BSBDIV501 Final Nicolas Escobar Word 1

STUDENT
ASSESSMENT GUIDE
BSBDIV501
Manage Diversity in the Workplace
STUDENT NAME: Nicolas Escobar roa
STUDENT ID: 5742

This page is intentionally left blank
SIT40516 | BSBDIV501- Manage Diversity in the

Workplace Student Assessment Guide | Version 1.0
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code:
02926D Approved by: CEO | Next Review: January 2023 Page 2 | 57
ASSESSMENT RECEIPT FORM
STUDENT NAME: Nicolas Escobar roa

STUDENT ID: 5742
COURSE CODE: BSBDIV501
COURSE TITLE: Manage diversity in the workplace
TRAINER’S/ASSESSOR’S NAME: Shashi Bogati
DUE DATE
UNIT CODE AND DESCRIPTION BSBDIV501- Manage Diversity in the Workplace
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.
02/11/22
Student Signature: Date:
ASSESSMENT RECEIVED BY Altec College Staff

Name:
Date:
Signature:
PASS GLOBAL PTY LTD t/a ALTEC COLLEGE Student

Assessment Received by:
Altec College
Staff Name: Student ID:

5742
Signature: Student Signature:

ABOUT THIS BOOKLET
This assessment booklet and tools has been designed for students undertaking face to face mode of
study to provide information before students take assessments and contains assessment tools to
assess the skills and knowledge required from students to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g., online or work based.
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 assessment booklet contains two (2) parts:
PART 1: Assessment 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 evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the requirements including special
adjustments, appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment Tasks: This part contains the information to successfully undertake the
assessment task. In each assessment task, students will find the following information:
 Task instructions.
 Role play / Case study /Practical Demonstration information.
 Information on resources required, where applicable.
 Appendix 1 (Resources required for the unit)

PART 1
Assessment Information
SIT40516 | BSBDIV501- Manage Diversity in the Workplace

Student Assessment Guide | Version 1.0
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
Approved by: CEO | Next Review: January 2023 Page 6 | 57
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 occupational licensing, certification or specific legislative 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.
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:
 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:
 Altec College will conduct practical assessment for this unit in its commercial kitchen located
at Unit 7, 63-71 Boundary Road, North Melbourne VIC 3051 and Fisher Avenue, Lower Sandy
Bay TAS 7005.
 You will have access to suitable facilities, equipment and resources to undertake
the assessment tasks for this unit of competency.
 Assessment will be conducted at Altec College classroom, resources to assist in managing
diversity in the workplace (Please refer Appendix1 at the end of this assessment tool for
detailed list of assessment resources)
 Knowledge assessment for this unit will be conducted at Level 8, 620 Bourke
Street, Melbourne VIC 3000 / 73-81 Murray Street, Hobart TAS 7000.
 All Altec College assessor those are assessing this unit will satisfy the
requirements specified in Standards for Registered Training Organisations’
requirements for assessors.
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.
 Access to Altec College training Kitchen with access to equipment and documents defined
in conditions of assessment above and in Appendix at the end of the guide.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown in
the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
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 Altec College Re-Assessment Policy and Altec
College Course Progress Policy.

Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment
tasks within the date and time specified in the session plan. This will demonstrate that you have all
the required skills and knowledge for this unit.

Assessment Assessment Description Due Date Location of
Tasks Assessment
Assessment You are required to choose the correct 02/11/22 Needs to be

Task 1 (AT1) – option(s) from the choices given for the completed
questions and present your assignment in in the Altec
Knowledge Test
a clear and professional manner. College
classroom
You will be given 60 minutes to complete
this
task.
Assessment This assessment task is short answer 02/11/22 Needs to be
Task 2 (AT2) – question which demonstrate that you have completed
required knowledge to manage diversity in in the Altec
Worksheets
the workplace.
College
You will be given 3 Hours to complete
classroom
this task.
Assessment This is a Project based assessment task 02/11/22 Needs to be
Task 3 (AT3) – where you are required to complete 4 sub completed
Project tasks. in the Altec
You will be given 4 hours to complete
College
the task.
classroom
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.
Assessment Task  Completed knowledge test with questions answered and

