Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)

Unit Title:

MANAGE WORKPLACE DIVERSITY

Unit Code: ITHHGLE09AEM

Acknowledgements

Writer:
Dito Hendro Prakoso, SH, MSIR, MSCJ, Personnel & General Affair Manager,
Hotel Grand Preanger, Bandung

Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development

This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.

Package for Hospitality Training – Manage Workplace Diversity ii

Glossary
Access and equity
Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.

Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.

Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.

Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.

Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.

Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.

Context of assessment
Specifies where, how and by what methods assessment should occur.

Elements
The skills, which make up a unit of competence.

Evidence guide
These are guidelines on how a unit should be assessed.

Fair
Does not disadvantage particular trainee or students.

Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.

Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainee or students feedback on their progress.

Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.

Package for Hospitality Training – Manage Workplace Diversity iii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and
responsible for the work of others.

Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.

National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.

Performance criteria
This is used to judge whether an individual has achieved competence in a unit.

Range of variables
This details the range of different contexts that may apply to a particular unit.

Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainee or students.

Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.

Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainee or students have achieved the performance criteria.

Trainee or student or student

A trainee or student is a person who is being taught knowledge or skills.

Trainer or teacher or teacher

A trainer or teacher is a person who facilitates learning.

Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level

Unit descriptor
A general description of the competency standard.

Valid
Judgement on the same evidence and criteria will produce the same assessment outcomes
from different assessors.

Package for Hospitality Training – Manage Workplace Diversity iv

 Table of Contents

1. Introduction to this guide

1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)___________9
5. Assessment
5.1 Workplace assessment issues______________________________22
5.1.1 Workplace assessment...........................................................22
5.1.2 Competent..............................................................................22
5.1.3 Recognition of current competence........................................22
5.1.4 Assessors...............................................................................22
5.2 Underpinning skills and knowledge___________________________22
5.2.1 Assessment of underpinning skills and knowledge................22
5.2.2 Examples of assessment tasks..............................................23
5.3 Suggested assessment for Manage workplace diversity___________23

Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.

This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.

This will help you teach the competency Manage workplace diversity.

This guide deals with the skills and knowledge required to provide leadership in a diverse
workplace where customers and staff are from a wide range of backgrounds. It builds on the
common core unit THHCOR02A and reflects the importance of managing cross-cultural
issues in the tourism and hospitality industry.

Linkages to other units

1. This unit should be assessed with or after the following units:
1.1 THHGCS03A Deal with conflict situations
1.2 THHGLE01A Monitor work operations.
2. Depending upon the industry sector and workplace combined assessment / training may
also be appropriate with a range of other units. These may include but are not limited
to:
2.1 THHGLE08A Lead and manage people
2.2 THHGLE07A Recruit and select staff.
3. Care should also be taken to avoid duplication with unit THHGLE20A Develop and
maintain the legal knowledge required for business compliance.

Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.

Teachers and trainer or teachers should structure their sessions according to the:
 needs of their students/trainee or students
 requirements of their organisation
 time available for training
 training situation.

A delivery strategy has been provided for the teachers and trainer or teachers. The suggested
content gives an indication of what needs to be covered in the program to meet the
competency standard.

The delivery strategy used and assessment provided in this unit are not compulsory and
should be used as a guide. Teachers and trainer or teachers are encouraged to utilize their
own industry knowledge, experience, local examples and products to adapt the materials or
develop their own resources, in order to ensure the relevance of the training.

1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainee or students may take different
lengths of time to be competent in a particular skill.

Package for Hospitality Training – Manage Workplace Diversity 1

Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher

One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainee or students or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainee or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?

2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.

Teachers and trainer should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.

2.3 Delivery requirements

Classroom space for delivery to trainee or students, whiteboard / blackboard, overhead
projector, overhead projector screen, flip chart, flip chart paper and multimedia.

2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
Jl. R.P. Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Package for Hospitality Training – Manage Workplace Diversity 2

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees or students progress
 ensure that you have covered all element and performance criteria if assessing.

3.2 Competency standard

UNIT ITHHGLE09AES MANAGE WORKPLACE DIVERISTY

UNIT DESCRIPTOR
This unit deals with the skills and knowledge required to provide
leadership in a diverse workplace where customers and staff are
from a wide range of backgrounds. It builds on the common core
unit THHCOR02A and reflects the importance of managing cross-
cultural issues in the tourism and hospitality industry.

