The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

· Complete each question, including any sub-questions;

· Provide in-depth research on the topic, using appropriate primary and secondary sources;

· Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

· Observation of real, indisputable actions as they occur;

· Written or oral task such as reports, role play, work samples etc;

· Portfolios;

· Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at

https://aibtglobal.edu.au/support/student-forms/policies/
.

Simulation diary (if required):
You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

· Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

· Be aware of relevant procedures in case of accident, emergencies, evacuation

· Follow the start and finish times, breaks, work routines, etc.

· Follow the policies on personal phone calls and personal emails.

· The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’

· Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.

· Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at

https://aibtglobal.edu.au/support/student-forms/policies/
.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism
is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

· Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and

· Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating
occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

· Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;

· Impersonating another student or arranging for someone to impersonate a student in any assessment task;

· Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;

· Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;

· Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion
is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at

https://aibtglobal.edu.au/support/student-forms/policies/
to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID: _____________________________________________________________

Name: _____________________________________________________________

Phone: _____________________________________________________________

Email: _____________________________________________________________

Declaration

I declare that

· The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.

· The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.

· I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.

· I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

· I will perform my work to the best of my ability.

· I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

· I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.

· I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

· I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures

· I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at

https://aibtglobal.edu.au/support/student-forms/policies/
.

· I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCDIV001- Work with diverse people
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to show respect for diversity in communication with all people

How can you show respect for diversity in communication?

Activity 3B

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence

Describe non-verbal communication techniques to maintain relationships.

Activity 3C

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to where a language barrier exists, use effective strategies to communicate in the most efficient way possible and seek assistance from interpreters or other persons according to communication needs

How can you overcome language and cultural barriers?

Activity 4A

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to identify issues that may cause communication misunderstandings or other difficulties and consider the impact of social and cultural diversity where difficulties or misunderstandings occur

What issues may cause communication difficulties and how can you overcome them?

Activity 4B

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to make an effort to sensitively resolve differences, taking account of diversity considerations and address any difficulties with appropriate people and seek assistance when required

How can you resolve diverse communication difficulties when you encounter them?

Activity 3A to 4B Feedback – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCDIV001- Work with diverse people
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments

Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently.

1. What information about a cultural group may you have to become aware of in order to work effectively with them? How cultural difference can have impact on work role?

2. What types of diversity may you encounter in your role?

3. How can your attitudes impact diverse groups of people?

4. How may cultural diversity impact different areas of work?

5. What legal methods are there of protecting diverse people from discrimination in Australia?

6. Choose one of the following areas of diversity and explore in detail their characteristics and factors that may affect people in the group:

· Culture, race, ethnicity

· Disability

· Religious or spiritual beliefs

· Gender

· Generational

· Sexual orientation.

7. What social, political and economic issues affect Aboriginal and Torres Strait Islander people?

8. What could the impact of adversity from being part of a diverse group include?

9. What resources may you need to work effectively with diverse groups?

10. What may affect people’s attitudes to diverse groups in Australia?

11. Give an example of a time in your experience when diversity practices have improved an interpersonal relationship.

12.
How do you think that different cultural influences and changing cultural practices have impacted on Australian society? Consider possible political, social, economic and cultural influences while answering.

Knowledge Activity Feedback – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCDIV001- Work with diverse people
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Major Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

· Undertaken a structured process to reflect on own perspectives on diversity

· Recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non-verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses.

Answer the activity in as much detail as possible, considering your organisational requirements.

All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements.

Part-1
Case Study- Canteen menu

Fadi has put in a formal complaint about the food that is being served at the work canteen . The menu is mainly focussed on western style, is very dull and often does not cater for the devout Muslim. As he is a Muslim, Fadi requires a Halal

The canteen staff always provide another alternative when pork is on the menu but yesterday, when pork sausages were on the menu, the only alternative was fish – Fadi’s concern was the pork sausages may have contaminated the fish as they were next to each other.