1 (AT1) – submit to your assessor electronically or paper-based.
 Complete and sign the cover sheet for assessment task.
Knowledge Test
Assessment Task 2  Answer all questions correctly in the Written Knowledge
(AT2) – Worksheets Questions and submit to your assessor electronically or paper-
based.
 Complete and sign the cover sheet for assessment task.
Assessment Task 3  Completed (Report Template)
(AT3) – Project  Completed tasks 1, 2, 3 and 4
 Completed and signed cover sheet for assessment
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:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:
 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. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
 You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence documents when
seeking an extension to due date (e.g. extensions due to illness will require a medical
certificate). To arrange an extension, you must speak to your assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
 You are permitted to use dictionaries 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 can submit your assessment tasks through the hand 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
student assessment record sheets and all results will be approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the
assessment sheet.
Retaining assessment records:
Altec College will securely retain all completed student assessment items for each student for a period
of 6 months from the date on which the judgement of competence for the student was made. Altec
College 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 stored and retained properly. And
a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Altec
College record control policy accessible by the Student Administration Officer.

Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires
more training and experience).
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 Altec College Re-Assessment
Policy and Altec College Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks, you will be marked Satisfactory, if you
have completed the task successfully, submitted all evidence and satisfied the assessment criteria and
Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
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
Altec College Re- Assessment Policy and Altec College 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 and accurate 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 at any
time from the assessor.
Reasonable adjustments and special learning needs:

Altec College works to ensure that students with recognized 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.
Where pre-training interviews 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 course coordinator and/or Head of Department. If you are still dissatisfied, you may
appeal formally and in writing to have the result reviewed. For more information, refer to the
Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor may
act as a client or employer, where required, but the assessor will not interfere with the assessment. If
the assessment activities might impact on your safety or that of others, the assessor will stop the
assessment immediately.
Plagiarism, cheating and assessment dishonesty:
Altec College 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 unit or exclusion from the course. For more
information, refer to Altec College’s Assessment Policy
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback
along with your submission will be given to you and you must keep a copy of it throughout the
completion of the course.
Student Declaration:
I Nicolas Escobar roa
(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 ALTEC College. 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.
02 11 22
Student Date: / /
Signature:

PART 2
Assessment Tasks

Assessment Cover Sheet: Task 1 (AT1)
Student Detail
Student Name Nicolas Escobar roa
Student Id: 5742
Group No (If Applicable):
Assessment Details
Unit of Competency BSBDIV501- Manage Diversity in the Workplace
Assessment Task Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactor □ Not □ Not □
y Satisfactory completed
Date
Assessor name
Assessor Signature and Date
Comments/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 have received, discussed and accepted
I declare that I have conducted a fair, valid, my result as above for this task and I
reliable and flexible assessment with this am aware of my appeal rights.
student, and I have provided appropriate
feedback. I 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 (own work) Yes No Signature:
Cheating or use of model answers Yes No
Signature: Date:
02/11/22
Date:

Assessment task 1: Knowledge Test
Required documents and equipment:
 Computer with internet connection to refer to various resources.
 Student assessment booklet and a pen (organized by the student).
 Altec College Learners’ resources for the BSBDIV501- Manage Diversity in the
Workplace. (Organised by the trainer).
 Learner’s notes
Instructions for students:

This assessment will be conducted in the Altec College classroom with access to the resources listed
above. You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment

 Recommended date for assessment: [Trainer to provide]
 Access all resources mentioned in required resources either printed copies or access via the internet
 Time required for assessment: 60 mins
 You must:
 Answer all the questions satisfactorily to be deemed competent
 Complete the assessment and submit in due timelines
 Submit with a completed assessment cover sheet
 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 before 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:
 Documentation can be submitted electronically or paper-based.
 Your assessor will record the assessment outcome on the assessment cover sheet.

