CHCDIV001 Work With Divese People SAB (Ageing) v3.1 - THEORY

STUDENT ASSESSMENT BOOKLET - I
CHCDIV001 Work with Diverse

People - Ageing
Student Name: Sujan Adhikari
Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: info@advancecollege.edu.au
RTO Code: 45342
© 2020 Advance College. Advance College is a trading name of Australian Newtown College, RTO 45342.
Cover image © Shutterstock www.shutterstock.com
Assessment overview
This Student Assessment Booklet-I includes Task 1 for assessment of CHCDIV001 Work with diverse
people.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate
competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required in this unit.
Assessment Task 2: Cultural reflections You are to reflect on your own experience of culture and diversity
in the workplace.
Assessment Task 3: Workplace observations You are to be observed by your assessor communicating with
people from diverse social and cultural backgrounds in your
workplace, in at least three different situations.
How to submit your assessments

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

At the end of this task you will find an Assessment Task Cover Sheet. Please fill it in, making sure you sign the
student declaration.
Your assessor will give you feedback and will write this on the back of the Task Cover Sheet.
Prerequisite
The prerequisite for this unit is NIL.
CHCDIV001 Work with Diverse People PAGE 5

© Advance College November 2020 Version 3.1
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be
evidence that the candidate has:
 undertaken a structured process to reflect on own perspectives on diversity

 recognised and respected the needs of people from diverse social and cultural backgrounds in at least
3 different situations:
 selected and used appropriate verbal and non-verbal communication

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

- relationship between human needs and human rights
- frameworks, approaches and instruments used in the workplace

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

 disability
 religious or spiritual beliefs
 gender, including transgender
 intersex
 generational
 sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual
 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures,
including:
 social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people
 own culture, western systems and structures and how these impact on Aboriginal and/or Torres
Strait Islander people and their engagement with services
 potential needs of marginalised groups, including:
 protective factors
 physical, mental and emotional health issues/care needs
 consideration of impacts of discrimination, trauma, exclusion and negative attitudes
 resources that support individuals and organisations to embrace and respond to diversity
 language and cultural interpreters

 imagery
 influences and changing practices in Australia and their impact on the diverse communities that
make up Australian society
 impact of diversity practices and experiences on personal behaviour, interpersonal relationships,
perception and social expectations of others
For all documentation on the performance criteria and assessment requirements of the unit CHCDIV001 – Work
with diverse people, please refer to the training.gov.au website with this
link:https://training.gov.au/Training/Details/CHCDIV001.

ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.
Student Name Sujan Adhikari
Assessor Name
Unit: CHCDIV001 Work with diverse people
ASSESSMENT DETAILS
Written/Oral questions Cultural reflections
Assessment Type
Workplace observations
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below.
Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of Yes No
assessment?
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations to be made for this Yes No
assessment? If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….
Do you understand your rights to appeal the decisions made in an Yes No

assessment?
None of this work has been completed by any other person. Yes No
I have not cheated or plagiarised the work or colluded with any other Yes No
student/s.
I have correctly referenced all resources and reference texts to complete these Yes No
assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action Yes No
may be taken against me.
STUDENT DECLARATION
Sujan Adhikari
I,__________________________________, certify that the statements I have attested
above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these
tasks are my own work.
Sujan . 25/02/2023
Student Signature: …………………………… Date: ............... /................./...................................

ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S) Not Yet Satisfactory

(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
Re-assessment Result Satisfactory (S) Not Yet Satisfactory

(NYS)

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)



ASSESSOR DECLARATION
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I
have observed the student demonstrate unit outcomes through consistent and repeated application of
skills and knowledge over a period of time and provided appropriate feedback.
Signature:
Date:
STUDENT FEEDBACK AND ASSESSMENT APPEALS
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.
I have received my assessment result and I am satisfied with the given feedback for this assessment.
I am not satisfied about my result and I would like to appeal regarding my result.
Student Signature: …………………………… Date: ......... /.........../..................

ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must include
your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you
can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

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

 You will do this task in your own time.
 Write in the date of submission as advised by your assessor: _________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
Instructions to students:
Provide answers to each of the questions.
QUESTION 1
Answer the following questions.
a) In your own words explain the concepts and definition of ‘diversity’.
Diversity means understanding that each individual is unique and also recognising our individual differences. The differences
can be in race, ethnicity, gender, sexual orientation, socio-economic statue, age, physical abilities, religious beliefs, political
beliefs or other ideologies.

b) In your own words, explain the concepts of ‘cultural awareness’. Consider the work roles in your preferred
industry and write down how an understanding of cultural awareness can be of benefit to relationships with
others in the workplace.
Cultural awareness is sensitivity to the similarities and differences that exist between two different cultures and the use of this
sensitivity in effective communication with members of another cultural group. As a carer understanding of cultural awareness
can be of benefit of relationships with others in the workplace. People from different diversity, background and country are
found in an aged care centre. Understanding of cultural awareness helps maintain peace and good working environment in the
workplace.
c) In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed in
community services.
Cultural competence is the ability to understand, communicate with and effectively interact with people across cultures
developing positive attitude towards cultural differences, gaining knowledge of different cultural practise and world views.

d) List two ways in which an organisation and its staff can demonstrate cultural competence.
1. Learn about different cultures and interact with diverse groups.
2. Interact with and attend diversity-focused conferences.
e) In your own words, describe the concepts of ‘cultural safety’ and its impact on community service workers.
An environment that is spiritually, socially, and emotionally safe, as well as physically safe for people, where is no assault
challenge or denial of their identity of who they are and what they need. This concept provides recognition of his indices of
power inherent in any interaction and the potential or disparity and inequality within any relationship.
f) What ways could an organisation and its staff develop cultural competence? Provide at least three strategies.
1. Finding and using any resources available at the healthcare facility. Federal regulations now require that
healthcare systems provide cultural competency training to staff in dealing with the population served.
Training and information should be provided in user-friendly ways so that staff will readily take advantage of
these offerings.

2. Understanding differences in role relations. Relations inter-personal distance, and formality between supervisors
and staff differ among cultural groups. Understanding differences in the concept of face and taking care not to
injure the face of the strong sense of honor, which is an important concern of many who belong to collectivist
cultures.
3. Being aware of personal space and touching. All cultures have different customs and rules about interpersonal
space and touching. Personal space can hinder communication and professional relationships if the staff
members have different cultural bias about what is appropriate. Australian cultures give mined message about
touching.
QUESTION 2
a) Describe the legislative and ethical rights and responsibilities of employees, employers and clients to ensure a
culturally safe and diverse work environment and care experience. List in your answer the types of requirements
that must be adhered to.
Employers have the right to ask certain questions about an employee or potential employee’s mental health
condition where it is legitimate, necessary and desirable. This may be:
 To determine whether the person can perform the inherent requirements of the job
 To identify if any reasonable adjustments may be needed, either in the selection and recruitment process
or in the work environment and role
 To establish facts for entitlements such as sick leave, superannuation, workers’ compensation and other
insurance.
 The overall test is whether the employer enquiries are for a ‘legitimate’ purpose. For example, it might be
legitimate to ask an employee questions about their medication if the job involves operating machinery.

b) What actions can a client take if they feel an organisation is being discriminatory and not taking due care to
meet their cultural needs?
If the discrimination or harassment is happening in the organization, discuss the issue with your carer or focal
person. Many clients have a complaints procedure or a disability contact officer (usually within the human
resources department) who can discuss and solve problems and concerns with you.
QUESTION 3
Terese is an elderly lady whose family has decided to put her into care with some reluctance – the matriarch is
generally cared for by the family, but unfortunately Terese’s sons and daughters cannot manage with the high level
of care she now requires.
Terese speaks only a limited amount of English but can mostly understand what is being said to her. Her family
has always communicated to others for her, and have previously taken her to all doctor appointments, specialist
appointments and even banking and other daily needs.
a) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain which
interpreter is required in this scenario and how it will help Terese.
Language interpreter translates live dialogues simultaneously and subsequently among people who speak different
language. Cultural interpreter explains meaning of behaviours, symbols, rituals and heroes from one culture to
people from another culture. Language interpreter is required in this scenario as she can hardly speak English and
language interpreter can do that for her.
b) Terese’s family has given permission that the services of an interpreter can be used. Use the Internet to locate
an interpreting/translation services provider in your own local area. (You can choose Terese’s cultural
background to locate specific translation/interpretation services.) Write down their name, address and telephone
number.

