Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information For further information about this unit go to https://training.gov.au/Training/Details/CHCDIV003
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
General Instructions for answering multiple choice questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer 100% of these questions.
• Do not start answering questions without understanding what is required from you. Reading the question carefully and critically analyze it a few seconds will help you to identify what is really needed.
• Answer the questions in the space provided on the answer sheet
• Use a black or blue ballpoint pen. Circle as clearly as you can.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
Unit Assessment Task (UAT)
Assessment Task 1 – Unit Knowledge Test (UKT)
Assessment type
• Part A- Written Questions
• Part B- Multiple choice questions
• Part C- True or False Statements
Assessment task description
• This is the first unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
• You will receive your feedback within two weeks – you will be notified by your Assessor when results are available.
• You must answer all questions to the required level, e.g. select the appropriate number of choices and correct answers.
• You must respond to all questions and submit them to your Assessor.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook or other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• You must answer the questions in your own words. (Answer copied directly from text books/internet or other sources are not accepted).
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e. Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for answering multiple choice questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer 100% of these questions.
• Do not start answering questions without understanding what is required from you. Reading the question carefully and critically analyze it a few seconds will help you to identify what is really needed.
• Answer the questions in the space provided on the answer sheet
• Use a black or blue ballpoint pen. Circle as clearly as you can.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
Assessment Task 1
Part A- Written Questions
1. Define each of the following terms in 20-50 words?
a. Diversity b. Socio-economic status c. Bias
2. 2a: Describe the ‘Golden Rule’ and the ‘Platinum Rule’ using one to two sentences for each.
2b: List at least 10 differences encompassed by diversity
2C: Explain the differences between Qualitative Data and Quantitative Data. (40-60 words)
3. Describe why is it necessary to collect and evaluate both quantitative and qualitative data in order to identify the potential benefits of diversity. (40-60 words)
4. 4a: List at least six benefits of diversity for an organisation?
4b: Explain why is it important for staff to feel that their differences are being respected in the workplace? (30-60 words)
5: A: List at least three advantages for an organisation to hire the following groups of people: People with disabilities; people over the age of 50; young people; and people from diverse cultural backgrounds.
5.B: Explain how organisations can foster diversity in their workplace. (30-60 words)
5.C Explain how you could analyse workplace practices to determine whether they match workplace objectives. (50 – 100 words)
6. A Role models can be positive or negative. What are the qualities of a positive role model, particularly in the context of coaching to accept diversity? (50 – 100 words)
6.B A colleague is having difficulty working with a client as they believe that some of the client’s cultural mannerisms are very rude. Suggest three ways in which you might be able to assist in this situation. (50-100 words).
7. As a community services worker, what 3 steps would you take to organise a cultural calendar of events for your workplace and advertise it to other staff to promote the value of working with diverse clients and colleagues?
8. List 10 personal characteristics that make discrimination in the workplace against the law according to the Equal Opportunity Act 2010.
9. Define the following terms in 20-50 words?
a. Discrimination
b. Direct discrimination
c. Indirect discrimination
10.A Describe one example of how you could tailor your communication strategies to convey your message to a client with limited English skills and what resources you might use.
10.B It is very important to reflect regularly on your own practice as a community services worker. List 5 actions you would take to reflect on your ability to communicate effectively and appropriately with your colleagues and your clients.
10.C List three ways in which you could improve your own personal communication strategies when working with clients.
10.D Describe why it is important to tailor communication strategies in the workplace to cater for individuals and group needs? (50 – 100 words)
10.E List at least four stakeholder groups from key target groups with whom you could consult when your organisation is developing diversity strategies to ensure they are effective and appropriate.
11. List three principles underlying the Australian Community Workers Association Code of Ethics and Practice.
12. List three key points that will help you in developing skills to work more effectively with people from all cultures.
13. List four ways in which an organisation can develop positive work practices that demonstrate respect for workplace diversity.
14. Explain importance on review of workplace diversity policy in 50 – 100 words. List any five (5) benefit of workplace diversity policy.
15. Name any five (5) Commonwealth Acts of parliament that govern the rules of diversity, employment and discrimination in the workplace.
16. Give any four (4) example of action taken by organisation to ensure diversity policy regarding disabled employees, customers with wheel chair are implemented.