Q1. Which of the following is correct?
(a) Australia doesn’t have a quota system, but many companies choose to set diversity targets. A
(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.
Q2. What is ‘diversity management’? C

(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.
Q3. Within an organisation, which of the following areas is most affected by the diversity policy?
(a) Administration.
c
(b) Marketing and promotions.
(c) Human resource or staffing functions.
(d) Finance and accounting.
Q4. Which of the following places is NOT an appropriate location for a company’s diversity policy?
(a) On the company intranet. b

(b) In a filing cabinet, in a locked storeroom.
(c) In the employee handbook.
(d) With the owner, manager and/or department manager.
Q5. Which is NOT true? c

(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.

Q6. 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
(d) All of these answers are correct.
Q7. 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
b) Direct discrimination.
c) Covert discrimination.
d) Enculturation.
Q8. What is statute law? a

(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.
Q9. 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.

d
(b) The Workplace Gender Equality Act 2012.
(c) The Australian Human Rights Commission Act 1986.
(d) The Fair Work Act 2009.
Q10. 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. d
(b) Stereotyping.
(c) Direct discrimination.
(d) Indirect discrimination.

Q11. 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
(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.
Q12. What does the term ‘unjustifiable hardship’ mean? a

(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.
Q13. Prejudice, bias and a ‘boys club’ mentality can prevent women from achieving high-level
management
positions. What is this commonly referred to as?
D
(a) Potential pregnancy.
(b) The merit principle.
(c) An inclusive environment.
(d) The glass ceiling.
Q14. Under the Disability Discrimination Act, an employer must make reasonable accommodation to
employ someone with a disability. Which of the following is true? B
(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.b
Q15. 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. c

Q16. 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
(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.
Q17. What could your company do to be more inclusive of age-based diversity? d

(a) Have a policy and strategy for flexible work arrangements made available to all staff.
(b) Encourage all staff to keep up to date with technology and make training available.
(c) Conduct training to identify and break down commonly held stereotypes on age generations.
Q18. You want to employ someone who can work a rotating roster of weekends and evenings. Which of
the following questions abides bybEEO?
(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?
Q19. Which is the legal definition of sexual harassment? A

(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.
Q20. Which best describes the usual order that a grievance procedure takes? d
(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.

Q21. Which of the following is NOT true? B
(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.
Q22. Jenna works in stores. She feels intimidated and harassed by a regular supplier. How should her
manager handle the D 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.
Q23. What is the best way for an organisation to ensure that staff are aware of the company’s
d
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.
Q24. 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
(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.

Assessment Cover Sheet: Assessment Task 2 (AT2)
Student Detail
Student Id: 5742
Assessment Details
Assessment Task Worksheets
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Date
Assessor name
Comments/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 have received, discussed and accepted
I declare that I have conducted a fair, valid,
my result as above for this task and I
reliable and flexible assessment with this
am aware of my appeal rights.
feedback. I
also
declare that I have undertaken the indicated
assessment integrity checks

Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature:
Signature:

Date: Date:
02/11/22

Assessment task 2: Worksheets

 Altec College Learners’ resources for the unit BSBDIV501- Manage Diversity in the
Workplace. (Organised by the trainer)
 Learners Notes.
Instructions for Students

This assessment will be conducted in Altec College classroom with access to the resources
listed above. You must satisfactorily answer all Worksheet questions to be deemed Satisfactory
for this assessment.
Planning the assessment:

 Recommended date for assessment - [Set a date as per timetable]
 Time required for assessment: 3 hours
 You must:
 Answer all the questions satisfactorily to be deemed competent.
 Complete the assessment and submit in due timelines.
 Submit with a completed assessment cover sheet.
 Assessor will set a time to provide feedback.
At the end of the assessment, student will be required to submit the following evidence before the due
 Completed answer sheet with all questions answered.

 Completed and signed cover sheet for the assessment.
 Assessor will record the assessment outcome on the assessment cover sheet.

