Assessment

Booklet

RIILAT402E
Provide leadership in the
supervision of diverse work
teams

Student Name:

Student Number: _________________________

Intake Date: _____________________________

RIILAT402E Provide leadership in the
supervision of diverse work teams
ASSESSMENT COMPETENCY RECORD
This form is to be completed by the assessor and used as the final record of the student competence
in these discipline. All student submissions including any associated documents and checklists are to
be attached to this cover sheet before placing on the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is
completed and attached to this form.

Student ID Final Assessment Submission

Date:

Student Name

Assessor Declaration

In completing this assessment, it is confirmed that the participant has demonstrated all unit
outcomes through consistent and repeated application of skills with competent performance.

Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic

Please attach the following documentation to this Result FINAL ASSESSMENT

form
RESULT:
Assessment Task ❑ Project S / NS
❑ Competent (C)
1
❑ Not Yet Competent
Assessment Task ❑ Written/Oral Questions S / NS (NYC)
2

Attemp Date Assessor’s feedback (as required):

t

Final Feedback:

DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.
Assessor: I declare that I have conducted a fair, valid, reliable Signature:
and flexible assessment with this student, and I have provided _______________________
appropriate feedback.
Name:_______________________
___ Date: ____/_____/_____

Student: I declare that I accept the assessment competency Signature:

outcome and consider the feedback of my assessor positively. I
also declare that the work submitted is my own, and has not ______________________ Date:
been copied or plagiarised from any person or source. ____/_____/_____

Administrative use only:

Entered into Student ❑ Signature/Initial ________________ Date: ________________

Management Database
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RIILAT402E Provide leadership in the

supervision of diverse work teams
Unit Code/Name RIILAT402E Provide leadership in the supervision of diverse work teams

Pre-requisites N/A

Co-requisites N/A

Unit Summary This unit describes the skills and knowledge required to provide leadership in
the supervision of diverse work teams in the resources and infrastructure
industries.
It applies to those working in supervisory roles. They are generally responsible
for the output of others, contribute to the development of technical solutions
to non-routine problems and apply management plans to the workplace.
No licensing, legislative or certification requirements apply to this unit at the
time of publication.

Conditions Mandatory conditions for assessment of this unit are stipulated below.
and context of
the The assessment must: ▪ include access to:
assessments ▪ personal protective equipment
▪ equipment related to provide leadership in the supervision of
diverse work teams ▪ relevant documentation
▪ be conducted in a safe environment; and,
▪ be assessed in the context of this sector's work environment; and,
▪ be assessed in compliance with relevant legislation/regulation and using
policies, procedures and processes directly related to the industry sector
for which it is being assessed; and,
▪ confirm consistent performance can be applied in a range of relevant
workplace circumstances.
Where personal safety or environmental damage are limiting factors,
assessment may occur in a simulated work environment* provided it is
realistic and sufficiently rigorous to cover all aspects of this sector’s
workplace performance, including environment, task skills, task management
skills, contingency management skills and job role environment skills.
This assessment will be conducted in the CAC classroom or simulated
workplace environment or at actual designated workplace:
• Address of actual designated workplace:

……………………………………………..

……………………………………………..

……………………………………………..

Specific ▪ Computer with internet and email access and a working web browser
Resources
Required ▪ Installed software: Word, Adobe Acrobat, Excel, cloud based technology,
Auto CAD
▪ A workplace, or a simulated workplace environment that will allow you
conduct the assessment.

Re-assessment To gain competency you need to get Satisfactory (S) result in all the tasks. If
Not Satisfactory (NS) result is given even for a task you will be deemed Not
Yet Competent (NYC). Students who are unsuccessful at achieving competency
at the first attempt will be offered coaching, information and additional time
(other needs if required) before a second and possibly a third attempt is made.
If the student is not able to satisfactorily complete the assessment after the
third attempt the student will be deemed Not Competent and resulted as such.
The student may re-enrol in the qualification at a later

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RIILAT402E Provide leadership in the

supervision of diverse work teams
date to gain successful completion of the unit/s.
For further details, refer to CAC Assessment Policy and Procedure.
https://cac.edu.au/policies-and procedures/

Plagiarism CAC considers plagiarism and cheating as serious student misconduct and this
may result either in a student’s exclusion from a unit or course or may have to
complete a re-assessment depending on individual case. Refer to CAC
Plagiarism & Cheating Policy and Procedure. https://cac.edu.au/policies-and-
procedures/

Complaints Where a student wishes to appeal an assessment decision they are required to
and appeal notify their assessor in the first instance. Where appropriate the assessor may
decide to re-assess the student to ensure a fair and equitable decision is
gained. The assessor shall complete a written report regarding the re
assessment outlining the reasons why assessment was or was not granted.
Refer to CAC Complaints and Appeals Policy & Procedure for details.
https://cac.edu.au/policies-and-procedures/

Assessors Assessors are to check that the student is ready for assessment, and defer the
Intervention assessment if they are not. It is important that assessors do not teach at the
assessment but allow students to competence for themselves.
Feedback is to be given at the completion of the assessment using the feedback
to student. If a student does not meet a standard, the assessor is to sit down
with them and assist them in their understanding. Should you disagree with
the assessment outcome, you can appeal the decision as stated in the Student
Handbook.
Your student record must indicate that you have all required skills and
knowledge in completing the task. For each assessment, the assessor is to act
as a supervisor and not interfere with the assessment. If the assessment
activities will impact on your safety or that of others, the assessment must be
stopped immediately.