Fadi asked the canteen staff if the two food items had been in touch of each other, the canteen staff were unable to answer as the food already comes in cooked.

There are many different nationalities and it is impossible for every cultural food requirement to be catered for all the time. However, 20% of the staff are Muslim and often feel discriminated against as there never seems to be enough food to meet their requirements.

The canteen kitchen is keen to help out as much as they can, as long as it is within their tight budget.

Question 1:	What rights does Fadi have?
Answer:
Question 2:	What process should be undertaken to investigate this complaint?
Answer:
Question 3:	Suggest three strategies that might solve Fadi’s problem
Answer:
Question 4:	How can Fadi be offered choice in determining solutions to his problem?
Answer:

Part-2
Self Reflection

Write a self reflection of 400-500words while undertaking a structured process to reflect on own perspectives on diversity.

In your resposne please ensure that you:

· Identify and reflect on your own social perspectives and biases

· Identify your limitations in self and social awareness

· Identify and act on ways to improve own self and social awareness.

Part-3
Role Play (In simulated environment)

Task overview	Role Play (Observation). Learner will be completing the role plays in given 3 scenarios.
Assessment Context Instructions to the candidates	This task will be performed in a simulated environment This is an observation of you performing a role play and must be undertaken in a structured process to reflect on your own perspectives on diversity, recognise and respected the needs of people from diverse social and cultural backgrounds in at least three different situations. You will be required to select and use appropriate verbal and non-verbal communication, recognise situations where misunderstandings may arise from diversity and form appropriate responses The Assessment will be performed by: Reading the scenario Form a group of 3-4 participants who will take on the roles as mentioned in the scenarios. Delegate each participant a role Collect required resources Complete each task Submit all documents to your trainer for assessing Scenario 1 You are an administration assistant for an organisation. All of the employees at your workplace are Australian born and the organisation prides itself within the community by displaying and reflecting on the history of the community. You have just found out that next week, a new employee (Lucca) who brings great skills will be appointed to your team and your manager has informed you that Lucca is from Italy and has only been in this country for 6 months. You were also informed that Lucca can speak a little English and your manager has asked you to buddy up with the Lucca to induct him into the reception and staff areas. To ensure that you cover all information relevant for the Lucca’s first day; you utilise the induction form stored in the staff files, upon reading the induction you notice that it is confusing and worded wrongly but there’s no time to inform your manager. You decide to use the induction as a guide only and make adhoc adjustments during the induction. Lucca arrives for work the next day and you introduce yourself and being the induction. Your first task is to introduce Lucca to other team members. During the introductions, each person asks Lucca what accent he has and where is he from. Some staff asked Lucca on occasion to repeat himself because they could not understand him. Also, the signs on the amenities rooms are all written in English. In the induction, Lucca informs you he finds it hard being in a new country as things are hard to understand and misses his family and friends back home. You sympathise with him and offer support where you can. You are feeling embarrassed for Lucca due to the poor process of the induction and lack of staff incite and the inappropriate diverse environment within your work place. You realise that if your manager informed you earlier and you had more time to plan the day, you would have planned the induction and made the environment quite different. Now reflect on what would you do differently in the induction for Lucca, and how could you make Lucca feel more at home in your workplace. Spend 15 minutes with your group and discuss that an induction should be conducted to ensure a more inclusive and diverse environment, think about non-verbal communication, document on the paper and then share the outcome of your group’s discussion with the class. Your trainer will assess you on the way that each participant has implemented a more culturally diverse induction and how you have thought about a more diverse environment in your workplace prior to Lucca arriving. Scenario 2 You have noticed that there has been an increase in various ethnic background and Aboriginal and Torres Strait Islander clients at your workplace and you have overheard a few of the staff inappropriately comment on how they feel about the new clients utilising the services at your organisation. These comments have made you feel uncomfortable as you and your ancestors are from an Aboriginal and Torres Strait islander decent, but you don’t want to create a scene or be bullied from other staff, so you decide to discuss your feelings with your manager as well as express your concerns for clients in the waiting room overhearing there comments. Your manager is quite upset and very supportive towards your sensitivity about what you told them and apologises to you for having to experience unnecessary behaviour, your manager informs you that all staff will be discretely spoken to about cultural sensitivity and will need to undertake cultural diversity education and training. You leave work for the day feeling much better about the situation. In your groups, discuss and document on the paper what actions could be taken to improve cultural sensitivity in the workplace. Scenario 3 On Tuesday you arrive for work at the office and you notice a person with a disability arrives in a wheelchair. You observe they are finding the entrance to the waiting room a slight struggle as it is hard to get through the door in the wheelchair. You introduce yourself and ask another staff member to offer assistance by moving some chairs around in the waiting room for the person with a disability to have space. At that moment you realise that the waiting area and access to the building is hard for people with disabilities. There is a staff meeting being held tomorrow and you want to bring this concern to everyone’s attention, to support these situations you want to create a disabled friendly environment. In your group create a plan for appropriate seating arrangements in a waiting area and utilising the chairs in the classroom from the seating arrangements to see if your plan is appropriate and document your plan on the paper.
Resources required	Paper, Pen, utilise chairs in the class room to form a simulated waiting room environment, wheelchair
Assessment conditions	Assessment must be conducted in a safe environment and the role play of an administration area to reflect the real-life work place that students will be exposed to.