ELEMENTS PERFORMANCE CRITERIA

01 Encourage respect for 1.1 Individual behaviour provides a role model for
diversity in the others and demonstrates respect for diversity.
workplace 1.2 Planning and work practices are developed in a
manner which shows respect for workplace
diversity.
1.3 Colleagues are assisted and coached in ways of
accepting diversity in relation to both colleagues
and customers.
02 Use diversity as an 2.1 The skills of a diverse workforce are
asset recognised and used to enhance enterprise
performance.
2.2 Benefits of diversity are promoted to
colleagues.
03 Deal with problems 3.1 Workplace problems, which arise from diversity
arising from diversity issues are promptly recognised and action is
issues taken to resolve the situation.
3.2 Training needs are identified and actioned.
3.3 Coaching and mentoring is used to assist
colleagues to successfully work in a diverse
environment.

RANGE OF VARIABLES
1. This unit applies to all tourism and hospitality sectors.
2. Diversity refers to diversity in its broadest sense and may be related to:
2.1 Race
2.2 Language
2.3 Special needs
2.4 Disabilities
2.5 Family structure
2.6 Gender
2.7 Age
2.8 Sexual preference.

Package for Hospitality Training – Manage Workplace Diversity 3

 EVIDENCE GUIDE
1. Underpinning Skills and Knowledge
1.1 To demonstrate competence, evidence of skills and knowledge I the
following areas is required:
a. Specific diversity issues which apply to the tourism and hospitality
industry and which contribute to the industry's progress
b. Cross cultural communication skills.
2. Context of Assessment:
2.1 This unit may be assessed on or off-the-job. Assessment should include
practical demonstration either in the workplace or through a simulation.
Portfolios of evidence relating to workplace and may need to take place
over a period of time to allow the candidate to address the ongoing
implementation and monitoring aspects of this unit. This should be
supported by a range of methods to assess underpinning knowledge.
3. Critical Aspects of Assessment:
3.1 Look for:
a. Understanding of the role of leaders in encouraging effective cross
cultural communication in the tourism and hospitality industries
b. Knowledge of specific cultural issues that may apply in a particular
industry context.
4. Linkages to Other Units:
4.1 This unit should be assessed with or after the following units:
a. THHGCS03A Deal with conflict situations
b. THHGLE01A Monitor work operations.
4.2 Depending upon the industry sector and workplace combined assessment /
training may also be appropriate with a range of other units. These may
include but are not limited to:
a. THHGLE08A Lead and manage people
b. THHGLE07A Recruit and select staff.
4.3 Care should also be taken to avoid duplication with unit THHGLE20A
Develop and maintain the legal knowledge required for business
compliance.
5. Care should be taken in developing training to meet the requirements of this unit. For
generic prevocational training, organisations should provide training that considers
the full range of industry contexts with no basis towards individual sectors. The
Range of Variables will assist in this regard. For sector specific delivery, training
should be tailored to meet the needs of that sector.

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
3 1
Collecting, Organising and Using Mathematical Ideas and
Analysing Information Techniques
3 3
Communicating Ideas and Solving Problems
Information
3 1
Planning and Organising Using Technology
Activities
3
Working with Others and in
Teams

Package for Hospitality Training – Manage Workplace Diversity 4

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the material below, trainer or teachers, trainee or students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
01. Encourage respect for This unit applies to all tourism and Equal employment opportunity Pre/Dis OHT1 &
diversity in the work place hospitality sectors. and affirmative action GW HO1
1.1 Individual behaviour provides Diversity refers to diversity in its Individual behaviour in workplace Pre OHT 2
a role model for others and broadest sense and may be related diversity Dis
demonstrates respect for to: GW
diversity.  race
 language
 special needs
 disabilities
 family structure
 gender
 age
 sexual preference.
1.2 Planning and work practices Planning and organising in work Pre OHT 3 &
are developed in a manner place diversity Dis HO 2
which shows respect for GW
workplace diversity.
1.3 Colleagues are assisted and Effective coaching and Pre OHT 4 &
coached in ways of accepting counselling in workplace diversity Dis HO 3
diversity in relation to both GW
colleagues and customers. RP

02. Use diversity as an asset Diversity in inter-group relations Pre/Dis OHT 5

GW
2.1 The skills of a diverse work Recognising additional points of Pre OHT 6
force are recognise and workplace diversity Dis
used to enhance enterprise GW

