depending on the learners; for example, diversity policy may
include:

 Staff recruitment
 Staff working hours and contracts
 Training and skills development
 Work instructions and supervision
 Mentoring and sponsorship
 Staff behaviour and codes of conduct
 Customer services and relations.

Reviews should determine if diversity policy is appropriate for the needs of work
and its staff, or whether areas need developing or changing.
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Activity 1B
Estimated Time 20-30 Minutes
Objective To provide you with an opportunity to determine diversity policy application
to specific work content.
Provide a brief outline of how diversity policy needs to apply to your place of
work/type of business.

Answers may vary depending on the learner; for example, diversity policy within
a hotel will need to include observance to:

 Cultural and inclusive communications

 Different cultural and diverse group needs
 Flexible working hours and hospitality arrangements to ensure
customers’/clients ‘needs are met
 Diversity in staff skills and hours
 Appropriate etiquette and social interactions
 Inclusion of customer/client needs, e.g., dietary
 Respect and dignity to all persons
 Non-discrimination to customers/clients.
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Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure diversity policy actions are
understood and implemented by the relevant parties.
How can you ensure that diversity policy actions are implemented
successfully in the workplace?

Answers may vary slightly; for example:

 You should ensure that workplace procedures and processes include clear
application and interpretation of diversity policy
 You should ensure that policy understanding is given to all staff
implementing policy and procedures, and also to all employees
 You can engage in diversity training and awareness at work
 Provide support to all staff implementing diversity policy/procedures
 Provide support and an open-door policy for employees to clarify
understanding on diversity and workplace practices
 Observe the workplace and monitor diversity practices
 Provide feedback and assistance to teams to help implement diversity
 Provide written guidance to employees
 Display policy and procedures in work areas.
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Activity 1D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand the importance of
providing feedback and suggestions for improvement, currency and efficacy of
diversity policy.
1. Why is it important to provide feedback for ensuring that diversity policy
is correctly implemented?

2. Provide four suggestions that could be made in relation to your workplace

(or an example workplace), to improve current diversity policy and
actions.

1. Answers may vary slightly; for example:

Feedback is important for providing guidance and advice to employees on

using diversity practices in the workplace. It ensures a consistent approach
is taken within the organisation. It also allows an ongoing assessment and
evaluation to be made to ensure organisational objectives are fulfilled, and
currency to diversity need is met.

2. Answers will vary depending on the learner but must provide four
suggestions to improve diversity policy and actions; for example:

 Service changes to accommodate customer/client diverse group needs,

e.g., increased options to allow for more flexible accommodation
bookings
 Improving cultural understanding with overseas customers/clients
 Changes to facilities such as the restaurant to allow for improved
disabled access, e.g., increase space between tables and layout changes
to accommodate wheelchairs
 Inclusion of cultural festivals/occasion days within event programs to
create a welcoming and respectful environment for customers/clients.
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Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to address own prejudices and
demonstrate respect for difference in personal interactions.
Choose a situation that you have experienced at work to assess if your
communications or actions were influenced by prejudices. Provide a brief
description of this experience and how your communications or actions could
have been improved without the influence of prejudice.

Answers will vary depending on the learner; for example:

Making a booking for a customer/client to stay when the customer/client does

not have English as a first language.

The customer/client had poor English language skills and was not clear on their
requirements. The booking arrangements were changed through the
conversation before completing the booking. A prejudice was made that the
individual was not competent or sure on what they required.

In hindsight, the assessment shows that the individual did know what they
wanted but did not have the language skills to successfully communicate this,
causing frustration on both sides. The situation may have been improved by
helping the customer to feel valued and giving them the time to formulate their
words.
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Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to aim for diversity in selecting and
recruiting staff.
1. How can you attract a diverse range of candidates in your recruitment?

2. How can you ensure that selection and interview processes are fair?

1. Answers may vary slightly; for example:

 Advertising in a variety of places to ensure recruitment opportunities

are seen by a range of people
 Including information about positive diversity at the organisation
 Promote diversity and inclusion on your organisation’s website or in
literature
 Work with peak bodies and associations to champion diversity
 Include diversity in events and in community activities.

2. Answers may vary slightly; for example:

 You can make candidates ages, genders, place of origin anonymous

when reviewing applications
 You can review interview processes and questions to check if these are
fair and relevant, e.g., would you feel comfortable answering a certain
question, or is this relevant to the job role on offer?
 Assessing candidates on skills and ability for the job role regardless of
their background or lifestyle factors
 Taking time to understand and get to know the candidate in discussions
at the interview (i.e., allowing time for you and the candidate to talk).
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Activity 2C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify and address training needs to
address issues of difference in the team.
At your workplace (or an example workplace), assess the training needs that
are required to address differences within the team, to help improve
teamwork.