Role-play observations checklist

(For Assessor to complete)

Trainer and Assessor will complete this checklist as they observe, ask questions and assess the student’s performance
	Satisfactory (S)	Not Yet Satisfactory (NYS)
The participant Identified and reflect on own social and cultural perspectives and biases (Student compared his/her cultural and social perspective with the given situation)
The participant worked with awareness of own limitations in self and social awareness by recognizing other people’s discriminatory actions (Student compared his/her limitations in self and social awareness with others in the given situation)
The participant used reflection during the role play to support own ability to work inclusively and with understanding of other differences
The participant Identified and acted on ways to improve own self and social awareness during the role play
The participant Identified and reflected on own social and cultural perspectives and biases during the role play
The participant valued and respected diversity and inclusiveness across all areas of work during the role play
The participant contributed to the development of work place and professional relationships during the role play
The participant used good work practices that make environments safe for all during the role play
The participant showed respect for diversity in communication with all people during the role play
The participant used verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence to clients during role play
The participant used good communication strategies and resources where a language barrier existed, that were effective in the most efficient way possible, during the role play
The participant seeked assistance from interpreters or other persons where appropriate to do so according to communication needs to support a client
The participant identified issues that may cause communication misunderstandings or other difficulties during the role play
The participant resolved where difficulties or misunderstandings occurred, considered the impact of social and cultural diversity by reconciling the situation
The participant made an effort to sensitively resolve differences, taking account of diversity considerations during the role play
The participant addressed any difficulties with appropriate people and seek assistance when required during the role play

Observation Sign in Sheet

Course	CHCDIV001 – Work with diverse people
Student Name		Student ID

1st Attempt	Student Signature		Date Assessed
Assessment Outcome	Satisfactory \|_\|	Not Yet Satisfactory \|_\|
Feedback
Assessor Name		Assessor Signature

2nd Attempt	Student Signature		Date Assessed
Assessment Outcome	Satisfactory \|_\|	Not Yet Satisfactory \|_\|
Feedback
Trainer/Assessor Name		Trainer/Assessor Signature

Major Activity Feedback – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCDIV001- Work with diverse people
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

CHCDIV001 Learner Workbook V2.0 Page 1 of 1

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CHCDIV001 Learner Guide V2.0 Page 1 of 56