Attaching Attached documents are accepted but must be labelled with the
documents following information: Unit Name and Title, Students name, Student
ID, Date of Submissions, Student signature.

Assessment Assessment is mapped to the unit and must be completed by the end of each
Instruction unit. For answers to written questions, reports and projects, you must:
• Print clearly in black or blue pen or type it as a word document
• Answer each of the key points and /or follow instructions
• Assessments written in pencil or are illegible will not be accepted.
Please NOTE: Student has to submit each and every assessment task. Ask your
assessor if you do not understand any part of the assessment. Whist your
assessor cannot tell you the answer, he/she may be able to re-word a question
or instruction to assist in a better understanding for you.

Assessment Task You are required to complete following in leading cultural diversity:
1: Part 1: List some of the characteristics and differences in the people you
work with on a daily basis Part 2: Question and Answer on culture and
diversity
Part 3: Case study policies and procedures
Part 4: Record individual characteristics of three people
Part 5: Recognition of diversity as an asset
Part 6: Roleplay in discussing health and safety issues

Assessment Task This is a written assessment that will test student’s knowledge. This
2: assessment may be completed over the duration of the training days. As the
students learn, practice and review knowledge and skills, students will keep
Assessment Task 2 in front of them and answer the questions as the
information becomes clearer. At the beginning of each review session students
will be given a few minutes to

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RIILAT402E Provide leadership in the

supervision of diverse work teams
familiarise themselves with the questions. Students will be given extra time at
the end of the day to complete this assessment or to clarify facts with the
Trainer/Assessor

Competency Student must satisfactorily complete each assessment tasks to be Competent

Decision (C) in the unit. Student with unsatisfactory completion of any of the
assignment tasks will be deemed Not Yet Competent (NYC).

Reasonable adjustment

To meet the needs of all learners’ adjustments can be made to the way assessments are conducted
but not to the requirements of the assessment. The purpose of these adjustments is to enhance
fairness and flexibility so that the specific needs of students can be met.
CAC will take meaningful, transparent and reasonable steps to consult, consider and implement
reasonable adjustments for students with disability and learning difficulties.

Reasonable adjustment Reason for reasonable Outcome

provided adjustment

❑ Educational and
bilingual support ❑
Presenting questions orally
❑ Presenting work
instructions in
diagrammatic or
pictorial form
instead of words and
sentences
❑ Extra time to complete a
course or assessment
❑ Others:

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RIILAT402E Provide leadership in the

supervision of diverse work teams
ASSESSMENT TASK 1 – PROJECT
Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to
determine student competency in this assessment task

Student Declaration: I declare that the work Signature:

submitted is my own, and has not been copied ___________________________ Date:
or plagiarized from any person or source.
____/_____/_____

Attemp Outcom Date Assessor’s feedback (as Trainer’s

t e required): initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, Signature:

valid, reliable and flexible assessment with this _________________________
student, and I have provided appropriate
Name:
feedback. _________________________ Date:
____/_____/_____

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RIILAT402E Provide leadership in the

supervision of diverse work teams
ASSESSMENT TASK 1
Lead cultural diversity
Part 1:
ASSESSMENT INSTRUCTIONS

Cultural norms and practices are the behaviour patterns and attitudes that arise from
our cultures. Differences often arise when an individual has a different set of cultural
practices to those followed by the dominant culture.
List some of the characteristics and differences in the people you work with on a daily
basis. List them in a table such as the one below.
Keep a copy of this table in your portfolio for future reference. As you move through
this unit you may want to add to the table. What is the dominant culture in your
workplace? What are the subcultures?

Person Characteristic Difference

Riza Deeply religious Needs to take regular breaks

from work to pray

Sara Greeting style Prefers to bow down while meeting

and greeting someone

Anne Clothing style Choose an extremely modest and

covered style instead of following
the regular dress code

Zara Food ingredients Always check all the lunch

ingredients beforehand as she is a
vegetarian
Adam Speaking style Has a prominently different accent

Kevin Feedback Needs to be called out to share

ideas as he is less vocal

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RIILAT402E Provide leadership in the

supervision of diverse work teams
Person Characteristic Difference

Eva Communication Always maintain a high level of eye

contact and directly say what she
meant

Elan Teamwork Prefers teamwork instead of

working independently
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RIILAT402E Provide leadership in the

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Part 2:

ASSESSMENT INSTRUCTIONS

As people communicate, norms and rules evolve around introductions and greetings,
respect for position and status, gift giving and building networks. Protocols appropriate
to different cultures should be dealt with sensitively.
Consider your own workplace (or one that you have access to). What cultural norms and
rules impact on it? What are some of the issues you have to deal with. How sensitive are
people in the workplace to the differing expectations of behaviour and communication?
The effect of cultural norms can be positive and negative as they have a significant
impact in creating a good or bad workplace atmosphere. The cultural norms that impact
my organization and the issues that have to deal with are as follows:

1. Ethnicity: Depending on this the casual way of greeting has changed, as people
from different ethnicities work in the organization.
In terms of communication, certain cultures are more open than others, and this is
also true in the workplace. Similar to how some nations want workers to
continually emulate their leaders and wait for opportunities to present
themselves, other nations expect workers to take the initiative and work hard to
stand out.