Natti National Office
Address; 16/2 Kingst, Deakin Act 2600
Telephone number; S02 6200 3035
QUESTION 4
A group of aged care workers are planning a social night out. Their manager is organising dinner at a local pub,
and advises staff they are welcome to bring a friend or partner and to respond via email of their acceptance and if
they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new colleagues in
a more relaxed environment. He decides he will bring his partner of 5 years, Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that Dave will attend
too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom accepts the
new date. Two days later it changes again. He is unable to attend this time, Dave has his own work function and
Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and how much of
a good time they had. Two staff get up and leave the kitchen during this chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the direction of those
who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave going to the dinner,
and that the manager kept changing the dates with the hope that Tom would be busy, and that the rest of the staff
could still come.
a) Identify the type of legislation and types of workplace procedures that have been breached and how.
The type of legislation that has been breached in Sex Discrimination Act (1984) and the types of workplace
procedures breached is anti-discrimination and harassment policy. According to Sex Discrimination Act (1984) it is
a federal law which makes it unlawful to discriminate you because of you sex and dismiss you from job because of
your sex.
b) Explain how this situation can impact the cultural safety of the workplace.

A culturally safe workplace has a defined set of values and principles, and demonstrates behaviours, attitudes, policies, and
structures that enable all workers to work effectively cross-culturally. Workers will feel they can contribute to all appropriate
discussions, they will work safer and be more productive.
c) Explain how this situation can impact Tom socially and professionally. Consider in your response the impact on
his relationships with others in the workplace and his relationship with Dave.
This situation can impact Tom socially and professionally because Something as simple as an unreturned email can make a
big issue This small incident made tom question their relationship. ... He had no idea that his slow response concerned with
Dave. People tend to think about work relationships in the wrong way, however. Take the multitasking scenario above.
d) Explain actions that Tom could take in this situation. Imagine that his workplace does not handle the situation
and Tom continues to be excluded. What could he do next?
Tom could take actions such as -
 resolving complaints of discrimination or breaches of the human rights under federal laws.
 holding public inquiries into human rights issues of national importance.
 Providing independent legal advice to assist courts in cases that involve human right principles.
QUESTION 5
a) Describe the purpose of the Universal Declaration of Human Rights.
The Universal Declaration of Human Rights begins by recognising that, the inherent dignity of all members of the
human family is the foundation of freedom, justice and peace in the world. It declares that human rights are
universal to be enjoyed by all people, no matter who they are or where they live.
b) Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide an
example.

Yes, human rights necessarily cover all human needs human rights cover virtually every area of human activity. They include
civil and political rights, such as freedom of speech and freedom from torture. Human rights also guarantee people the means
necessary to satisfy their basic needs, such as food, housing and education, so they can take full advantage of all opportunities.
c) Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What fundamental
rights has Tom been refused?
Right to Equality
The right to equal treatment requires that all persons be treated equally before the law without discrimination. The principle of
equality and non-discrimination guarantees that those in equal circumstances are dealt with equally in law and practice.
d) What are some of the frameworks, approaches and instruments used in aged care industry workplaces that relate
to human rights? List at least 3
Framework
 Aged Care
 Age discrimination
 Disability Discrimination
Approaches
 Individually
 Independence
 Privacy
QUESTION 6
a) List at least three effective strategies that could encourage effective communication in a situation where
there is a language barrier.
1. Translate all relevant documents into primary language or employee.