17. It is important to leave own prejudices against any culture, race, ethnicity, people with disabilities, religious or spiritual beliefs, gender (including transgender), intersex, generational differences, sexual orientation or sexual identity and show respect for differences of personal in workplace. Explain in 100 -150 words.
18. Explain the role of leaders and managers in managing tensions and encouraging collaboration and respect between staff who struggle to work effectively with differences. Write your answer in 2 – 5 lines for each. (150-200 words)
19. Explain the impact of diversity practices, experiences and policy framework on personal behaviour, interpersonal relationships, perception and social expectations of self and others. (150200 words)
20. Briefly describe the basic principles of Equal Employment Opportunity (EEO). Explain in 50-100 words.
Part B- Multiple choice questions
Instruction for the students:
• Circle the correct answer.
• Some questions have more than 1 answer
1. Ability and disability diversity is the acceptance of which combination of two words below?
a. Talents and ethnicities
b. Ages and cultures
c. Skills and genders
d. Talents and limits
2. What would a professional development training session providing staff with education about people with disabilities as well as cultural, age, gender, and ability differences be called?
a. Human rights education
b. Diversity training
c. Sensitivity training
d. Disability training
3. Which of the following elements is necessary to ensure success in a diverse workplace?
a. A workplace where talent from many backgrounds can flourish.
b. Employee viewpoints regarding gender, nationality, and age are private matters and must not be discussed in the workplace.
c. People with disabilities are included, but only if the accommodations required do not cost the company any money to provide.
d. Employees must become multilingual to ensure effective communication
4. Organisation leadership that embraces and promotes cultural diversity are MOST likely to have a workforce that embraces people of all:
a. Genders
b. Ages
c. Ethnicities
d. All of the above
5. Qualitative data is:
a. Information of a high quality
b. Descriptions of events, opinions and observations
c. Things that can be measured like height, weight and the number of female employees
d. All of the above
6. Some benefits of diversity for organisations include:
A broader range of ideas
More opportunities to learn from each other
Employees that reflect the diversity of their clients
All of the above
7. Quantitative data is:
a. A big quantity of data
b. Things that can be measured like height, weight and the number of female employees
c. Descriptions of events, opinions and observations
d. All of the above
8. A role model:
a. Can mentor younger staff
b. Lead by example
c. Help you win tattslotto
d. Both A & B
9. A calendar of cultural events is an excellent way for:
a. Workers and clients to explain their cultural festivities
b. The organisation to recognise, respect and celebrate diversity
c. Workers to learn about the different cultural groups in their workplace
d. All of the above
10. The principles of equity are based on the fair employment and treatment of the organisation’s employees and clients relating to:
a. Treating each other with respect and dignity
b. Providing a safe, secure and healthy workplace
c. Making decisions that are genuinely based on equity and fairness
d. Recognising and promoting the value of diversity
e. Accommodating a range of cultural requirements
f. Taking appropriate action to eliminate discrimination, stereotyping and bias
g. All of the above
Part C- True or False Statements
1. It is mandatory to follow organisational policies and procedures while providing services to clients
True
False
2. It is acceptable to call elderly clients by their first name when you meet them for the first time
True
False
3. If your client doesn’t have strong English skills, you should just speak more loudly to make him understand you
True
False
4. Everyone from the same cultural background have the same personalities, attributes and behaviours
True
False
5. It is important to include all staff in social activities, by ensuring that the activities are suitable for all staff.
True
False
6. If a client doesn’t understand what you are trying to explain to them, it’s not your responsibility. They should learn to speak English properly.
True
False
7. All clients have rights and responsibilities and choices
True
False
8. Professional ethics are not really important when working with clients
True
False
9. When speaking to clients from different cultural backgrounds, you may need to obtain help from an interpreter to ensure your message is understood
True
False
10. Clients from Asian or Aboriginal cultures who don’t make eye contact are very rude
True
False
11. An advocate is someone who can help people to speak up so that their needs are heard, their rights are understood and their problems solved.