2. Sexual Orientation and Gender Identity: The organization has started to place a
high priority on offering members of LGBTQ groups a safe and encouraging work
environment.
Workplace issues relating to sexual orientation are pretty common. The frequent
targeting of LGBTQ persons by harassment, hostility, rude jokes, and improper
questions typically results in employee disengagement. In reality, many workers
hide their names out of fear of discrimination.
So. Now there have been rules, made to help them.

3. Generational: Depending on their generation, employees have different

viewpoints, philosophies, and ideas about professionalism.
For example, older generations are frequently more committed to their companies
since they have long-term career goals.
On the other hand, because they frequently place a larger premium on work-life
balance and continuously hunt for growth opportunities, Millennials are more
likely to move on to another company or higher employment.

4. Educational: The level of schooling a person has influenced how well they fit in
various job situations, which is another component of a person's past.
Diverse educational backgrounds contribute to a range of approaches to problems
and conditions at work. Employees who are working on the same duties but
applying various methods depending on their individual education end up at odds.

5. Religion: The religious identity of many people shapes their beliefs, aspirations,
and behavior at work. Different moral and ethical standards may cause workplace
hostility or even religious bigotry.
So, the organization has made regulations and religious accommodations to
ensure that everyone respects one another's religious beliefs and upholds a fair
standard of behavior for customers and clients.

Cultural diversity affects the workplace in numerous ways:

Negative effects include the erection of walls, improper communication, and inefficient
coping methods.
Building a solid knowledge base with in-house expertise is advantageous and makes it
easier for the business to adapt to different cultures.

One negative effect of workplace cultural diversity is the increased inclination of

organizational workers to engage in interpersonal conflicts. The culturally varied
workforce's ideas, attitudes, beliefs, norms, practices, values, trends, and traditions
differ.
Less obvious factors like politics, religion, and society only become apparent over time.
The heart of each person's identity is concealed deep within and is made up of tertiary
dimensions. The essential essence of variation is provided by these unnoticed traits.

The advantage of cultural diversity in the workplace is the ability for employees from
different cultures to assess an issue from a variety of perspectives. This is difficult to
achieve when workers from the same culture are asked to evaluate the same problem.
Employees from diverse backgrounds often have distinct perspectives that can be useful
to the organization by providing access to a deep and wide-ranging knowledge base.

Another advantage is the increased ability of organizational employees to adapt to new

cultures as the company expands to other countries and becomes global.
This is a very important benefit of the cultural diversity of the workforce because the
organization has global growth in its corporate agendas.
People are sometimes more sensitive to differing expectations of behavior and
communication than at other times. A group of people from different cultural
backgrounds find it more difficult to join together to work toward a shared goal as a
result of these differences in point of view and other variables.

For instance, a dispute between a South African and an Indian employee result from a
cricket match that India lost to South Africa.
For geographical and historical reasons, employees also disagree with one another.

On the overall employees reacted positively to the differing expectations and

communication. As majority of them
 Keep an open mind
 Are flexible
 Held positive and realistic expectations
 Are tolerant of differences
 Maintain healthy curiosity
 Regards other positively.

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When one person does not show sensitivity to another's preferences regarding
communication, the second person may feel some discomfort and be distracted. The
message may not be communicated.
What is your own communication style and what are your preferences? What
communication styles cause you to feel uncomfortable? Think about your own belief
system. Are there any beliefs or fears that you hold that will prove a barrier to
communication?
I use Assertive Communication Style, so, I passionately defend my claims and rights
without encroaching on those of others, expressing my ideas and feelings in great detail.
I fiercely protect my own rights while simultaneously demonstrating a high concern for
the rights of others.
It place a high emphasis on my time, feelings, spirituality, and physical needs.

My preferences are:

 Be polite, rational, and clear while expressing requests and wants.

 Express feelings in a polite, appropriate, and clear way.
 show care for other people.
 pay attention without interrupting the speaker.
 feel in charge of oneself.
 keep your eyes in contact.
 Speak in a loud, relaxed voice.
 feel a connection to people.
 demonstrate competence and authority.
 not allow ourselves to be abused or ruled by others.
 to make my rights known.
The beliefs of an assertive person always aimed to make the situation better, to be better
doers, to negotiate win-win situations and to solve problems, such as they believe;

 Everyone has the right to communicate with one another in a way that is suitable.
 Aware that there are other options in life, and consider them.
 Feel comfortable with who I am.
 Speak succinctly, honestly, and plainly.
 Capable of controlling myself.
 Rights are to be respected
 Responsible for making sure that demands are honored.
 Only I am responsible for my happiness.

Finding true strong behavior might be difficult. This is because typically assertiveness
and aggression are confused together, even though there is a fine boundary between the
two.

As Aggression also tends to look for win-win situations and prefers his own opinions and
rights more worthy than that of others. They do what they think is best for themselves
without being thoughtful of others’ rights, needs, desires, opinions, and feelings. It
comes with power abuse. Taking what they want without considering anything or
anyone.

So. Being to immersed in one’s own self and forgetting the difference between being
aggressive and assertive can cause a major barrier to communication. As it can cause:
 disconnection from others.
 others to feel uncomfortable.
 Incite fear and fury in others.
 never owning up to mistakes, thus preventing from growing.