Package for Hospitality Training – Manage Workplace Diversity 5

 Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
performance.
2.2 Benefits of diversity are Communication in managing Pre OHT 7
promoted to colleagues. inter-group Relations Dis
GW
Dem
03. Deal with problems arising Effective systems in dealing with Pre OHT 8 &
from diversity issues diversity problem Dis HO 4
GW/Dem
3.1 Work place problems which Defining issues of diversity Pre OHT 9
arise from diversity issues problems Dis
are promptly recognised and GW
action is taken to resolve the
situation.
3.2 Training needs are identified Identifying training needs in Pre OHT 10
and actioned. diversity Dis
GW
3.3 Coaching and mentoring is Coaching and mentoring Pre OHT 11 &
used to assist colleagues to Techniques in workplace diversity Dis HO 5
successfully work in a GW
diverse environment. Dem
CS

Legend:
Group work – GW Questioning – Q Presentation – Pre
Guest Speaker – GS Discussion – Dis Demonstration - Dem
Case Study – CS Brainstorm – B Practical Application - PA
Hand out – HO Research – R Role play – RP
Video – V Project – Pro Simulation – S
Overhead Transparency – OHT Excursion – Ex

Package for Hospitality Training – Manage Workplace Diversity 6

4.2 How to teach the competency standard
What skills, knowledge and
attitude do I want the trainee or
student to have?
Equal employment opportunity and
affirmative action.
Individual behaviour in work place
Diversity.
Planning and organising in work place
diversity.
Effective coaching and counselling in
work place diversity.
Diversity in inter-group relations.
Recognising additional points of work
place diversity.
Communication in managing inter-group
relations.
Effective system in dealing with diversity
problem.
Package for Hospitality Training – Manage Workplace Diversity
How will I transfer the skills, knowledge and attitude to the trainee or student?
Trainer or teacher to show and discuss OHT 1 [Equal employment opportunity and affirmative action].
Trainer or teacher to give Handout 1 [Equal employment opportunity and affirmative action].
Trainees or students in small groups discuss and practice equal employment and affirmation action.
Trainer or teacher to show and discuss OHT 2 [Individual behaviour in work place diversity].
Trainees or students in small groups discuss and practice individual behaviour in work place diversity.
Trainer or teacher to show and discuss OHT 3 [Planning and organising in workplace diversity].
Trainer or teacher to give Handout 2 [Planning and organising in workplace diversity].
Trainees or students in small group discuss and practice planning and organizing in work place diversity.
Trainer or teacher to show, discuss and demonstrate OHT 4 [Effective coaching and counselling in
workplace diversity].
Trainer or teacher to give Handout 3 [Effective coaching and counselling in workplace diversity].
Trainees or students in small groups discuss, practice and do RP 1 [Effective coaching and counselling in
workplace diversity].
Trainer or teacher to show and discuss OHT 5 [Diversity in inter-group relations].
Trainees or students in small groups discuss and practice diversity in inter-group relations.
Trainer or teacher to show and discuss OHT 6 [Recognising additional points of workplace diversity].
Trainees or students in small groups discuss and practice recognising additional points of work place
diversity.
Trainer or teacher to show and discuss OHT 7 [Communication in managing inter-group relations].
Trainees or students in small groups discuss and practice communication in managing inter-group relations.
Trainer or teacher to show, discuss and demonstrate OHT 8 [Effective system in dealing with diversity
problem].
7
 What skills, knowledge and
attitude do I want the trainee or
student to have?
Defining issues of diversity problem.
Identifying training needs in diversity.
Coaching and mentoring techniques in
work place diversity.
Package for Hospitality Training – Manage Workplace Diversity
How will I transfer the skills, knowledge and attitude to the trainee or student?
Trainees or students in small groups discuss and practice effective systems in dealing with diversity problem.
Trainer or teacher to show and discuss OHT 9 [Defining issues of diversity problems].
Trainees or students in small groups discuss and practice defining issues of diversity problems.
Trainer or teacher to show and discuss OHT 10 [Identifying training needs in diversity].
Trainees or students in small groups discuss and practice identifying training needs in diversity.
Trainer or teacher to show, discuss and demonstrate OHT 11 [Coaching and mentoring techniques in
workplace diversity].
Trainer or teacher to give Handout 5 [Coaching and mentoring techniques in workplace diversity].
Trainees or students in small groups discuss and do CS 1 [Coaching and mentoring techniques in
workplace diversity].
8
4.3 Support materials
(Overhead transparencies/
Handouts)
 OHT 1 & HO 1

Equal employment opportunity and

affirmative action

Reasons for equal employment opportunity:

 effective management strategy
 legal requirement.