2. Visual method of communication- explain with pictures. Using signs, use cards or visual methods are often an
effective way to train people.
3. Simple training methods- demonstrating as well as explaining training methods.
b) List two strategies you could use if you were involved in a cross-cultural conflict with a work colleague and
needed to sensitively resolve it.
1. Establishing a complaints system or set of procedures to respond to workplace discrimination in a timely and
appropriate fashion. Also, ensuring staff are aware of external complaints mechanisms available.
2. Engaging in activities, training and discussion that create a positive and inductive working environment to avoid
cases of workplace discrimination.
c) Describe the effectiveness of visual imagery when communicating information to diverse audiences.
Visual communication is the most effective way of passing information because the human mind processes things
in images. The majority of people respond quickly to visual image instead of texts. The effectiveness of visual
images include generation enjoyment, cultural communication, instance conveyance and ease of understanding.
d) Provide at least three examples of universal imagery or colours used within the workplace (you may draw
examples where required).
1. No Smoking

2.First Aid
3.Not drinking water

QUESTION 7
a) Explain how diversity has impacted Australia’s ever-changing economic, employment, social, cultural and
political landscape. Write at least one paragraph for each area.
Diversity in workplace means having employees from a wide range of backgrounds. This includes different ages,
gender, ethnicity, physical ability, sexual orientation, religious beliefs, work experience and educational
background. Impact of diversity in Australia in different sector; Economy; Diversity has impacted Australia
economy on following ways Migrant’s own spending, business expansion, expansion of government services, labour
skills and money introduced in Australia, new businesses developed by migrants, migrants contributing to the
technology and many other sectors Employment; As a step in the settlement process, employment allows
immigrants to productively contribute to Australian society, establish knowledge of and experience in, the
Australian workforce and workplace culture, and improve their language and communication skill. Social, cultural
and political landscape; cultural and social structure, such as race, religion, language, education, ethnicity and
economic status are major influences on the people health and wellbeing. In addition to the indigenous population,
Australian’s cultural diversity has increased through immigration.

b) Using at least three paragraphs, now write about how Australia’s diverse community has been impacted (consider
both positives and negatives) by the changing economic, employment, social, cultural and political landscape.
Australia’s diverse community has been impacted by the changing economic in many ways. This has increased
productivity, improved creativity, increased profits, improved employee engagement, reduced employee turnover,
improved company reputation, wide range of skill improves cultural insights. Employment opportunities has been
increased for all diversity of people. This community has helped to manage the gap of people in Australian based
employment as well as created employment for many people residing in Australia. It is a common knowledge that
migration has had positive social, cultural and political impact on Australia.
Generally speaking, migrants and refugees show strong resilience and adaptability to new challenges and
surroundings. They are willing to take menial job when first settling. They have flaunted their culture in many
different ways and embraced Australian culture as well.

QUESTION 8
c) Key areas of diversity have been listed below. Provide answers to each question. Note: remember to be sensitive
and respectful in your definitions and responses.
Disability Provide three examples of different types of disability you may encounter in your preferred
work role/industry.
 Vision impairment
 Mental health conditions
 Autism spectrum disorder
Culture Provide a definition of ‘culture’.

Culture is the total way of life of particular groups of people. It includes everything that a
group of people thinks, says, does and makes its systems, attitudes, and feelings. Culture is
learned and transmitted from generation to generation.
Ethnicity Provide a definition of ‘ethnicity’.

Ethnicity is a concept referring to a shared culture and way of life. This can be reflected in
language, religion, material culture such as clothing and cuisine, and cultural products such
as music and art.
Religion Provide a definition and three examples of ‘religion’.

A set of beliefs concerning the cause, nature and purpose of the universe, especially when considered
as the creation of a superhuman agency or agencies, usually involving devotional and ritual
observances and often containing a moral code governing the conduct of human affairs.

Spirituality Provide a definition of ‘spirituality’.
The quality that individual deep feelings and beliefs of a religious nature, rather than the
physical parts of life.
Gender Provide a definition of ‘gender’.

Gender refers to the socially constructed characteristics of women and men, such as norms,
roles, and relationships of and between groups of men and women. It varies from society to
society and can be changed.
Transgender Provide a definition of ‘transgender’.

A person may be considered as transgender person if their gender identity is inconsistent with the sex
they were assigned at birth and consequently also with the gender role and social status that is typically
associated with that sex.
Intersex Provide a definition of ‘intersex’.