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Part 3:
Some new positions have been created in Jennifer's unit. Everyone has been encouraged to
apply for them. Jennifer has lots of experience and skills and wants to apply for a project
manager's position. She has spoken to her line manager, who told her that the job would
probably be too demanding, as she has three children and is "too preoccupied with other
things right now".
Jennifer believes that if she applied for the job she would not be successful as that person
is on the selection panel. What should Jennifer do? What policies and procedures in your
department or agency cover this situation?
Jennifer should go for the interview as she has enough experience and appropriate skills
that are required to get hired for the job. According to the organization’s internal hiring
policy, the most eligible candidates will be selected through an organized fair process
purely based on merit.

Although that person whom she believes is biased is on the selection panel, she should
put her in front of the panel with utmost confidence. As a panel itself diminishes the
chances of bias affecting the selection. So, the candidate is assessed differently by all of
them by giving multiple opportunities to shine through.

Furthermore, the organization’s policies help maintain a fair recruitment process by

providing detailed guidance (set of rules and regulations) on the criteria of candidate
selection which includes:

 Utilize an interview manual.

 Make use of standardized tests.
 Keep a journal as you travel.
 Candidates are scored using a rubric.
 Make exam assignments anonymous.
 Have several persons interview potential employees.
 Cut back on small talk during interviews.
 Do not include politics in this.

Moreover, if she still feels dissatisfied with the selection, she then can write a formal
complaint letter to the organization’s HR department by
 Clearly expressing in a professional manner how the interview caused her great
anxiety.
 Without holding back when describing what happened in great detail.
 Clearly declaring if she wants to take legal action against it.
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RIILAT402E Provide leadership in the

supervision of diverse work teams
Part 4:
Choose three people and identify their individual characteristics and the way in which they
benefit the organisation. Think about their qualities and their backgrounds. Record them
in a table such as the one shown below:
This person is an individual because…. This benefits the organisation
because…

He was born in Vietnam and speaks He can communicate with some of our
English, French and Vietnamese fluently clients in their own language.
languages fluently.
He understands what it is like to
emigrate to another country and can
empathise.
He knows a lot about childcare and has
good feedback to offer on our policies
and processes.
He's an older person and has a lot of life
experience that the younger members of
staff can learn from.

She has right sided haemoplegia and She has really strong telephone
needs a wheelchair to move around. communication skills.
She is a member of many womens' groups She is very good at handling difficult
clients on the phone and we can
She is very assertive
learn a lot from her.
She has a wonderful sense of humour
She would be a good role model for
etc some of our younger women.
etc

For each of them, consider how they are, or might be encouraged to use their skills
and knowledge to benefit the organisation.
This person is an individual because…. This benefits the organisation
because…
He is an Asian He has a very commited and courageous
He is an HR officer. attitude.
He is a very good inclusive leader, who
He is an extrovert. believes in empowering his teammates.
He is black, thus run an anti-racial non- He has high cultural intelligence
formal group. He has strong reltionships with other
employees thus helps in maintaining a low
turnover rate.
He helps in keeping everyone involved.

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This person is an individual because…. This benefits the organisation
because…

He is an introvert. He is cautious and more thorough in

making decisions.
He is a great listener and demonstrates He is good at handling conflicts between
respect and trusts with his words and employees and thus comes up with more
actions. creative and practical solutions.
He, therefore, helps in maintaining an
open and honest diverse work
He is a vegetarian. environment.
He creates a harmonious environment by
providing each employee with a sense of
He has been home-schooled for a long belonging.
time.
He is more empathetic towards others.
He is a team leader. He works on clearing communication gaps
by analyzing and removing any potential
bias.
He is a precrastinator. He acts as a team mediator.
He implements deadlines which helps in
He is a double major. quick decision-making.
He acts as a motivator.
He provides consultancy, ideas, and
He is an extremely enthusiastic person. suggestions to other employees.
He has a strengthened skill set which helps
in generating more creative and innovative
ideas.

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RIILAT402E Provide leadership in the

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Part 5:
Choose a policy, procedure or program within your workplace that demonstrates your
organisation's recognition of diversity as an asset.
Discuss the principles that underpin it.
Respect in the Workplace:

The organization's policy is to promote a work environment where everyone is treated

with respect and decency. Every person has the right to work in an environment that
promotes professionalism and forbids harassment and discrimination, as well as
retribution against anybody who in good faith files a report of harassment or
discrimination or takes part in an inquiry into it. This policy includes:

 Equal Employment Opportunity:

The organization's policy is to ensure equal
employment opportunities for all qualified covered employees without
discrimination based on race, color, national origin, ancestry, alienage, citizenship,
religion, creed, gender (including, without limitation, pregnancy, childbirth,
breastfeeding, or related medical conditions), self-identified or perceived sex,
gender identity or expression, the status of being transgender, sexual orientation,
sexual and reproductive health.

 Reasonable Accommodations:
As long as the accommodation does not impose an
undue hardship on the organization, it is also the policy of the organization to
make reasonable accommodations for qualified covered individuals who have a
disability or religious need, who need an accommodation due to pregnancy,
childbirth, breastfeeding, or a related health condition, or who have been the
victims of domestic violence, a sex offence, or stalking and have informed the
organization of their needs.