CHCDIV001
Work with diverse people

Learner Guide

CHCDIV001 Learner Guide V2.0 Page 2 of 56

Table of Contents

Unit of Competency ……………………………………………………………………………………………………… 5

Application …………………………………………………………………………………………………………………….. 5

Performance Criteria ……………………………………………………………………………………………………….. 6

Foundation Skills …………………………………………………………………………………………………………….. 7

Assessment Requirements ……………………………………………………………………………………………….. 8

1. Reflect on your own perspectives ………………………………………………………………………………. 11

1.1 – Identify and reflect on own social and cultural perspectives and biases ………………………….. 12

Diversity ………………………………………………………………………………………………………………………. 12

Human rights ………………………………………………………………………………………………………………… 16

Social perspectives and biases ………………………………………………………………………………………… 18

Activity 1A ……………………………………………………………………………. Error! Bookmark not defined.

1.2 – Work with awareness of own limitations in self and social awareness …………………………….. 20

Limitations in awareness ……………………………………………………………………………………………….. 21

Activity 1B ……………………………………………………………………………. Error! Bookmark not defined.

1.3 – Use reflection to support own ability to work inclusively and with understanding of others 23

Reflecting on abilities …………………………………………………………………………………………………….. 23

Activity 1C ……………………………………………………………………………. Error! Bookmark not defined.

1.4 – Identify and act on ways to improve own self and social awareness ……………………………….. 24

Improving on awareness ………………………………………………………………………………………………… 24

Professional development opportunities …………………………………………………………………………. 24

Activity 1D ……………………………………………………………………………. Error! Bookmark not defined.

2. Appreciate diversity and inclusiveness, and their benefits ………………………………………………. 24

2.1 – Value and respect diversity and inclusiveness across all areas of work ……………………………. 26

Diversity and inclusiveness …………………………………………………………………………………………….. 26

Activity 2A ……………………………………………………………………………. Error! Bookmark not defined.

2.2 – Contribute to the development of work place and professional relationships based on

appreciation of diversity and inclusiveness ………………………………………………………………………….. 29

Developing professional relationships ……………………………………………………………………………… 29

Activity 2B ……………………………………………………………………………. Error! Bookmark not defined.

2.3 – Use work practices that make environments safe for all ……………………………………………….. 31

Safe work practices ……………………………………………………………………………………………………….. 31

Activity 2C ……………………………………………………………………………. Error! Bookmark not defined.

CHCDIV001 Learner Guide V2.0 Page 3 of 56

3. Communicate with people from diverse backgrounds and situations ………………………………… 34

3.1 – Show respect for diversity in communication with all people…………………………………………. 35

Demonstrating respect ………………………………………………………………………………………………….. 35

Activity 3A ……………………………………………………………………………. Error! Bookmark not defined.

3.2 – Use verbal and non-verbal communication constructively to establish, develop and maintain

effective relationships, mutual trust and confidence …………………………………………………………….. 36

Communicating effectively …………………………………………………………………………………………….. 36

Strategies for individuals ………………………………………………………………………………………………… 38

Activity 3B ……………………………………………………………………………. Error! Bookmark not defined.

3.3 – Where a language barrier exists, use effective strategies to communicate in the most

efficient way possible………………………………………………………………………………………………………… 40

3.4 – Seek assistance from interpreters or other persons according to communication needs …… 40

Overcoming language barriers ………………………………………………………………………………………… 40

Activity 3C ……………………………………………………………………………. Error! Bookmark not defined.

4. Promote understanding across diverse groups ……………………………………………………………… 44

4.1 – Identify issues that may cause communication misunderstandings or other difficulties ……. 45

4.2 – Where difficulties or misunderstandings occur, consider the impact of social and cultural

diversity …………………………………………………………………………………………………………………………… 45

Communication difficulties …………………………………………………………………………………………….. 45

Activity 4A ……………………………………………………………………………. Error! Bookmark not defined.