The term intersex refers to the people who are born with genetic, hormonal or physical sex
characteristics that are not typically male or female. Intersex people have a diversity of
bodies and gender identities, and many identify as male or female or neither.
Lesbian Provide a definition of ‘lesbian’.

A lesbian is a homosexual woman. The word lesbian is also used for women in relation to
their sexual identity or sexual behaviour, regardless of sexual orientation. It is also described
as same-sex attraction in women.

Gay Provide a definition of ‘gay’.
Gay is a term that primarily refers to a homosexual person or the trait of being homosexual.
It is more commonly used to refer specially to men.
Bisexual Provide a definition of bisexual.

Bisexual is a processing characters of both sexes and especially both male and female
reproductive structures: hermaphroditic. It is also characterized by tendency to be sexually
attracted towards individuals of both sexes: engaging in sexual activity with partners of either
sex.
Heterosexual Provide a definition of ‘heterosexual’.

A heterosexual is characterized by sexual or romantic attraction to or between people of the
opposite sex.
Generational Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this
generation.
The generation born in the 1980s and 1990s, comprising primarily the children of the baby becomes
and typically perceived as increasingly familiar with digital and electronic technology stereotypes: -
 Baby boomers are out of sync with technology.

 Millennials aren’t motivated by anything.
Provide a definition of ‘Generation X’. List two common stereotypes of this generation and
two common characteristics
 The generation born in 1960s to 1970s, typically perceived to be disaffected and directionless
 Stereotype: - Members of Generation X communicate more directly Generation Xers
prioritize work-life balance.

Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation.
 People born in the year following the second world war, when there was a temporary
marked
increase in birth rate stereotype.
 Baby boomers don’t care about younger generation. they just want to retire.
d) For each group, identify one way that the group’s characteristics inform how you provide care and services to
them.
Disability Choose two of the three types of disability you identified above and provide an
answer for each.
 Visually impaired; Always treat them normally, speak first and introduce
ourselves. Help them learn to work by themselves.
 Mental health conditions; Being polite and non-threatening but also
becoming honest and direct. Help them to find out their problems and
also avoiding confrontations.
Culture  Perform a cultural competence self-assessment

 Improve communication and language barrier
 Directly engage in cross-cultural interactions with clients

Religion and spirituality Religion is a specific set of organised beliefs and practices, usually shared by a
community or group. Spirituality is more of an individual practice and has to do
with having a sense of peace and purpose.
Transgender Transgender people are people whose gender identity is different from the gender
they were thought to be at birth. “Trans” is often used as shorthand for
transgender. When we’re born, a doctor usually says that we’re male or female
based on what our bodies look like
Lesbian, gay, bisexual A lesbian is a homosexual woman. The word lesbian is also used for women in
relation to their sexual identity or sexual behaviour, regardless of sexual
orientation, or as an adjective to characterize or associate nouns with female
homosexuality or same-sex attraction Gay is a term that primarily refers to a
homosexual person or the trait of being homosexual. sexually attracted not
exclusively to people of one particular gender; attracted to both men and women.

Generational: Generations X Generation X is the group that started to introduce the idea of a solid work-life
and Y balance into the workforce. Gen Xers watched members of the Silent Generation
and Baby Boomers turn into workaholics in a workforce that encouraged long
hours and a hard grind.
Characteristics of Gen Y. People of Gen Y can be described as self-confident and
ambitious. Sometimes folks think that they are not self-confident but rather
arrogant. Success in Millennials careers' is not as important to them as their
family and their friends are.
Generational: Baby Boomers Despite a slight trend in reporting better self-rated health, other data indicate that
and older baby boomers do not feel healthier than previous cohorts did in terms of chronic
conditions, chronic symptoms, depressive symptoms, fear of disease, self-perception
of ageing and difficulty in activities of daily living.
QUESTION 9
Martin, 58, is sitting in a conference room being interviewed for a job. It is all going well, but then one interviewer
asks how old he is, as his date of birth wasn’t indicated on his resume.
Martin refuses to give his age – he states that his age is not an indicator of whether he can do the job well, but his
work experience, knowledge and strong references should be what proves his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-year-old
female because they felt a ‘younger person with a soft approach’ would be best for the position.
a) Answer the following questions about Martin’s situation.