 Anti-Discrimination and Harassment:

The organization is committed to creating an
environment at work where everyone may work together productively without
worrying about unjustified harassment or discrimination. According to our
commitment, harassment and inappropriate conduct of any form are prohibited.
Harassment is any unwanted, uncomfortable, or disruptive behavior that is
directed at a covered individual because of their race, color national origin,
ancestry, citizenship, alienage, religion, creed, gender (including pregnancy,
childbirth, breastfeeding, or other related medical conditions), self-identified or
perceived sex, gender identity or expression, the status of being transgender, or
sexual.

 Non-retaliation:
The organization does not permit reprisal against anyone who
reports harassment or discrimination in good faith on their own behalf or on
behalf of another person in accordance with this policy or the law, who opposes
harassment or discrimination, who participates in an investigation into such
reports, who testifies or provides assistance in a case involving harassment or
discrimination, who encourages someone else to report harassment or
discrimination, or who makes a request for a retaliation investigation. Retaliation
can occur outside of the workplace and need not be related to one's place of
employment.

Describe how you may best support it in your work.

By:
Inspiring others to provide and accept constructive feedback.

Taking note of everything.

Actively listening when someone is speaking

Always giving more credit than I think is appropriate.

Never insulting another person or play with their identity.

Being considerate of my coworkers and acknowledging that unexpected events do occur.

Paying attention to the needs and problems of my team members

Being a firm leader

Showing moral and physical support

Setting realistic expectations and standards

Being Transparent

Never favoring anyone

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Describe how your team can address the issues it raises.
 By reporting an issue of discrimination, harassment ,or retaliation:
The team highly
encourages reporting any incidents of discrimination, harassment, or retaliation
as outlined in this policy, regardless of the perpetrator's name or position.
People are free to communicate with the person they think to be responsible for
the behavior if they feel they have seen something that they believe to have
violated the organization's policies or if they have concerns about such matters,
but they are not required to.
Other persons to whom they can voice their concerns include the vice president
and chief people officer, a director in Persons and Culture, a vice president of the
foundation, or their immediate supervisor.
Early reporting and looking out for each other is proved to be effective.

 Investigation:
Any and all allegations of discrimination, harassment, or other
breaches of this policy will be promptly looked into by the team.,.
The inquiry must be conducted with the full cooperation of the complainant, the
person or people who are the subject of the complaint, and any informed
personnel.
The reporting of any instances of discrimination, harassment, retaliation, or other
breaches of this policy will be taken carefully and in private.
To the extent feasible and appropriate given the circumstances, the team will
make every effort to protect anonymity throughout the investigative process.
The team might occasionally need to reveal a witness' or complaint-identify
maker's or any information they gave in order to conduct a thorough and impartial
inquiry.

 Responsive Actions:
Any behaviour that violates this policy will be handled
properly.
Training, counselling referrals, and/or disciplinary action, such as a warning,
reprimand, withholding of a promotion or pay increase, reassignment, temporary
suspension without pay, or termination, are just a few examples of responsive
action that may be used depending on the situation, according to the foundation.

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RIILAT402E Provide leadership in the

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Part 6:
This part requires you to participate in an observed role play within your practice
environment. The role play will simulate a diverse workplace and will include participating
in a health and safety toolbox meeting (short 10 minute meeting to discuss a specific
health and safety issue).
At the completion of the meeting and role play, answer the following:
What measures did you utilize to recognise and respect individual differences in
colleagues, clients and customers?
 Cultural differences
 Gender differences

 Personality differences

 Marital Status

 Language

 Religious beliefs
 Developmental differences

 Age

What were the issues based on diversity, such as cultural differences, that had to be
addressed?
Biases

Ethnicity

Language barriers

Lack of trust and understanding

Stereotyping

Judgmental behavior

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What communication barriers were encountered?
Communication problems arise in workplaces with diversity.
Ineffective communication result in accidental insult, distrust, and murky workplace
procedures.
Businesses that strive to diversify their workforce run into communication problems
when hiring overseas workers who have different schedules, languages, and cultural
norms. In these sorts of circumstances, it is quite simple to offend someone without
meaning to.

 Direct versus Indirect communication:

In Western civilizations, meaning typically
looks plain and communication is uncomplicated. More subtly delivered messages
are common in other cultures. Thus, miscommunication at work result from
communication between a Westerner and a non-Westerner. This is possible
through both real-world interactions and online communication.

 Problems with different accents and language fluency:

Despite the fact that English
is the preferred business language across the world, many non-English speakers
experience a lack of respect and attention at work since it is difficult for them to
communicate in their own tongue. Employees who are subject matter experts
have to compromise on aiding the team since they are unable to communicate
effectively in their second language. This occasionally causes interpersonal
conflict and discontent. The entire process of collaborative learning is hampered if
they lose interest in and drive for collaboration.

 Various perspectives on power and hierarchy:

Teamwork is crucial for success and
profitability in every firm. However, depending on their position within the firm,
employees receive different treatment in other cultures. Negotiation strategies
used by other cultures should be covered in diversity training at work.

 Contrasting standards for making decisions:

The length of the decision-making
process, the prerequisite actions, and the level of effort required vary between
cultures. Americans tend to make decisions fairly quickly, unlike other cultures
that usually keep the information until they have done analysis and comparisons.

How were communication barriers resolved?

 Ensuring clear and polite communication:
With open and polite communication,
surprises, crises, and conflict are less likely to occur. Employers and employees
both take diversity and cultural variations into account when producing
communication products. This involve using simple language.
2. communicating results visually
3. Avoid the use of colloquialisms.
 Learning about different cultures:
By gently asking each other about their cultures
and showing an interest in learning more about different cultural backgrounds,
relationships in the workplace are fostered. It's essential to create a space where
asking questions is encouraged! Speaking out against workplace discrimination,
displaying tolerance for cultural differences, and keeping up with changing
cultural norms all help to make workplaces more inclusive.