Answers may vary depending on the learner’s situation; for example, training
needs may include:

 Training to address working with different ages, i.e., to bridge generational

understanding and work approaches
 Cultural understanding to improve team interactions
 Improved communication practices, i.e., how to address and talk with
individuals from different backgrounds and diverse groups
 Diversity awareness to raise level of understanding about differences.
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Activity 2D
Estimated Time 25 Minutes
Objective To provide you with an opportunity to understand how to manage tensions
and encourage collaboration and respect between staff who struggle to work
effectively with difference.
As a role play activity within the learning group, work in small teams of
approximately five people (or as directed by your trainer/assessor).

One individual should represent the person in charge of the work team, while
the other members should represent the work team itself. Each member of
the work team should represent a different diverse group (of your own
choosing) and should apply this in a workplace discussion on how to perform
a work task (you should also decide in the group the work task to be used for
the role play).

The person in charge should use their skills to manage the differences and any
tensions that relate to how the task should be performed by the team, i.e.,
different outlooks, understanding and approaches.

Answers will vary depending on the discussions and role play. The learner
should be assessed for their understanding on how differences impact the
workplace and how this can affect team interactions and work approaches.
Awareness to workplace tensions should be made and addressed in the role
play.
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Activity 2E
Estimated Time 15 Minutes
Objective To provide you with an opportunity to understand how to assist staff to see
that working effectively with difference is a strength that can improve the
organisation’s products, services and customer relations.
Provide five examples of how differences can be used as strengths in work
teams.

Answers may vary; for example:

 Generational differences can provide different levels of understanding,

experience and outlooks when encouraged and integrated into team
activities
 Part-time roles can be used to support full-time roles, enabling more
effective services to be given, e.g., evening reception staff can ensure that
customer/clients have access to services out of usual business hours
 Different cultural groups in work roles will have a better understanding of
culturally diverse customer/client groups
 Different religious groups in work roles can help assist in religious
observances and days in events
 Staff with different backgrounds and experience can bring in new ideas and
suggestions for workplace practices and events.
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Activity 2F
Estimated Time 15 Minutes
Objective To provide you with an opportunity to manage allegations of harassment and
address complaints according to established organisational procedures.
Provide details of what is included in the grievance procedure at your
workplace (or an example workplace).

Answers may vary depending on the learner; for example:

 Raising the issue with the manager, another manager or with human
resources
 Requesting formal feedback from the selection panel (in circumstances of
selection grievances)
 Requesting a third-party person to help facilitate the grievance/conflict
 Providing contacts for employees to informally discuss incidents of
grievance
 Encouraging employees to seek and discuss informal options for resolving
the issue
 Providing support to the individuals to help resolve difficulties
 Demonstrating attempts to resolve the situation informally, and if not
possible, to provide reasons for this
 Following set time periods during the process to ensure resolution is made
in a timely fashion.

Resolution of the grievance may include:

 A formal apology
 An official warning
 Counselling
 Suspension
 Dismissal
 Demotion
 Probation
 Transfer to another department/work location.
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Activity 3A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to promote the organisation’s workforce
diversity in internal and external forums to enhance the company’s image and
reputation.
Give an example of how workforce diversity can be promoted in both an
internal and an external forum.

Answers will vary depending on the learner; for example:

An internal forum:

At team and staff meetings, to encourage positive diversity and inclusion in the
workforce and organisation. This can also be used to discuss workplace
achievements and to encourage further team integration practices and
opportunities.

An external forum:

At trade event shows, representatives from your organisation can advocate

diversity in the workplace and provide real examples and successes of this in
practice to business peers and to other visitors.
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Activity 3B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to capture ideas and information from the
diversity in the workforce to enhance products and services and contribute to
competitive advantage; and support organisational efforts to value diversity.
In a group discussion, as directed by your trainer/assessor, discuss how ideas
and information on diversity can be obtained in the workplace to improve
organisational business, and how organisations can show value in diversity.

Discussions should investigate how diversity information can be sourced and

used to positively change the workplace. Learners should participate fully in
discussions and seek ways to apply diversity to enhance products and services.
This may include ideas such as engaging on workplace and team discussion,
seeking feedback from employees and creating a suggestions box. It may
include assessing current workplace practices such as flexibility in working
hours.

Discussions should also include how organisations can show the value of
diversity through their working practices and in their products and services. This
may include championing diversity in the community or business industry and
participating in community events.
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Summative Assessments
The summative assessments are the major activities designed to assess the learner’s skills,
knowledge and performance, as required to show competency in this unit. These activities should be
completed after finishing the Learner Guide. These should be completed as stated under the
trainer/assessor instructions.

Skills, knowledge and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency, and observation should be
recorded in the relevant section of the Observations/Demonstrations document.

Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks the learner
a series of questions to confirm their competency for all of the required knowledge in the unit of
competency.

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a
simulated environment. The learner should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation.