Discrimination:
 disparate treatment
 disparate impact.

Protected groups:
 age and special needs
 national origin, colour, and race
 gender and sexual preference.

Affirmative action:
 reverse discrimination
 affirmative action causes.

Package for Hospitality Training – Manage Workplace Diversity 9

 OHT 2

Individual behaviour in
workplace diversity

Factors affecting behaviour in workplace diversity:

 inter dependence
 reciprocal.

Methods in managing behaviour in workplace

diversity:
 rules and procedure
 hierarchy
 task force
 liaison
 teams.

Role of cultural differences in individual behaviour:

 cultural conflicts
 communication conflicts
 counselling conflicts.

Package for Hospitality Training – Manage Workplace Diversity 10

 OHT 3 & HO 2

Planning and organising in

workplace diversity

Selection procedures:
 uniform guidelines
 adverse impact.

Strategic planning environment:

 internal environment
 external environment.

Human resources planning activities:

 equal employment opportunity
 pay administration and incentive
 employee relation in diversity.

Package for Hospitality Training – Manage Workplace Diversity 11

 OHT 4 & HO 3

Effective coaching and counselling

techniques in workplace diversity

Pre-counselling:
 positive overture
 address problems
 attention to initial offers
 win solution
 create open and trusting climate.

Types of counselling:
 basic information
 technical advise and assistance
 administering professional theory.

Employee Assistance Program (EAP):

 contemporary assistance program
 standard employee program.

Package for Hospitality Training – Manage Workplace Diversity 12

 Role-Play: 1

Effective coaching and counselling in

workplace diversity

Ricky is Papuan and holds a position of Personnel

Manager in a pharmacy company. One day, he has
to solve a problem which arises between Theo
(Papuan) and Putra (Javanese). The two are
arguing about their working shift - both want the
morning shift. Since one of them is also Papuan,
Ricky has to make a wise decision to avoid race
discrimination.

What decision should he make and in what way

should he conduct the counselling?

 Trainer or teacher to divide the class into

several groups, each consist of three persons.
 One plays as Ricky, the others two play as
Theo and Putra.

Package for Hospitality Training – Manage Workplace Diversity 13

 OHT 5

Diversity in inter – group relations

Transition in conflict:
 traditional view
 human relations view
 inter-action view.

Functional Vs Dysfunctional conflict:

 potential opposition
 cognitive and personalisation
 intention.

Behavioural conflict:
 avoidance >< smoothing
 compromise
 authoritative commands
 altering human variable
 altering structural variable.

Package for Hospitality Training – Manage Workplace Diversity 14

 OHT 6

Recognising additional values of

workplace diversity

Three major values:

 cognitive
 non-cognitive
 psychomotor.

Activities relationship values:

 performance
 advancement
 career planning.

Additional evaluation values:

 measure criteria
 learning process
 assessment.

Package for Hospitality Training – Manage Workplace Diversity 15

 OHT 7

Communication in managing inter –

group relation

Communication process:
 communication apprehension
 direction of communication.

Communication barriers in inter-group relations:

 condensed information
 decode communication
 emotion interpretation.

Inter-group effective communication:

 eye contact
 exhibit appropriate facial expression
 avoid distracting action of gestures
 avoid interrupting the speaker
 no over talk
 make smooth transition between the roles of
speaker and listener.

Package for Hospitality Training – Manage Workplace Diversity 16

 OHT 8 & HO 4

Effective systems in dealing with

diversity problems

Origins of diversity problems:

 psychological views
 social and intellectual view.

Influence of leadership powers in dealing with

diversity:
 two essentials power
 leadership style and follower attitude.

Moral leadership:
 values of powers
 power against conflict and consciousness.

Package for Hospitality Training – Manage Workplace Diversity 17

 OHT 9

Defining issues of diversity problems

Measuring issues of diversity problems:

 single global rating
 summation score.

The status of diversity issues in the workplace:

 minor dimension
 major dimension.

Possible effects of diversity issues in the workplace:

 satisfaction and productivity
 dissatisfaction and turnover.