4.3 – Make an effort to sensitively resolve differences, taking account of diversity considerations

………………………………………………………………………………………………………………………………………. 49

4.4 – Address any difficulties with appropriate people and seek assistance when required ………. 49

Resolving difficulties, differences or misunderstandings ……………………………………………………. 49

Activity 4B ……………………………………………………………………………. Error! Bookmark not defined.

Summative Assessments ……………………………………………………………. Error! Bookmark not defined.

Appendices ……………………………………………………………………………………………………………….. 51

Universal Declaration of Human Rights ……………………………………………………………………………….. 51

Preamble ……………………………………………………………………………………………………………………… 51

Article I ………………………………………………………………………………………………………………………… 51

Article 2 ……………………………………………………………………………………………………………………….. 51

Article 3 ……………………………………………………………………………………………………………………….. 51

Article 4 ……………………………………………………………………………………………………………………….. 52

Article 5 ……………………………………………………………………………………………………………………….. 52

Article 6 ……………………………………………………………………………………………………………………….. 52

CHCDIV001 Learner Guide V2.0 Page 4 of 56

Article 7 ……………………………………………………………………………………………………………………….. 52

Article 8 ……………………………………………………………………………………………………………………….. 52

Article 9 ……………………………………………………………………………………………………………………….. 52

Article 10 ……………………………………………………………………………………………………………………… 52

Article 11 ……………………………………………………………………………………………………………………… 52

Article 12 ……………………………………………………………………………………………………………………… 52

Article 13 ……………………………………………………………………………………………………………………… 52

Article 14 ……………………………………………………………………………………………………………………… 52

Article 15 ……………………………………………………………………………………………………………………… 53

Article 16 ……………………………………………………………………………………………………………………… 53

Article 17 ……………………………………………………………………………………………………………………… 53

Article 18 ……………………………………………………………………………………………………………………… 53

Article 19 ……………………………………………………………………………………………………………………… 53

Article 20 ……………………………………………………………………………………………………………………… 53

Article 21 ……………………………………………………………………………………………………………………… 53

Article 22 ……………………………………………………………………………………………………………………… 53

Article 23 ……………………………………………………………………………………………………………………… 54

Article 24 ……………………………………………………………………………………………………………………… 54

Article 25 ……………………………………………………………………………………………………………………… 54

Article 26 ……………………………………………………………………………………………………………………… 54

Article 27 ……………………………………………………………………………………………………………………… 54

Article 28 ……………………………………………………………………………………………………………………… 55

Article 29 ……………………………………………………………………………………………………………………… 55

Article 30 ……………………………………………………………………………………………………………………… 55

References ………………………………………………………………………………………………………………………. 56

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Unit of Competency
Application

This unit describes the skills and knowledge required to work respectfully with people from
diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait
Islander people.
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.

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Performance Criteria
Element
Elements describe the
essential outcomes.

Performance Criteria
Performance criteria describe the performance needed to
demonstrate achievement of the element.

1. Reflect on own

perspectives
1.1 Identify and reflect on own social and cultural perspectives

and biases
1.2 Work with awareness of own limitations in self and social

awareness
1.3 Use reflection to support own ability to work inclusively and

with understanding of others
1.4 Identify and act on ways to improve own self and social

awareness

2. Appreciate diversity
and inclusiveness, and
their benefits

2.1 Value and respect diversity and inclusiveness across all areas
of work

2.2 Contribute to the development of work place and
professional relationships based on appreciation of diversity
and inclusiveness

2.3 Use work practices that make environments safe for all

3. Communicate with
people from diverse
backgrounds and
situations

3.1 Show respect for diversity in communication with all people
3.2 Use verbal and non-verbal communication constructively to

establish, develop and maintain effective relationships,
mutual trust and confidence

3.3 Where a language barrier exists, use effective strategies to
communicate in the most efficient way possible

3.4 Seek assistance from interpreters or other persons according
to communication needs

4. Promote

understanding across
diverse groups

4.1 Identify issues that may cause communication
misunderstandings or other difficulties

4.2 Where difficulties or misunderstandings occur, consider the
impact of social and cultural diversity

4.3 Make an effort to sensitively resolve differences, taking
account of diversity considerations

4.4 Address any difficulties with appropriate people and seek
assistance when required

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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Foundation skills essential to performance are explicit in the performance criteria of this
unit of competency.