SECTION 1: Implement diversity
policy Q1: Explain what is meant by the term ‘diversity
management’.
Diversety management means to promote more diversity in workers and prevent any type
of discrimination as racism, gender, religious etc..
Q2: Provide five reasons why diversity is valued in organisations today.
1.
Staff can be open and have a great convinence bewteen them.
2.
Gives equal opportunities for everyone.
3.
Hiring people from different backgrounds.
4.
Better company reputation.
5.
Reduce discrimination.
Q3: Explain how an organisation could build a diverse workforce.

A diverse workforce could be build if the organization can highlight diversity as good
opportunity for their job, moreover when you have diverse people on your organization
you the people involved will increase their productivity and work efficacy, so if you
employe people with different age, gender ,race and ideoligies you can incitive inclusion,
diversity and equality.

Q4: Where would you be likely to find a diversity policy within the organisation?
- The human resource department

- With the owner, manager and department manager
- On the company internet and employee intranet
- In the employee hand book or code of conduct. This book covers rules, policy and
standards of behaviour expected to staff.
Q5: What areas within the workplace are affected by the diversity policy?
- Recruitment and selection

- Promotion and career path planning
- Training and development opportunities
- Counselling poor performance
- Managing conflict situations
- Performance appraisal
- Performance benefits and rewards
Q6: What information would you find in a diversity policy?
The diversity policy includes information about all the acts about discrimination and fair
work, in the diversity policy you will find as well information about different cultures,
religous, gender,ideologies, sexual orientation and disabilities, moreover this policy always
the thing they should cover is respect, kidness and compassion, because we must accept
people how they are.
Moreover you can see that dicersity policy covers that must of the estableshimients needs
good accesability for people with disabilities.

Q7: A diversity policy should be reviewed annually to ensure its efficacy and currency. Explain
what is meant by this.
Currency
- Does the policy reflect any amendments to legislation? Does the policy reflect current trends
in managing diversity, including support and inclusion programs?
Efficacy
- This is the capacity to produce desire affect. In other words, does the policy achieve what it
has set out to?
Q8: List four actions you can take to make staff aware of the diversity policy.
1.
Provide mentors.
2.
Induction
3.
Value all diversity.
4.
Staff meetings
Q9: What methods can be used to review the diversity policy?
The metods you can use to review the diversity policy can be via online or talk with your
mentor face to face or your manager.
Moreover diversity audit, this one wilkl helps to find an inclusive organization, and create a
diverse culture.

Q10: List four legislative Acts that have a direct impact on the information that must be incorporated
into diversity management policies and work practices.
1.
Age Discrimination act 2004
2.
The fair work act 2009
3.
Disability Discrimantion 1992
4.
Australian Human Rights 1986
Q11: Explain the aim of EEO (Equal Employment Opportunity).
When the employees have equal rights repected their jobs and they must be treated
fairly, If a person have the ability to make the job this one can have the opportunity
regardless their race, gender, age, religion.
Q12: List six grounds or protected areas within antidiscrimination legislation.
1.
Religion
2.
Gender
3.
Disability or impairment
4.
Sexual preference
5.
Crime record
6.
Race

SECTION 2: Foster respect for diversity in the
workplace
Q13: A key element of managing diversity is overcoming stereotypes, bias and
discrimination. What is a stereotype?
A generalized belief or ideology about a group of people.
Q14: What is the problem with stereotyping?
Stereotyping is atype of discrimination problem that cause harm, makes people feel
unwillingness and this can lead to feelings of anger and
resentment.
In addition to It can encourage negative perceptions, justify prejudice and reinforce sexism,
racism
and other negative views about particular groups of people.
Q15: Why is it important for managers to act as a role model in managing diversity?
Because when you are the manager from a estableshiment you must be respectful all
thetime with your staff and customers, you must treat all of the equal as their job, and
dont streotype or discriminate.
Furthermore a manager must be polite because like this he will acquire respect from their
staff.
Q16: Discuss some of the challenges in managing age-based diversity.
SSIITT4400551166 || BBSSBBDDIIVV550011--
M MaannAssessment
Student agagee DDiivGuide
verersi| siVersion
tyty inin1.0
It has been a challenge at times for the generation to understand each other and overcome
communication breakdowns.
- Baby boomers: Baby boomers are living longer and delaying retirement. Many want to keep
working, often part-time. Some have experienced financial hardship due to the global financial
crisis.
- Myths about older workers debunked! : The study did note that physical ability does
decline and jobs that require physical labour may need to be redesigned to accommodate
older worker.
- Generation X: Want baby boomers to retire to make way for their turn at managerial
positions.
Generation Y: Like to challenge the status quo. Want workplace to be fun, relaxed and