Package for Hospitality Training – Manage Workplace Diversity 18

 OHT 10

Identifying training needs in diversity

Sources of identification:
 training elements
 elements of diversity
 training involvement in diversity.

Training consistency:
 types of training in managing diversity
 period of training in managing diversity.

Measuring training goals in diversity:

 moral improvement
 performance improvement.

Package for Hospitality Training – Manage Workplace Diversity 19

 OHT 11 & HO 5

Coaching and mentoring techniques in

the workplace diversity

Coaching and mentoring process:

 preparation and planning

 clarification and justification

 role of coaching and mentoring in solving

problem in diversity.

Implementation of coaching and mentoring result:

 improving commitment

 adjusting loyalty

 continuous information.

Package for Hospitality Training – Manage Workplace Diversity 20

 Case Study: 1

Coaching and mentoring in

workplace diversity

Wiwiek is the Executive Housekeeper at the Hotel

Sisingamangaraja, Bandung. She just recruits two
room attendants with a big age difference, Fitri and
Olga. Fitri is 20 years old, a fresh graduate from a
hotel school. Olga is 35 years old, a high school
graduate, and a single parent of two children. Fitri
needs less time to learn the job than Olga.

In this kind of situation, what techniques of coaching

and mentoring should be applied for them regarding
their ages and educational background?

Package for Hospitality Training – Manage Workplace Diversity 21

Section 5
Assessment
5.1 Workplace assessment issues

5.1.1 Workplace assessment

Assessment is the process of collecting evidence and making judgements on progress towards
satisfying the performance criteria set out in the competency standard. At the appropriate point,
judgement is made as to whether competence has been achieved. Assessment identifies the
achievements of the trainee or student rather than relating the performance of the trainee or student
to other trainee or students.

5.1.2 Competent

Ask yourself the question, “what does an employee really need to be able to do?” The answer to this
question will tell you what we mean by the word “competent”. To be competent in a work related skill
implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.

When you assess this competency you must take into account all of the above issues to reflect the
real nature of work.

5.1.3 Recognition of current competence

An integrated national assessment principle provides for the recognition of current competencies
regardless of where they have been acquired. Assessment recognises that individuals can achieve
competence in a variety of ways:
 prior qualifications
 informal learning.

Recognition of current competence gathers evidence to assess an individual against competency

standards in order to determine whether they have achieved the required competence for a job role or
for recognition for a formal qualification. The assessment of recognition of current competence is
undertaken by industry certified workplace assessor.

5.1.4 Assessors

In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to assess
this unit, then you may choose from the methods offered in this guide, or develop your own to conduct
assessment. Assessors must look at the evidence guides in the competency standards before
arriving at the assessment methods to use.

5.2 Underpinning skills and knowledge

5.2.1 Assessment of underpinning skills and knowledge

Package for Hospitality Training – Manage Workplace Diversity 22

Evidence should include a demonstrated ability to correctly explain and apply principles and practices
in the hospitality industry.

You must now assess your trainee or students or students underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and knowledge
for competency standard are:
a. specific diversity issues which apply to the tourism and hospitality industry and which contribute to
the industry's progress
b. cross cultural communication skills.

Should your trainee or students or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.

This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.

5.2.2 Examples of assessment tasks

Use these tasks to determine if your trainee or students have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further training
is needed.

Assessment tasks Yes No Further training

needed

What diversity issues apply to the tourism and

hospitality industry and which can contribute to the
industry’s progress?

What skill are required to communicate cross

culturally?

5.3 Suggested assessment to Manage workplace diversity

The following pages list some of the methods that can be used to assess this competency. The
proposed assessments have been designed to address each element, performance criteria and
underpinning skills and knowledge for the competency.

Results of a successful assessment should indicate sufficient and relevant knowledge and
understanding to be able to infer competence. Therefore the trainee or student is assessed as either
competent / competence to be achieved. Examples of assessment results sheets are included in
Appendix 1 and 2.

Package for Hospitality Training – Manage Workplace Diversity 23

 Evidence Gathering Methods

Assessment of practical demonstration in the workplace may include observation of the trainee or student:
 interacting with team members from diverse backgrounds.

Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience.

Oral questions or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 specific diversity issues which apply to the hospitality industry and which contribute to the industry’s progress
 cross cultural communication skills.