The observation should be recorded in the relevant section of the Observations/Demonstrations

document.

Note: The learner should have completed written answers, portfolios or any evidence of competency
should be attached to the learner workbook.
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Summative assessments answer guide

Section A: Skills activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done

Answer the activity in as much detail as possible, considering your organisational requirements.

All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.

1. As a workplace activity (or simulated workplace activity) you will need to be observed in the
workplace conducting the following with your work team/employees:

 In verbal and non-verbal communications, provide information to the work team on

diversity and the diversity objectives of the organisation, you should use and refer to
workplace policy documentation and procedures to support this
 Provide guidance and assistance to the work team during the course of your work shift to
achieve diversity objectives in working procedures, pay special care to your own actions to
ensure these are not influenced by prejudices,

This will need to be observed by your assessor/third party and all observations recorded in the
observations and demonstrations checklist document.

1. Answers will vary depending on the learner and their work environment. The learner should show
an understanding of diversity as it applies to the workplace and when accessing workplace
documentation or supporting legislation. They will need to show their ability to manage and
guide others fairly in applying diversity positively at work.
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Section B: Knowledge activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Outline formal and informal complaints procedures

 Identify and outline key features of relevant current legislation regarding:
o age discrimination
o disability discrimination
o racial discrimination
o sex discrimination
o human rights
o equal opportunity

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

All answers will vary depending on the learner and the organisation they work for but the learner
should be able to answer each question competently.

1. To comply with both organisational and legal requirements, provide details of your
organisation’s (or an example organisation’s) formal and informal complaints procedures.

2. How do the following legislative acts assist in positive diversity and inclusion in the workplace?

 Age Discrimination Act 2004

 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Australian Human Rights Commission Act 1986.

1. Answers may vary slightly, for example:

Informal procedures:

 When an issue is raised with a supervisor/manager, a meeting with each party is held to
discuss and understand the situation
 The manager (and an HR representative, if required) will meet with both parties to discuss
the matter directly and to help each party resolve their issue with each other
 After negotiations and discussions have taken place, action points will be formulated to help
both sides move forwards
 At a set time period, a review of the outcome will be made with both parties to assess if the
situation is fully resolved or if further actions are needed
 This process should be documented for workplace records.

Formal procedures:
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This will take a similar approach as the informal process, whereby a process of meeting and
discussions will take place to resolve issues. A formal process will be officially documented
throughout and signed by all parties as acknowledgement of the procedures and agreed actions.

This may require evidence gathering and verification of facts to support allegations and to help
decide formal actions. A third-party representative may be appointed by one or both parties as
representation.

A formal process may require:

 Mediation to help parties reach a mutually acceptable outcome

 Arbitration to make a lawful agreement in court.

2. Answers should include elements of the following:

 Age Discrimination Act 2004 seeks to ensure that people of all ages are not treated less
favourably because of their age. This includes equal opportunity in employment, career
progression and training/education
 Disability Discrimination Act 1992 seeks to prevent discrimination against individuals with
disabilities and that individuals are given the same rights and opportunities as others
 Racial Discrimination Act 1975 seeks to eliminate all forms of racial discrimination by law
 Sex Discrimination Act 1984 promotes equality between men and women, and seeks to
prevent discrimination on the basis of gender roles and expectations; it also protects against
sexual harassment
 Australian Human Rights Commission Act 1986 ensures that complaints that infringe on
human rights and discrimination are investigated appropriately and resolved lawfully.
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Section C: Performance activity

Objective: To provide you with an opportunity to demonstrate the required performance elements
for this unit.

This activity will enable you to demonstrate the following performance evidence:

 Demonstrate the application of diversity policy in a work context

 Critically review a diversity policy
 Implement strategies to ensure that diversity is understood and respected in the work team
 Demonstrate compliance with procedures for handling complaints or harassment allegations
 Promote the benefits of diversity to others

Answer the activity in as much detail as possible, considering your organisational requirements.

All activity answers will vary depending on the learner and the organisation they work for, but the
learner should be able to demonstrate their competency in the unit requirements.

At your workplace (or in a simulated workplace environment), perform the following tasks. These
will need to be observed by your assessor/third party and all observations recorded in the
observations and demonstrations checklist document.

1. Critically review a diversity policy as it applies to one area of your work and identify how this
can be applied into working practices.

2. Formulate and implement at least three strategies with your work team to help diversity
understanding and respect within the team.

3. In a workplace complaint or harassment allegation follow organisational procedures to handle

and help resolve this.

4. Actively promote the benefit of diversity to other employees or your work team.

Answers will vary depending on the learner and their work environment. The learner should
demonstrate their ability to understand and review diversity policy, apply this to a work context and
assist/support the work team in carrying out diversity requirements. An ability to follow workplace
procedures and organisational requirements will also need to be demonstrated.