non-traditional.
Q17: List four things an organisation can do to manage age-based diversity?
1.
Start with hiring all the ages.
2.
Create inclusive practices.
3.
Provide diversity training.
4.
Encourage interaction.
Q18: Explain what is meant by the term ‘glass ceiling’
This is a metaphor to describe the invisible barriers preventing women from reaching
senior management positions.
These barriers are founded on bias and prejudice.
Q19: Training is a key part of getting the message out to staff on diversity principles. List two ways
training can be delivered in-house and externally.
In-house – Provided by the organisation

In-house: On one training, small groups

External – Provided by another organisation
Externally: Distance learning, provided by another organization.
Q20: Discuss the positives and negatives of using targets to address the gender imbalance
in higher-level management roles.
For
Discipline approach to drive change Enhace

corporate and recruiment brands
Against
Lacks of strategic intent

Lack of leadership commiment.

Q21: 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
Because fill the appliaction online is just a practice, rule or policy to everyone in the same
way, but it has a worse effect on some people than others.
Q22: Legislation requires an organisation to make reasonable accommodation or adjustment

to support a person with a disability. Give two examples of this.
- Providing stair lifts, handrails or automated doors for person with mobility impairment.
- Providing hearing loops, video phones or visual alarms to people with hearing problems.
Q23: At times, discrimination can be allowable. Give two reasons that can
support allowable discrimination.
1.
Providing a nearby parking space for the disabled worker.
2.
Providing a disability person with a mentor.

Q24: Define sexual harassment, identifying the key legal components of the definition.
Sexual harassement is an unwelcome conduct of a sexual nature that is likely to offend,

intimidate or humiliate.
Q25: What legislation covers bullying in the workplace?
The fair work act 2009
Q26: Describe four types of behaviour that could be considered bullying.

1.
Verbal bullying
2.
Physical bullying
3.
Relation bullying
4.
Ciber bullying
Q27: What can workplaces do to prevent bullying and harassment? List six options.
1.
Take early intervention when you identify bullying or the potential for bullying.
2.
Managers must model respectful and appropriate behaviour.
3.
Make an anonymus job satisfaction surveys.

4.
Conduct employee exit interviews to seek feedback on why people are leaving.
5.
Provide annual training to employees on bullying, the organisation's code of conduct, and
what to do in cases of bullying.
6.
Develop a code of conduct and include it in the employee handbook.
Q28: Identify the key internal steps to a company grievance procedure.
Step 1: Raise the grievance with your immediate supervisor/manager. Step 2:

Raise the grievance with your HR department.
Informal process.
Formal process.
Step 3: Contact Fair work formal process.
Q29: What avenues can an employee take if they are not satisfied with how the
organisation handled the grievance?
Fair Work Commission for bullying and work safety Human Rights Commission for sexual
harassment and discrimination.
Q30: What suggestions would you make to the job advertisement part of a recruitment
process to ensure you aim for a diverse range of applicants?

Making an statement about being an EEO employer and a description of the organisation's
culture and attitude to diversity.