In off-the-job assessment, simulated activities could be used to allow the trainee or student to provide evidence of skills through practical
demonstration:
 project which requires the candidate to identify and analyse processes and work practices which encourage respect for diversity ion the
workplace
 case study which requires the candidate to analyse and deal with problems arising from diversity issues.

Package for Hospitality Training – Manage Workplace Diversity 24

 Sample methods On-the- Off-the-
Job Job

1. You are required to produce a coaching manual that will assist colleagues in ways of dealing with accepting diversity in ü
the workplace. In producing the manual, ensure that you include the following aspects:
 Individual behaviours that demonstrate respect
 Work practices that show respect for diversity.
The manual should take the form of an information document for your colleagues, and should include practical
examples from the workplace to emphasise the importance of planning for the different scenarios that could arise.

2. You are the manager of a tour company specialising in a particular overseas market. Prepare and present an
information session for employees on the cultural characteristics to help them fulfil the needs of your international ü
markets.

3. You work in an attraction which employs a large number of casual staff, particularly in the busy holiday seasons. Your
casual employees include individuals from different age groups, ethnic roots, social backgrounds, religious belief etc. ü
Recently you have been advised that there have been problems in one of the fast food outlets. It seems that some
employees who are not getting on, resulting in arguments and refusal to work together. Outline the possible causes of
this problem and develop a strategy for dealing with these and other cross-cultural communication issues that may
arise in the future. Role-play any face-to-face communication required to solve the problem.

Package for Hospitality Training – Manage Workplace Diversity 25

Questions On-the- Job Off-the-Job

Questioning should focus on:

1. Techniques and processes
ü
 How would assist colleagues to ensure that other colleagues or customers with special needs (disabilities)
were not discriminated against?
 Describe an example of a training method that could be used to inform staff as to the correct ways of ü ü
handling people with a hearing impairment.
 Describe an appropriate training technique for staff to become more accepting of people from different ü ü
races.
2. Organisation and planning
ü
 How would you address issues of diversity in your planning?
3. Communication with others
 How can/do you promote the benefits of diversity to your colleagues? ü
4. Problem solving
 Outline the steps you would take to address a workplace problem (other than health) you recognise is the ü
result of a diversity issue.
5. Health, safety and security
 Outline the steps you would take to address a health problem you recognise is the result of a diversity
issue. ü ü

Package for Hospitality Training – Manage Workplace Diversity 26

Appendices
 Appendix 1

Competency Assessment Result

Unit Code: ITHHGLE09AEA Title: Manage Workplace
Diversity

Unit code: ITHHBFO10AEA Title: Provide Porter Service

Trainee or student name:

Assessor name:

The Trainee was assessed as: Competent 

Competency to be achieved 

Feedback to trainee

Signatures

The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision

Date:

I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision

Date:

Package for Hospitality Training – Manage Workplace Diversity Appendix 1 – Page 1

29
 Appendix 2

Group Trainee or student Assessment Record

Unit Code: ITHHGLE09AEA Title: Manage Workplace

Diversity

Group:

Assessor Name:

Trainee or student Name Competent Competency

to be
Achieved

Package for Hospitality Training – Manage Workplace Diversity Appendix 2 – Page 1

31
 Appendix 3

List of overheads and handouts

Overhead Handout Title

number Number
(OHT) (HO)
1 1 Equal employment opportunity and
affirmative action

2 Individual behaviour in workplace

diversity

3 2 Planning and organising in workplace

diversity

4 3 Effective coaching and counselling

techniques in work place diversity

5 Diversity in inter-group relations

6 Recognising additional values of

workplace diversity

7 Communication in managing inter-

group relation

8 4 Effective systems in dealing with

diversity problems

9 Defining issues of diversity problems

10 Identifying training needs in diversity

11 5 Coaching and mentoring techniques

in the workplace diversity

Package for Hospitality Training – Manage Workplace Diversity Appendix 3 – Page 1

33
 Appendix 4

Trainee or student Evaluation Sheet

Unit Code: ITHHGLE09AEA Title: Manage Workplace

Diversity

The following statements are about the competency Agree Don’t Disagree Doesn’t
you have just completed. Please tick the appropriate know apply
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer or teacher.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer or teacher had time to answer my
questions.    
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer or teacher feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were

The worst things about this unit were

The things you should change in this unit are

Package for Hospitality Training – Manage Workplace Diversity Appendix 4 – Page 1

35