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Assessment Requirements
Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of
the job role. There must be evidence that the candidate has:

➢ Undertaken a structured process to reflect on own perspectives on diversity

➢ Recognised and respected the needs of people from diverse social and cultural

backgrounds in at least 3 different situations:

o selected and used appropriate verbal and non-verbal communication

o recognised situations where misunderstandings may arise from diversity and

formed appropriate responses.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks and
manage contingencies in the context of the work role. This includes knowledge of:

➢ Concepts of cultural awareness, cultural safety and cultural competence and how

these impact different work roles

➢ Concepts and definitions of diversity

➢ Own culture and the community attitudes, language, policies and structures of that

culture and how they impact on different people and groups

➢ Features of diversity in Australia and how this impacts different areas of work and

life:

o political

o social

o economic

o cultural

➢ Legal and ethical considerations (international, national, state/territory, local) for

working with diversity, how these impact individual workers, and the consequences

of breaches:

o discrimination:

▪ age

▪ disability

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▪ racial

▪ sex

o human rights:

▪ Universal declaration of human rights

▪ relationship between human needs and human rights

▪ frameworks, approaches and instruments used in the workplace

o rights and responsibilities of workers, employers and clients, including

appropriate action when rights are being infringed or responsibilities not

being carried out

➢ Key areas of diversity and their characteristics, including:

o culture, race, ethnicity

o disability

o religious or spiritual beliefs

o gender, including transgender

o intersex

o generational

o sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual

➢ Key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander

cultures, including:

o social, political and economic issues affecting Aboriginal and/or Torres Strait

Islander people

o own culture, western systems and structures and how these impact on

Aboriginal and/or Torres Strait Islander people and their engagement with

services

➢ Potential needs of marginalised groups, including:

o protective factors

o physical, mental and emotional health issues/care needs

o consideration of impacts of discrimination, trauma, exclusion and negative

attitudes

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➢ Resources that support individuals and organisations to embrace and respond to

diversity

o language and cultural interpreters

o imagery

➢ Influences and changing practices in Australia and their impact on the diverse

communities that make up Australian society

➢ Impact of diversity practices and experiences on personal behaviour, interpersonal

relationships, perception and social expectations of others.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that
reflects workplace conditions. Where simulation is used, it must reflect real working
conditions by modelling industry operating conditions and contingencies, as well as, using
suitable facilities, equipment and resources.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors.
Links

Companion volumes from the CS&HISC website –
https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-
bd22cc4f1e53

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1. Reflect on your own perspectives

1.1. Identify and reflect on own social and cultural perspectives and biases

1.2. Work with awareness of own limitations in self and social awareness

1.3. Use reflection to support own ability to work inclusively and with understanding of

others
1.4. Identify and act on ways to improve own self and social awareness

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1.1 – Identify and reflect on own social and cultural perspectives and biases

By the end of this chapter, the learner should be able to:

➢ Identify different types of diversity present in their workplace

➢ Undertake reflection activities for social/cultural biases.

Diversity
Australia is a diverse country, including people from many different social, cultural or
religious backgrounds. In order to succeed in the workplace, you will need to work
respectfully with them.
Diversity may include:

➢ Ethnicity

➢ Race

➢ Language

➢ Cultural norms and values

➢ Religion

➢ Beliefs and customs

➢ Kinship and family structure and relationships

➢ Gender and gender relationships

➢ Age

➢ Disability

➢ Sexuality

➢ Personal history and experience, which may have been traumatic

➢ Special needs.