Q31: List four things an organisation can do to help avoid discrimination and bias during
the interviewing part of the selection process?
1.
,Use non-discriminatory languague
2.
Avoid unconscious bias.
3.
Offer based on ability.
4.
Create a standard set for a criteria.
SECTION 3: Promote the benefits of diversity

Q32: Discuss four ways by which an organisation can promote the benefits of diversity to its employees?
1.
Induction.
2.
Regular training.
3.
Bulletins and newsletters.
4.
Staff meetings.
Q33: Many organisations promote their diversity achievements in external forums. List
three based on the benefits of using external forums?
1.
Sharing your companys innovation and success for best practice of diversity.

51
.
Improved personal professional profile, as often awards target individual performance
within a company

52
.
Focus on the value of diversity and see how it benefit the business
Q34: Give two examples of external diversity forums.
- They can do this by entering a formal submission of their diversity policy in award
events.
- Having a membership in a professional association that promotes diversity.
Q35: Provide two examples of how a diverse workforce has enhanced products and
services in your organisation, or an organisation you have been a customer in.
1.
Reduced absteenism.
2.
Fosters creativity and innovation.
Q36: Describe how diversity can be used as a competitive advantage in improving products and services.
Innovative team from different diverse backgrounds provide different way of contributing
to product development or service offerings which ultimately give competitive
advantage of having multiple solution to issues or growth strategies.

Q37: Helping staff get to know each other can help break down stereotypes and create an
inclusive environment. Give four examples of how the manager and/or the organisation can
do this.
1.
Arrange staff meetings.
2.
Implement staff social clubs and sporting clubs.
3.
Cross-train employees
4.
Give positive feedback to team members.

Assessment Cover Sheet: Assessment Task 3 (AT3)
Student Detail
Student Id: 5742
Assessment Details
Assessment Task Project
Due Date
Date of Submission
Overall AT3 Assessment Outcome Satisfactor □ Not □ Not □

y Satisfactory completed
Date
Assessor name
Comments/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 have received, discussed and accepted my
I declare that I have conducted a fair, valid, result as above for this task and I am aware
reliable and flexible assessment with this of my appeal rights.
feedback. I also declare that I have
undertaken the indicated assessment integrity
checks
Check for Authenticity (own work) Yes

Signature:
No Cheating or use of model answers Date: _02/11/22
Yes No
Signature:
Date:
Assessment task 3: Project

 Model answers and marking guide in this document.
 Report Template (Provided by Assessor)
 Diversity policy (Provided by the Assessor)
 Altec College Learners’ resources for the unit BSBDIV501- Manage Diversity in
the Workplace. (Organised by the trainer)
Planning the assessment

 Recommended date for assessment: [Trainer to provide]
 Time required for assessment: 4 hours
 You must:
 Produce all evidence as required in the scenario.
 Complete the assessment and submit in due timelines.
 Submit with a completed assessment cover sheet.
 Assessor will set a time to provide feedback.
At the end of the assessment, you will be required to submit the following evidence before the due
 Completed (Report Template).
 Completed tasks 1, 2, 3 and 4.
 Completed and signed cover sheet for assessment.
 Assessor will record the assessment outcome on the assessment cover sheet.
AT3- Project
You are required to do the following.
 Complete Tasks 1, 2, 3 and 4
 Your report should be presented fully typed, in a short report format, printed copy using
the template provided separately - (Report Template)
 Follow the short report format:
 Cover or title page
 Table of contents
 Introduction
 Body – with headings and numbering systems
 Conclusion
 References: list sources of information and research referenced in text
 Appendix: flow chart of the grievance procedure
 You must read and familiarise self with the Kingfisher Garden Centre diversity policy. This is
a fictitious diversity policy developed for this assessment.
 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. You must also use the research gathered
throughout the unit, as directed in the ‘Extend your learning’ activities.
Task 1: Introduction and legislation
1. Introduction
 Write an introduction to the report. Clearly identify the purpose of the report and what
the report aims to achieve.
 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 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
 Use the Report Template and complete Task 2.