True
False
12. Positive role models in organisations help to motivate others to follow their lead and to act responsibly and respectfully towards others
True
False
13. It is important to recognise the value that diversity brings to any organisation
True
False
14. Everyone in Australia is aware of their rights.
True
False
15. Organisations should provide appropriate professional development opportunities for all staff and make adjustments to reflect the need of a diverse workforce
True
False
Assessment Task 2 – Unit Skills Test (UST) – Case Studies
Assessment task description
• This is the second unit assessment task you must successfully complete to be deemed competent in this unit of competency.
• Student is required to read five (5) case studies and answer the questions related to case studies.
• Student will need to write one (1) report in the given template in case study 2
General Instructions for attempting the skills test:
• Attempt a skills assessment consisting of five (5) case studies followed by written questions.
• Student must write one (1) evaluation report in case study 2 in the given template/Format.
How your assessor will assess your work?
• This assessment task requires the student to questions
• Answers must demonstrate the student’s understanding and skills of the unit.
Instructions to Students
• Read the case study and answer the written questions.
• Attempt all the written questions followed by case studies.
• Answer must be provided in the space provided
Case study 1: Fiona
Fiona is 12 years of age. She has severe and multiple disabilities. She was taken to school by taxi each day and on three occasions arrived home with unexplained injuries. Her mother called the police who became involved with the case, which they started to investigate. However, the police decided that because Fiona had communication difficulties she was not a credible witness and the lack of clear testimony from her led to the police not pursuing her case and Fiona’s injuries remained unexplained. However, Fiona’s parents are not happy with what has occurred and want help from your agency to have this investigated further by the police because they claim that failure to interview Fiona effectively contravenes her rights under the Victorian Charter of Human Rights and Responsibilities which is committed to the elimination of discrimination against people with disabilities, and as part of that commitment they have developed a Disability Action Plan. Fiona’s parents feel that her rights have been infringed and would like your organisation help them to take this further.
1.Fiona’s family have asked you to be their advocate in this situation. What do you need to do to prepare for to undertake this role?
2. What do you need to do to prepare for to undertake this role?
3. Regarding Fiona’s disability, what adjustment could you make to obtain the information you require from her utilising the organisation’s communications strategy?
Case study 2: Olga
Olga is a 35 year old woman, who presents to your office together with her two young children, aged 5 and 7. Olga advises you that she migrated to Australia from Russia with her husband six years ago and everything was OK to begin with, but after the birth of her last daughter, his anger has increased and he has recently become physically violent towards her, so today she left the family home with the children and cannot go back. Her English is extremely limited as she has not attended English classes since arriving in Australia, has not had a job outside the home and doesn’t have any close friends who can help. She also doesn’t have anything except the clothes they are wearing. She has $200 in her purse and no access to additional money.
1.Write up your plan of action to help Olga and her two children. You do not speak Russian and Olga’s English is extremely limited.
Case study 3: Sue
Sue is hearing impaired and is currently working in a busy office. Her manager has recently changed and her new manager has no real understanding of Sue’s hearing impairment. Sue has spoken to her manager once about her hearing impairment, but the new manager is busy settling in so they haven’t had time for an indepth talk. Sue’s manager was fantastic and made the necessary adjustments to the workplace to accommodate Sue’s needs. The new manager has just announced that another two people will be moving in to their shared workspace, which will mean a huge increase in noise which will impact negatively on Sue’s ability to do her job. Sue is very stressed and has come to talk to you about what she should do and how to approach her new manager as she doesn’t want to cause problems and lose her job.
1. How will you prepare for your meeting with Sue?
2. Will you need to make any adjustments and implement tailored communication strategies?
3. What advice will you give Sue regarding her workplace situation?
Case study 4: Sandy
Sandy is a 28 year old transgender sex worker who has come to see you regarding her housing problem as the apartment she has been living in has been sold and she has to move out in one week. She has checked with a number of real estate agencies but everything is out of her price range and she would like assistance to find cheaper accommodation.
Sandy does not work from home so she is happy to have shared accommodation if that would mean a better chance of getting housing.
1.How will you treat Sandy when she attends her appointment with you?
2.What should you do and what should you not do when you meet her?
Unit Assessment Task (UAT)
Assessment Task 3 – Unit Skills Test (UST)
Assessment task description
• You are required to prepare workplace diversity policy, its action plan and advertisement for new hire in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task
• You must prepare policy and action plan by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
• Applicable conditions
• This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
• Word-limit for this assessment task is 1200-1500 words.