 Work towards accommodating cultural differences:

As a result of our brains making
snap judgments and assessments of people and situations without our
understanding, implicit or unconscious bias develops. The only way to account for
cultural differences is to recognize unconscious prejudice. Just as an individual do
so by displaying sensitivity to other cultures, an organization tolerates cultural
variety by, for example, comprehending diverse religious rites or supporting
ethnic festivals.

 Sharing knowledge:
Collaboration and information exchange lead to the
development of novel solutions. Knowledge from a variety of cultural experiences
and backgrounds inspires innovation, which supports cultural inclusion. The
benefits of making information sharing a core value of an organization's culture
extend to both individuals and businesses.

 Employ diversity training:

Making sure that workers from varied cultural origins
are included in the workplace. Diversity education foster a friendly work
atmosphere, enhance leadership and cooperation, offer up new opportunities, and
overall boost morale. Through this training, workers get the ability to respect and
value the cultural variety of their coworkers.

 Recognition and understanding:

Promoting the expression of diversity among
employees. enquire about the traditions and convictions of someone who practices
a different religion or culture. Asking questions and educating yourself help better
understand each person and tear down obstacles that cause discrimination. It
becomes possible to meet their requirements for the work if you are familiar with
the customs, taboos, and important holidays of a foreign culture.

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How did you ensure behaviour is consistent with legislative requirements and enterprise
guidelines?
 Auditing all workplace policies:
Making sure to communicate with workers so that
everyone is aware of the rules and regulations at work as well as their rights and
responsibilities under the law. To make sure policies and processes are current
and in compliance with the Fair Work Act and Fair Work Commission standards,
must frequently audit them.

 Recognizing my ommitment and duties as an employer:

identifying and
implementing strategies to address and manage all health and safety concerns at
work.
For the use of personnel, provide and maintain safe machinery, tools, equipment,
supplies, etc.
Establish and see to it that a proper working environment is kept (heating,
cooling, ventilation, and workplace layout)
Making sure it all is covered by workers' compensation insurance.
Employees getting training and education so they understand their
responsibilities at work for the health and safety of themselves and other
employees.

 Invest in accreditations and workplace safety management systems:

A recognized
workplace safety management system, such as AS/NZS 4801, OHSAS 18001, or
ISO 45001, is worth investigating and investing in. These WHS safety
accreditations are generic and include training that is applicable to most sectors.
With the help of the training you receive from these accreditations, it thus lessen
the possibility of serious workplace accidents or fatalities while also ensuring
workplace compliance in audits, avoiding harsh fines, fostering a supportive
workplace environment, and demonstrating dedication to stakeholders.

 Don't just "tick the box" to show that you are in compliance:
Encourage a good
training philosophy and a productive work environment by showing workers how
much they are valued. The long-term profitability of business increase in such an
environment where staff feels free to talk about issues as they arise and is willing
to learn and grow.
How did you ensure that all meeting participants were equally involved?
 By making participation simpler and more obvious for everyone.

 Creating the meeting so that everyone participates fairly.

 Turn-taking in conversation enables participants to take turns speaking. So, that

everyone has the opportunity to express their thoughts

 Ensuring that leaders (and noisy individuals) go last and that quiet people go first

 Rotating who goes first and the roles. Don't let one individual rule the group.

 Whoever controls the marker is in control. Give everyone a chance to contribute.

 Implementing introvert-friendly strategies

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How was each participants contribution to the meeting recorded?
As it was a short 10 minutes role play meeting. We allocated one person the
responsibility to record minutes of the meeting. Under the contents of:

Name of the diverse organization

Date, Day Time, and Location

Total number of participants

Name of the person and the role they played

Summary points

Moreover, we decided to voice record it too in order to keep a more detailed and better
record of the discussion.
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Observation Checklist (To be completed by Assessor)
Observation Criteria Yes/No Comments

Obtained, interpreted and confirmed work □ YES □ NO

requirements

Accessed, interpreted and applied □ YES □ NO

documentation required to provide
leadership in the supervision of the
diverse work teams

Determined the scope and boundaries of □ YES □ NO

the supervisory role in line with
organisation policies, procedures and
objectives in the employment and
supervision of diverse work teams

Identified the strengths and support □ YES □ NO

requirements of diverse work teams

Established realistic expectations and □ YES □ NO

conditions with stakeholders through
negotiation

Discussed the benefits of mentoring with □ YES □ NO

stakeholders and establish agreement
on relationships and conditions

Identified and explored cultural factors, □ YES □ NO

obligations and potential conflict using
appropriate networks to effectively
support and lead work group
Applied a framework for performance □ YES □ NO
expectations consistent with the
organisation objectives, values and
practices

Applied strategies to gain diversity □ YES □ NO

in selecting and recruiting staff

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Observation Criteria Yes/No Comments

Used a range of strategies to support, □ YES □ NO

report on and promote the development
of diverse team members in the work
role and environment according to
workplace procedures

Developed work practices that □ YES □ NO

acknowledge diversity, identify
unconscious bias and encourage team
members to develop empathy, respect,
and collaboration