 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
 State Kingfisher’s policy stance on work/life balance and any supporting policies and procedures.
 What strategies should be implemented to support 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 to support the policy in the areas in 8, 9 and 10. For
example, Kingfisher has a scholarship program for Indigenous people. How can the
company encourage an uptake of this?
11. Recruitment and selection

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

 What strategies can be put in place to prevent discrimination and bias in the selection process?
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.
13. 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.
14. Promoting diversity

14.1 Promoting diversity to staff
 How would you promote the benefits of diversity and communicate any updates to a
diversity policy to staff? Explain.
14.2 Promoting 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?
15. Conclusion
Now that you’ve got a good understanding of what should be in a diversity policy, reflect on Kingfisher’s
policy.
 What areas were neglected, or not adequately addressed?

 What are the benefits of having a policy on managing diversity?
 What have you learnt from doing this report and studying this unit?
16. Reference list

 [Include an alphabetical list of sources of research cited in your report. Refer to your training
provider’s referencing guide for how to do this.]
17. Appendices
 [Appendix 1: Grievance procedure]

Copyright: Instructions in this tool have been developed by NTA and Altec College for sole purpose of
use by Pass Global Pty Ltd t/a ALTEC College. Any part of these assessment instructions cannot be
reproduced in full or part for without approval of Altec College and NTA which holds authorship right.


BSBDIV501 Final Nicolas Escobar Word 1

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

BSBDIV501 Final Nicolas Escobar Word 1

Uploaded by

Copyright:

Available Formats

STUDENT

Manage Diversity in the Workplace

STUDENT NAME: Nicolas Escobar roa

STUDENT ID: 5742

SIT40516 | BSBDIV501- Manage Diversity in the

STUDENT NAME: Nicolas Escobar roa

ASSESSMENT RECEIVED BY Altec College Staff

PASS GLOBAL PTY LTD t/a ALTEC COLLEGE Student

Staff Name: Student ID:

Signature: Student Signature:

SIT40516 | BSBDIV501- Manage Diversity in the

The assessment booklet contains two (2) parts:

 Application of the unit of competency

SIT40516 | BSBDIV501- Manage Diversity in the

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

2. Foster respect for diversity in the work team.

3. Promote the benefits of diversity.

Evidence of the ability to:

 critically review a diversity policy

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

 outline formal and informal complaints procedures

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

Assessment You are required to choose the correct 02/11/22 Needs to be

Outline of evidence to be collected:

Assessment Task  Completed knowledge test with questions answered and

Administration, recording and reporting requirements:

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

Recording an assessment result:

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

For assessment task:

Reasonable adjustments and special learning needs:

Any adjustments made must:

SIT40516 | BSBDIV501- Manage Diversity in the Workplace

Plagiarism, cheating and assessment dishonesty:

SIT40516 | BSBDIV501- Manage Diversity in the

SIT40516 | BSBDIV501- Manage Diversity in the

SIT40516 | BSBDIV501- Manage Diversity in the

Student Plagiarism Declaration: By submitting this assessment to the college, I declare

SIT40516 | BSBDIV501- Manage Diversity in the

Google check for plagiarism Yes No

Check for Copying/Collusion Yes No

SIT40516 | BSBDIV501- Manage Diversity in the

Instructions for students:

Planning the assessment

SIT40516 | BSBDIV501- Manage Diversity in the

Q2. What is ‘diversity management’? C

(a) On the company intranet. b

Q5. Which is NOT true? c

SIT40516 | BSBDIV501- Manage Diversity in the

Q8. What is statute law? a

(a) The Privacy Act.

SIT40516 | BSBDIV501- Manage Diversity in the

Q12. What does the term ‘unjustifiable hardship’ mean? a

SIT40516 | BSBDIV501- Manage Diversity in the

SIT40516 | BSBDIV501- Manage Diversity in the

Q17. What could your company do to be more inclusive of age-based diversity? d

Q19. Which is the legal definition of sexual harassment? A

SIT40516 | BSBDIV501- Manage Diversity in the

SIT40516 | BSBDIV501- Manage Diversity in the