• You will be assessed independently on this assessment task.
• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to your RTO Student Handbook.
General Instructions for attempting the skills test:
• You will be required to correctly attempt all activities of this assessment task.
• You will be preparing workplace diversity policy, its action plan and advertisement for new hire in this assessment task.
• You will be expanding the knowledge and skills acquired during the previous assessment task. • Instructions to complete the report on diversity management are provided within the assessment task.
How your trainer/assessor will assess your work?
• This assessment task requires the student to prepare workplace diversity policy and action plan.
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:
• Skill to identify, review and determine application of diversity policy.
• Skill to perform activities to ensure the diversity policy is well understood and implemented by relevant parties.
• Skill to identify areas of improvement and provide feedback and suggestions for on diversity policy to ensure its currency and efficacy.
• Skill to diversify in selection and recruiting process of staff.
• Skill to identify and address required training to address issues arise due to difference in the team and help them manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences.
• Skill to manage complaints on harassment and address them according to established organisational procedures.
• Skill to promote organisation’s workforce diversity in external forums to enhance company’s image and reputation.
• Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
• Written and oral/speech communication skills to organise and deliver information to effectively communicate on management of diversity in the workplace to a range of stakeholders/interested people.
• Skills to work independently/freely as well as collaboratively/together to make decisions about project initiation processes.
• Skills to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
• Skills to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
Assessment Task 3 – Unit skills test
Assessment Instructions
• You are required to analyse existing diversity policy and suggest the improved workplace diversity policy and action plan to achieve them for Mother Teresa Community Centre.
• You are also required to prepare advertisement for new hire to promote organisation’s workforce diversity in external forums.
• Your assessor will assess your work according to the given performance criteria/ performance checklist.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
Assessment task Instructions:
• This assessment task requires you to assume/ take on the role of a Manager at the Mother Teresa Community Centre.
• You must analyse existing diversity policy and suggest the improved workplace diversity policy and action plan to achieve them for Mother Teresa Community Centre.
• You must prepare advertisement for new hire to promote organisation’s workforce diversity in external forums.
• Policy and Plan must contain original content and should not be a “copy” of someone else’s work.
• Policy and Plan must be of 1200-1500 words in length.
• You must prepare the policy and action plan as per the provided template.
• Assessor/trainer will assess your performance as per the performance criteria and checklist provided.
Case: Mother Teresa Community Centre, Coffs Harbour
Mother Teresa Community Centre is a not for profit organisation established in 1998. From small beginnings, Mother Teresa Community Centre has grown to become a regional community service providing early childhood services, care and support for aged people or people living with disabilities and their carers, community housing, support to escape domestic violence, youth and family services and numerous community development initiatives.
The first eight years of operation were brave ones, built around the strength and commitment of a small group of volunteers. The Service operated from a spare room in founder’s home. Various church groups in Coffs Harbour contributed funds and a grant was received from the Community Chest.
In recent times the introduction of competitive tendering has provided many opportunities and some challenges, however Mother Teresa Community Centre continues to grow and change with the times while still maintaining the reputation of exceptional services, supporting people to improve their lives.
Mother Teresa Community Centre plays an active role in the Coffs Harbour Community with staff and volunteers forming a well-trained professional team and striving for excellence in their work. They actively promote the rights of the people of Coffs Harbour and continue to provide quality services that meet the needs of the community.
Mission statement
• To work in partnership with the community, volunteers, business and government organisations.
• To strive for excellence in meeting support, care and counselling needs.
• To provide a safe, secure, caring and supportive envionemnet for inclusive access whilst promoting: o Cross cultural understanding o Diversity in the workplace o Human rights and equal employment opportunity (EEO)
• To be a giving member of the Coffs Harbour region and use the community centre to improve the quality of life on the Coffs coast.
Our vision
A community centre that works for inclusive, innovative, supportive, safe, caring, and sustainable programs and services improving individual and community physical, mental and emotional health and well being.
Policies in Shearwater
Diversity Policy
Policy statement
• Encourage and help equal employment opportunities in the organisation based on ability, performance and potential of individual.