Culture, race, ethnicity

When most people think of diversity, they associate it with people from other countries;
however this issue is more nuanced than you may expect.
Aspects may include:

➢ Culture: A person’s way of life, including their customs and beliefs. This influences

how they think, behave, work and conduct themselves in all aspects of life

➢ Race: A person’s biological or genetic group, which is most often determined by

their skin colour but can also be influenced by hair, eye colour and bone structure.

Note that despite historical ideas, race has no influence on intelligence

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➢ Ethnicity: A person’s identification with a social or cultural group based on shared

experiences, tradition or nationality. They may also share languages, history or

religion.

Consider a person whose family had always lived in Japan but emigrated to Australia soon
after they were born. Their race would be Japanese, but ethnically they may be likely to
identify as Australian as that is what they have known. Culturally, the person would be
influenced by whoever they grew up around, including their family, friends, neighbours and
colleagues. Therefore, they may adopt ways of life that are traditionally Australian,
Japanese or other cultures.
In today’s world, people can move between cultures more quickly. As a result of
immigration, relocation, cultural change and heritage, people can experience and identify
with several cultures over their lifetime. This is known as multiculturalism. They may
identify with one or more of the cultures to varying degrees and classify them in different
ways. For example, a person born in Japan and now living in Australia may describe
themselves as Japanese, Australian, Japanese-Australian, Asian or a global citizen. This could
be reflected in their practices, beliefs, languages and values.
(Sources: http://www.diffen.com/difference/Ethnicity_vs_Race, http://www.merriam-
webster.com/dictionary/culture )
Disability

A disability is a physical or mental limit to a person’s abilities. A person may be either born
with a disability or acquire in it later life as the result of an accident or illness.
Types of disabilities include:

➢ Mobility and physical impairments

➢ Spinal cord disabilities

➢ Head or brain injuries

➢ Vision issues

➢ Hearing issues

➢ Cognitive or learning disabilities

➢ Psychological disorders

➢ Invisible disabilities.

Note that invisible disabilities refer to any issues which can’t be easily observed, such as
chronic pain or sleep disorders. Hearing and vision issues may also be considered invisible if
the person doesn’t wear any aids which communicate this fact to others.
When dealing with people with disabilities, you should consider not just how the disability
limits their functions but what effect it has on their activities and ability to participate.
(Source: http://www.disabled-world.com/disability/types/)

http://www.diffen.com/difference/Ethnicity_vs_Race

http://www.merriam-webster.com/dictionary/culture

http://www.disabled-world.com/disability/types/

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Either as a result of disabilities or as a separate issue, people may have various requirements for:

➢ Physical healthcare, including:

o vaccination

o dental treatment

o nutrition

➢ Mental healthcare, including:

o alcohol or drug (AOD) treatment

o psychological treatment

o depression or anxiety services

o eating disorder services

➢ Emotional healthcare, including:

o counselling

o changing lifestyle or working conditions

o pastoral or spiritual care.

Religious or spiritual beliefs

A person’s religious or spiritual beliefs may affect how they see the world, how they believe
they or other people should act and how they live day-to-day. Out of major organised
religions, Christianity is the largest in Australia with various denominations accounting for
over 60% of all Australian people. Other religions which are present include Buddhism,
Hinduism, Islam and Judaism. Australia also has a growing number of atheists (people with
no religion), which currently makes up 22%.
People may express their religion through:

➢ Prayer, which have certain requirements such as time or place

➢ Dress, such as turbans or religious symbols

➢ Food

➢ Pilgrimages

➢ Charity work or donations.

These expressions of faith must be respected and accommodated wherever possible within
the workplace, whether it is providing Kosher food for Jewish employees or allowing Muslim
employees time to pray.