Provided encouragement and advice to □ YES □ NO

support decision making which is
consistent with personal and workplace
goals and career development

Used appropriate networks to provide □ YES □ NO

assistance to team members

Provided information, guidance and □ YES □ NO

constructive feedback incorporating
reflective practice to enhance
engagement in the workplace

Addressed cultural differences, and □ YES □ NO

personal and workplace barriers
consistent with maintaining positive
support and relationships
Provided planning guidance and □ YES □ NO
support in a form and style to suit team
member and workplace requirements

Provided regular and consistent □ YES □ NO

feedback on progress towards achieving
agreed expectations and personal and
workplace goals

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Observation Criteria Yes/No Comments

Recognised and negotiated changes □ YES □ NO

in behaviour, expectations and
outcomes with appropriate
stakeholders

Recognised potential and □ YES □ NO

experienced tension and conflict
and sought advice and support to
provide resolutions according to
workplace procedures

Consulted with team, other supervisors, □ YES □ NO

mentors, and management to ensure
corporate, workplace, team and
individual goals are achieved

Addressed allegations of harassment, □ YES □ NO

discrimination, bullying and
complaints according to established
organisational procedures

Identified the benefits of a diverse □ YES □ NO

work team and promote diversity
within the workplace

Contributed to the identification or □ YES □ NO

practices and approaches that achieve
individual and organisational diversity
objectives
Shared ideas and suggestions on the □ YES □ NO
challenges and barriers for
supporting diverse work teams and
improving individual and
organisational outcomes

Monitored and reviewing the □ YES □ NO

performance and development of
diverse team members

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Observation Criteria Yes/No Comments

Addressed barriers to progress □ YES □ NO

Applied health and safety processes □ YES □ NO

Recognised and documented □ YES □ NO

knowledge, skills and experience of
others in relation to team objectives

Encouraged colleagues to utilise and □ YES □ NO

share their specific qualities, skills or
backgrounds with other team members
and clients in order to enhance work
outcomes

Ensured relations with customers □ YES □ NO

and clients demonstrate that
diversity is valued by the business

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ASSESSMENT TASK 2 – WRITTEN/ORAL QUESTIONS
Student ID

Student Name

This cover sheet is to be completed by the student and assessor and used as a record to
determine student competency in this assessment task

Student Declaration: I declare that the work Signature:

submitted is my own, and has not been copied ___________________________ Date:
or plagiarized from any person or source.
____/_____/_____

Attemp Outcom Date Assessor’s feedback (as Trainer’s

t e required): initials

1 S/NS

2 S/NS

3 S/NS

Feedback to student:

Assessor: I declare that I have conducted a fair, Signature:

valid, reliable and flexible assessment with this _________________________
student, and I have provided appropriate
Name:
feedback.
_________________________ Date:
____/_____/_____

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ASSESSMENT TASK 2 – WRITTEN/ORAL QUESTIONS
STUDENT INSTRUCTIONS:
This is a written assessment that will test your knowledge. This assessment may be
completed over the duration of the training day. As you learn, practice and review
knowledge and skills, you will keep Assessment Task 2 in front of you and answer the
questions as the information becomes clear to you. At the beginning of each review session
you will be given a few minutes to familiarise yourself with the questions. You will be given
extra time at the end of the day to complete this assessment or to clarify facts with the
Trainer/Assessor.
Make sure you:
• Answer all questions
• Print clearly
• Use a blue or black pen. Assessments written in pencil will not be accepted.
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell
you the answer, he/she may be able to re-word the question for you
• Do not talk to your classmates. If you are caught discussion the answers you will be
asked to leave and your assessment will not be marked.
• Do not cheat. Anyone caught cheating will automatically be marked Not Competent for
this unit. There are NO EXCEPTIONS to this rule.
Answer the following questions in the space provided. You may use extra sheet if
the space provided isn’t enough. To those who wish to type your answers in word
document must reflect the question numbers clearly.
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Question 1

How can Individual differences in colleagues and clients be recognised?

It is about respecting the distinctive differences in the people we work with and our
customers, all that arise from a wide range of origins and experiences, as well as the
advantages of using a variety of viewpoints, ideas, and working techniques to improve
the quality and outcomes of work.
The characteristics through which individual differences can be recognized are:
 age
 gender
 gender
 ethnicity
 language
 life style
 education
 sexual orientation
 personality
 marital status
 disability
 career responsibility

Question 2

How can you demonstrate that you have respect for yourself and others?

Respect and value yourself and others by acknowledging and identifying a person’s
worth and value as a human being. Respect others to get respect in return.
 Speak up against something wrong.
 Be considerate and discreet.
 Take responsibility and apologize.
 Participate constructively.
 Respond in a timely manner.
 Be flexible.
 Be reliable.
 Be honest.
 Be yourself.

Question 3

What guidelines should be set in place to ensure behaviour is consistent with

legislative requirements?

 Non-discriminatory attitude
 Maintaining work-life balance
 Don’t have favorites
 Give constructive feedback
 An open-door policy
 Use of social tools to communicate better
 Communicate regularly to unfiy the team
 Treat others as you would like to be treated
 Set an example
 Tackle conflict
 Build a common workplace culture

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Question 4

How can you use non-verbal communication effectively?

 By using body movements. Gestures and postures.
 By changing and focusing on the tone of voice
 By maintaining eye contact
 By using facial expressions
 By asking questions
 By using and looking at signals as a whole
 By considering the context

Question 5

What are 5 examples of “technical skills”?