• Help to build a safe working environment by ensuring action against inappropriate workplace behaviour that hampers value on diversity including bullying, harassment, discrimination, victimisation and vilification.
• Develop flexible work practices to meet diverse needs of employees.
• Attract and retain skilled and diverse workforce.
• Enhance customer service and market reputation through a workforce that respects and reflects the diversity of our customers;
• Improve the quality of decision-making ensuring the productivity and teamwork in the workplace; • Ensure relevant legislation and interest of shareholders and Board are met.
• Follow world leading practices and create a comprehensive workplace culture.
Procedure:
Organisation does not tolerate non-inclusive behaviour and upholds the law aimed at preventing vicarious liability. To achieve this organisation expects its employees to:
• Show and follow organisation’s core Values and behaviours at work or at afterhours work functions.
• Regularly participate in diversity awareness training.
• Understand and comply with Diversity policy and procedures.
• Be active and assertive to report and prevent inappropriate and non-inclusive behaviours of discrimination, harassment, bullying, victimisation and vilification
• Willingly adapt their behaviours if required to ensure appropriate workplace conduct.
If this policy is not adhered to, it may result in disciplinary action, including counselling, warning, dismissal or other outcome depending on the circumstances.
Performance Management Policy
The purpose of performance management is to improve performance. It is an ongoing process. It should include informal and formal review. We encourage a two-way process, that is, employees can also give management feedback on performance.
All employees will undergo a formal performance review with their immediate managers at least three (3) times a year.
Procedure
1. The manager and the employee agree on the date for a performance appraisal meeting to allow time to prepare.
2. The manager and employee will meet and openly and constructively discuss performance over the period.
3. The manager and the employee will agree any objectives and outcomes for the next appraisal period.
4. Training and development will be considered as part of the process.
5. Notes should be taken of the meeting and copies kept.
6. Outside of this formal process, employees are encouraged to raise any issues they have when they arise.
Recruitment Policy
The purpose of the Staff Recruitment Policy is to increase opportunity to attract the best available staff for all vacant positions. This policy relates to employment of all staff other than the CEO.
Procedure
1. Pre- recruitments activities: The hiring manager provides the requirements for the position, and the key selection criteria including skills, experience and qualifications.
2. Promotions: To promote an employee meeting the specific selection criteria for the vacant position, the appointment must be authorised by the appropriate Manager, and forwarded to the Human Resources Department.
3. Internal appointments: Where appropriate, company will advertise all vacancies internally.
4. External advertising: When the vacant position cannot be filled internally or it is appropriate to hire external candidate, the available position should be advertised through relevant networks, on relevant websites, and through local employment services. CEO must approve all advertisements.
5. Screening applicants: The collected resumes must be screened against the position description. Applicants who are assessed as suitable will then be called for interview.
6. Conducting Interviews: The short-listing and interview process will be conducted by a selection panel.
7. Reference Checking: A minimum of two reference checks are conducted on the selected candidates by HR Manager prior to confirming the employment to the candidate.
8. Records and correspondence: The selected candidate should be correspondence on the required information and the record should be maintained by HR manager.
Induction Policy
The purpose of this document is to ensure that new employees have a smooth transition into the organisation and their roles. New employees refer to both recruits to the company and staff transfers and promotions.
All employees will be inducted in a manner as described in the procedures which accompany this policy document.
Procedure
1. The hiring manager must schedule induction on new employee’s first day of employment.
2. An appropriate amount of time and expenditure should be used to communicate all the necessary information.
3. The induction should cover Occupational Health & Safety requirements, duties to be undertaken, dealing with clients/customers, physical layout of the site, etc.
4. The hiring manager should assign a “mentor” to help induct the new employee during the first two weeks of employment.
5. The hiring manager must follow up on the progress of employee’s induction during the first week and month.
Harassment, Grievance complaints Handling Policy
Any employee can lodge a grievance in the workplace based on the policy if they feel there is discrepancy and biasness in a decision, behaviour or action.
Organisation aims to resolve problems and grievances promptly. When necessary, organisation will escalate a grievance to the next higher level of authority for more discussion and resolution, and continue escalating it to the level above until it is resolved.