 What breach has the workplace committed?
Age discrimination: The breach committed by the workplace is age discrimination.

 What could be the consequences of this scenario?
Age discrimination act (2004) can be filed against the organization. Age discrimination has significant negative impacts
on most people who experience it. It causes negative impact on person’s self-esteem or mental health, or increased levels
of stress.
 What do you think would be the impact on Martin in this situation?
Martin could have several impacted in this situation among which some of them are listed below:
 Loss of experience and potential
 Damage to productivity
 Legal liability
 Loss of working spirit
Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of her favourite
cafés for something different. As Giovanni’s guide dog is working, it is harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks them to leave.
Cathy is taken aback and asks why. The employee states that pets are not permitted inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health regulations
have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more for them.
b) Answer the following questions about Giovanni and Cathy’s situation.
 What breach has the café committed?
Breach committed by the Cafe: The injured individual has the right to use service dogs under the American Disabilities Act
and can even take the service dogs with them and the café asked them for leave because of guide dog or they didn’t allow the
guide dog which is against the American Disabilities Act.

 What could be the legal consequences of this scenario?
The legal consequences of this scenario are Giovanni can file the case against the café and stop their license for running café.
 What do you think would be the impact on Giovanni and Cathy in this situation?
It was not good happening with them.
Umair has finished his Certificate IV in Ageing Support. He has passed all his assessments and the feedback from
his trainers has been very positive.
Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately, they do not have
any jobs available at the moment. The manager promises to let him know if any jobs are going to be advertised, as
she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his friends, he
decides to call the last workplace his applied to and ask why he wasn’t considered for an interview. He is put
through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about you. Yes, the manager didn’t want
to put your application through further because they thought some of our elderly clients might be unsettled by a
Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!
c) Answer the following questions about Umair’s situation.
 What breach has the workplace committed?
The workplace had committed that they didn’t prefer to him as their staff because their elderly clients might be unsettled by a
Muslim on the staff.

 What could be the consequences of this scenario?
The legal consequences of this scenario are the manager didn’t want to put your application through further because they
thought some of our elderly clients might be unsettled by a Muslim on the staff.
 What do you think would be the impact on Umair in this situation?
I think, the impact on Umair in this situation he would be in shock and can’t accepted what he had heard from one of staff
whose name was Bri.
d) Review the Universal Declaration of Human Rights and identify Article/s that are being breached in Umair’s
story.
In Umair’s story, According to Universal Declaration of human right certain article are being breached given below:
Article 2: Freedom from discrimination
Article 23: Right to work
QUESTION 10
a) Explain why some people experience marginalisation.
Some people experience marginalisation because the high incidences of poverty and deprivation among the
marginalized social groups are to be found in their continuing lack of access to income-earning capital assets, heavy
dependence on wage employment, high unemployment, low education, and many other factors.

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

Traumatic Experiences, Perceived Discrimination, and Psychological Distress Among Members of Various
Socially Marginalized Groups. Perceived discrimination has consistently been shown to be associated with
diminished mental health, but the psychological processes underlying this link are less well understood.
 Those who are ageing: -
Negative attitudes about ageing and older people also have significant consequences for the physical and
mental health of older adults. Older people who feel they are a burden perceive their lives to be less valuable, putting
them at risk of depression and social isolation.
 Those with mental health/emotional issues: -
Traumatic Experiences, Perceived Discrimination, and Psychological Distress Among Members of Various
Socially Marginalized Groups. Perceived discrimination has consistently been shown to be associated with
diminished mental health, but the psychological processes underlying this link are less well understood.
c) List three protective factors that can help those in marginalised groups to cope.
1. Positive attitudes, values or beliefs.
2 Conflict resolution skills.
3. Good mental, physical, spiritual and emotional health.

QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may exist when working
with:
d) Someone of an older generation.
1. Older generation people are considered as slow and are not competent with young generation.
2. They are unaware of modern technology.
3. Someone of an older generation are sucked in traditional way of working process
e) A person with a disability.
1. This perspective can affect how disability is perceived. In many cultures, attitudes toward a disability may
include religious acceptance.
2. Also, people may believe that a disability is caused by factors such as the influence of “past lives“, mystical
intervention or the past actions of a parent
3. In many cultures, attitudes toward a disability may include religious acceptance.
QUESTION 12
Research the social, political and economic issues that are affecting Aboriginal or Torres Strait Islander people and
write at least one paragraph about each issue you identify and its impact.
The social emotional wellbeing of Aboriginal and Torres Strait Islander communities includes:
 widespread grief and loss.
 impacts of the Stolen Generations and removal of children. unresolved trauma.
 separation from culture and identity issues.

Economic issues affecting Aboriginal and Torres Strait Islanders
Aboriginal and Torres Strait Islander people are more likely than other Australians to experience various forms of
disadvantage, including higher unemployment rates, poverty, isolation, trauma, discrimination, exposure to
violence, trouble with the law and alcohol and substance abuse.
Political issues that are affecting Aboriginal or Torres Strait Islander people Stolen generations.
 Colonisation and invasion.
 Land rights and native title.
 Dispossession.
 Acts of government including assimilation policies.
 Racism and discrimination.
 Media.
QUESTION 13
Explain how the Australian culture and systems and structures impact Aboriginal and/or Torres Strait Islander
people are impacted on engaging with services?
The Australian culture and systems and structures impact Aboriginal and/or Torres Strait Islander people are
impacted on engaging with services, Colonisation has resulted in inequity, racism and the disruption of Aboriginal
and Torres Strait Islander cultures. In fact, it has been the most detrimental of the determinants of health that
continues to significantly influence Aboriginal and Torres Strait Islander health outcomes today.


CHCDIV001 Work With Divese People SAB (Ageing) v3.1 - THEORY

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STUDENT ASSESSMENT BOOKLET - I

CHCDIV001 Work with Diverse

Student Name: Sujan Adhikari

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

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

CHCDIV001 Work with Diverse People PAGE 5

 undertaken a structured process to reflect on own perspectives on diversity

 selected and used appropriate verbal and non-verbal communication

- universal declaration of human rights

CHCDIV001 Work with Diverse People PAGE 6

 key areas of diversity and their characteristics, including:

 culture, race, ethnicity

 language and cultural interpreters

CHCDIV001 Work with Diverse People PAGE 7

Student Name Sujan Adhikari

Unit: CHCDIV001 Work with diverse people

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? Yes No

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

tasks are my own work.

CHCDIV001 Work with Diverse People PAGE 9

Result Satisfactory (S) Not Yet Satisfactory

ASSESSOR FEEDBACK (Assessment Task 1)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result Satisfactory (S) Not Yet Satisfactory

ASSESSOR FEEDBACK (Assessment Task 1)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1)

CHCDIV001 Work with Diverse People PAGE 10

CHCDIV001 Work with Diverse People PAGE 11

STUDENT FEEDBACK AND ASSESSMENT APPEALS

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

CHCDIV001 Work with Diverse People PAGE 12

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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

Answer the following questions.

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

CHCDIV001 Work with Diverse People PAGE 13

CHCDIV001 Work with Diverse People PAGE 14

1. Learn about different cultures and interact with diverse groups.

2. Interact with and attend diversity-focused conferences.

CHCDIV001 Work with Diverse People PAGE 15

condition where it is legitimate, necessary and desirable. This may be:

or in the work environment and role

CHCDIV001 Work with Diverse People PAGE 16

CHCDIV001 Work with Diverse People PAGE 17

Address; 16/2 Kingst, Deakin Act 2600

Telephone number; S02 6200 3035

CHCDIV001 Work with Diverse People PAGE 18

Tom could take actions such as -

 holding public inquiries into human rights issues of national importance.

CHCDIV001 Work with Diverse People PAGE 19

1. Translate all relevant documents into primary language or employee.

CHCDIV001 Work with Diverse People PAGE 20

3. Simple training methods- demonstrating as well as explaining training methods.

CHCDIV001 Work with Diverse People PAGE 21