1. Information technology
2. Nursing
3. Accounting
4. Mechanic
5. Machine operating

Question 6

What are 5 examples of “transferable skills”?

1. Customer service
2. Problem solving
3. Time management
4. Planning
5. Driving

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Question 7

What are 5 examples of “personal skills”?

1. Working under pressure

2. Self-motivated
3. Trustworthy
4. Fast learner
5. Professional

Question 8

When holding a group interview, what 4 points should you keep in mind when
looking for leaders?

1. Who is logical and diplomatic?

Who is speaking out, being non-intrusive, and
participating? These are the ones you want!
2. Who do your staff members follow?
Everyone follows someone, whether it's for
good or bad. Plan a work outing or team-building activity, and try to observe
which individuals your staff naturally prefers to sit near to. Who among their
peers do they seek advice from and direct queries to? Since they are well-liked by
their employees, these people will have no trouble moving into management roles.
3. Give your staff a challenge.
Giving someone greater responsibilities or a specific
task to do while seeing how they complete it is a great way to determine whether
you have found a member of your company team who has the potential to be a
leader.
Asking them to host a staff meeting or organize a team excursion are fantastic
places to start because they pose no risk to your business.
4. Characteristics of a leader.
There are some traits that all leaders have, even if you
can't generalise about everyone. Some of characteristics include being proactive,
being honest, taking initiative, thinking fairly, being confident, and having a good
aptitude for problem solving. Knowing your staff is in your best interest as a
manager. Make an effort to get to know each member of your team by having talks
and catch-ups with them.
This will empower you to decide on internal promotions with greater knowledge.

Question 9

What are 6 key valuing diversity behaviours?

1. Learning about the various backgrounds and skills of individuals.
2. Concentrating on a variety of viewpoints and points of view.
3. Treating each person as an individual rather than as a member of a group.
4. Promoting interactions with those that vary from you.
5. Proactively standing up for individuals who face prejudice because of their
differences.
6. Not making jokes or statements that are offensive to minority groups.

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Question 10

A person's culture and race are the same. True or false?

(a)True
(b) False

Question 11

Diversity is the overall consequence of the individual differences present in the

workforce. True or false?

(a)True
(b) False

Question 12

Showing sensitivity means -

(a) being aware of your own assumptions and prejudices and challenging them
(b) ignoring cultural norms and practices when you work with others

Question 13

Communication includes speaking, listening, use of body language and written

communication. True or false?

(a)True
(b) False

Question 14

Cultural differences can include –

a) different ideas about movies

(b) reading body language differently
Question 15

All barriers to communication come from our belief systems. True or false?

(a)True
(b) False

Question 16

Anti-discrimination legislation identifies the grounds and types of prohibited

discrimination and areas of activity in which discrimination is prohibited.
True or false?

(a)True
(b) False

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Question 17

Diversity is –

(a) an asset in the workforce

(b) detrimental to the workforce

Question 18

Those organisations that use people-oriented strategies that recognise

diversity are likely to experience –

(a) higher staff morale

(b) higher incidents of workplace conflict

Question 19

Cultural traits tend to have a genetic base. True or false?

(a)True
(b) False

Question 20

Outline ideas (at least 3) for promoting diversity in the workplace.

1. Inform managers about the benefits of workplace diversity.
2. Create more inclusive workplace policies.
3. Create Task Forces Headed by Employees and Use Clear Communication.
4. Offer significant chances to encourage employee involvement.
5. Construct mentorship programs.

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Question 21

How would you go about overcoming mistrust and tension?

 Take it on head-on.
 Talk to the persons involved.
 Gather all parties; hear both viewpoints out.
 Find common ground.
 Encourage compromise.
 Be positive while overcoming your bad feelings.
 Be transparent.
 Treat everyone equally and fairly.
 Set clear expectations.
 Be a good listener.

Question 22

What is the impact of workplace bullying?

Workplace bullying has a significant detrimental influence on employees' mental health,

and its victims frequently experience
 Dejection,
 Mental agony,
 Emotional exhaustion.
 Loss of self-esteem
 Low productivity
 Increase in absenteeism
 Low ability to make decisions
 Lack of concentration
These outcomes may have a detrimental impact on business productivity since absence
and sick leave both lower zoutputs.

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Assessment Workbook Checklist
To the Student:
Complete this section in the Assessment Booklet.
When you have completed the assessment workbook, review the submission against the
checklist below.

The learner has completed the Practical Assessments in this ✓

workbook and has submitted all the required evidence:

Workplace Project Assessment

Assessment Task 1: Lead cultural diversity

Part 1 ◻

Part 2 ◻

Part 3 ◻

Part 4 ◻

Part 5 ◻

Part 6 ◻

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The learner has completed the Short Questions in this workbook ✓

Assessment Task 2: Written/Oral Questions

Question 1 ◻

Question 2 ◻

Question 3 ◻

Question 4 ◻

Question 5 ◻

Question 6 ◻

Question 7 ◻

Question 8 ◻

Question 9 ◻

Question 10 ◻

Question 11 ◻
Question 12 ◻

Question 13 ◻

Question 14 ◻

Question 15 ◻

Question 16 ◻

Question 17 ◻

Question 18 ◻

Question 19 ◻

Question 20 ◻

Question 21 ◻

Question 22 ◻

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