Managers will handle grievances objectively, discreetly and promptly. Be aware that grievances that are misconceived, vexatious, and lacking substance may result in disciplinary action being taken against the employee lodging the grievance.
Procedure
1. The employee should try to resolve the grievance as close to the source as possible. This can be informal and verbal. At this stage, every possible effort should be made to settle a grievance before the formal grievance process starts. If the matter still can’t be resolved, the process continues and becomes formal.
2. To start the formal grievance the complainants must fully describe their grievance in writing, with dates and locations wherever possible and how they have already tried to settle the grievance.
3. The person(s) against whom the grievance/complaint is made should be given the full details of the allegation(s) against them. They should have the opportunity and a reasonable time to respond before the process continues.
4. If the grievance still can’t be resolved, refer the matter to the most senior manager for consideration and a final decision. A grievance taken to this level must be in writing from the employee.
Part A: Prepare workplace diversity policy and action plan
Suppose you are working as a manager in Mother Teresa Community Centre where number of employees are working, belonging to different backgrounds and culture. They have different opinions and living styles but work together under one roof. On the other hand, different people come to the community centre as a client with different problems. You deal with them in day to day basis working and manage the whole work peacefully. The founder of your Mother Teresa Community Centre wants to analyse current policies and prepare an effective policy to foster strength of workplace diversity along with the action plan to achieve them.
PR2.1. You are provided with the current policies. Critically review them and determine application of available diversity policy of organisation.
PR2.2. Prepare a diversity policy and action plan to provide feedback and suggestions for improvement to ensure currency and efficacy of diversity policy. The plan should cover following: PR2.3. Brief about Mother Teresa Community Centre, current situation of workplace diversity in the community centre
PR2.4. Focus of community centre to make it diverse workplace; importance of workplace diversity policy include:
o Identify and analyse benefits of a culturally diverse workplace
o Review of the current diversity practices against workplace objectives (mission/vision)
o Characterstics of a “Role model for others”
o Providing coaching, mentoring and professional development opportunities.
o Demonstration of respect for workplace diversity.
o Creating a safe, secure and suppoprtive workplace workplace
o Encourage collaboration with specliasts workers and stakeholders by adopting communication strategies.
PR2.5. List and brief of legislative obligations related to workplace diversity. Following legislations should be covered:
• Age discrimination
• Disability discrimination
• Racial discrimination
• Sex discrimination
• Human rights
• Equal opportunity.
PR2.6. Objectives of the Workplace Diversity Policy under four Key Result Areas –Selection and Recruitment; Communication, Education and Training; Harassment, Grievance complaints Handling (Formal and informal method); Collaborative Working Environment.
PR2.7. Implementation detail via action plan. Action plan should include detail key activities required to ensure each key result areas and objectives for diversity policy.
PR2.8. List of roles and responsibilities of each position related to ensuring diversity policy
PR2.9. Monitoring and evaluation of plan using various performance indicators to evaluate the effectiveness and outcomes of the Workplace Diversity Program.
Template for workplace diversity policy and action plan
Workplace Diversity Policy and Action Plan
INTRODUCTION
< Introduction about the restaurant, current situation of workplace diversity in the restaurant>
WORKPLACE DIVERSITY POLICY

LEGAL FRAMEWORK OBJECTIVES

IMPLEMENTATION

ROLES AND RESPONSIBILITIES Position Roles and responsibilities
MONITORING, EVALUATION AND REVIEW


Workforce diversity Action plan
Part B
You are required to prepare an advertisement for Mother Teresa community centre.
You must follow the mentioned below guidelines:
• Advertisement should be between 100-150 words for each role.
• Use culturally appropriate language.
• Advertisement can be prepared using MS Word.
• Advertisement must be based upon the information provided in the scenario.
Scenario:
The community centre is expanding and planning to hire 1 business development and partnership manager and 2 youth support officers.
You are asked to prepare job vacancy/advertisements to fulfil the vacant positions. You have been told that the job vacancy will be posted in LinkedIn, Company website, Seek and local Newspaper.
PR2.10. In the advertisement, promote organisation’s workforce diversity to enhance company’s image and reputation.
The advertisement should encourage diverse candidate to apply for the position.
Your report must address the following performance criteria/ performance checklist.
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