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Religion Worship Clothing Holy days or festivals

Christianity Reading Bible, attending
Church on Sundays or
other religious
occasions, praying to
God

Some Christians wear
crucifixes

Christmas Day, Good
Friday, Easter Sunday

Islam Attending Mosque,
completing Salat (five
daily prayers), reading
the Koran

Some Muslims (both
male and female) wear
the Hijab veil

Eid ul Fitz, Eid ul Adha

Buddhism Worshiping at home or a
temple, reading the
Sutras and the Tripitaka

Traditional Buddhists
wear robes and a mala
bracelet

Vesak/Buddha Day and
many other festivals

Hinduism Worship at a shrine or
temple, reading Vedas
scriptures, completing
Nitya, Naimittika and
Kamya rites

Some married men wear
a dhoti kurta and
women wear a sari

Holi, Diwali and
Mahashivarati

(Source: http://www.racismnoway.com.au/about-racism/population/index-Diversit-3.html)
People may also have personal spiritual beliefs which are no less valid than organised
religions. Aboriginal Australian spirituality is commonly referred to as the Dreaming or
Dreamtime. While there are many different religions among Aboriginal and Torres Strait
Islander people, they share common belief that the land and all natural things possess living
souls.
Gender

Gender is how people view themselves, either male or female. Note that while sex is
biological, gender is cultural or social. While the majority of people identify as the gender
they were born as, some people may identify as the opposite one, and are known as
transgender. This may be expressed as taking an appropriate name, wearing clothes of the
opposite gender or having sex-change operations.
Note that people who identify as bi-gender fluctuate between the behaviours and identities
of both genders, and people who identify as androgynous have aspects of both genders.
The term intersex issued to describe people whose biology doesn’t clearly fit into either
gender. There is a wide amount of biological variation within this. People may not realise
they are intersex until puberty or even later.
(Source: http://www.isna.org/faq/what_is_intersex)

Generational

http://www.racismnoway.com.au/about-racism/population/index-Diversit-3.html

http://www.isna.org/faq/what_is_intersex

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One unappreciated area of diversity is generations. For example, employees may be
parents, grandparents or currently live with their parents. This will affect a range of factors
including their possible work schedules, attitudes, obligations and health.
People in Australian society are often divided by age into general categories including:

➢ Teenagers/millennials.

➢ Young married couples

➢ Generation X

➢ Vietnam Veterans

➢ Older people

➢ Retirees

➢ Baby Boomers.

There often negative stereotypes associated with different generations, such as teenagers
are workshy and older people have no skills with technology. Try to ignore them and treat
the people as individuals. Also be aware of the different issues that will affect them; for
example, young people are more likely to be concerned about education or finding a part-
time job, while middle-aged people may be concerned about caring for children and saving
up for retirement.
Sexual orientation

A person’s sexual orientation is who they are sexually attracted to. It is commonly divided
into heterosexual (opposite sex), homosexual (same sex) or bisexual (both sexes.) Although
a person’s orientation rarely causes issues in the workplace, other people may take offence
to it and discriminate against them because of it. This is known as homophobia.
Also be aware that some people are asexual and how little or no sexual attraction to either
gender.
(Source: http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-
term-definitions/)
Indigenous Australians

Aboriginal and Torres Strait Islander people are not a homogenous group – they are diverse
and culturally different within themselves and have unique customs, cultural beliefs,
languages, family structures and ceremonies. This may mean adapting what you offer and
how you behave to meet their needs and preferences.
Depending on the impact of European colonisation, there will have been varying amounts of
loss of culture. For the devout, traditional values and customs guide their everyday living;
for those of mixed descent or who have integrated into mainstream society, their influences
will feature all aspects both cultures.

Human rights
Human rights are the universal rights which all people are entitled to. If you cannot resolve
a case of discrimination or racial hatred personally, you need to make a complaint (in
writing) to the Australian Human Rights Commission. It should detail what happened, when
and where it happened and who was involved. The commission will then attempt to resolve

http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-term-definitions/

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the complaint through conciliation – an informal process that facilitates talking about the
issues and resolving them. If this is unsuccessful, the complaint can be moved to the Federal
Court of Australia or the Federal Magistrates Court.
The United Nations Declaration on the Rights of Indigenous Peoples states that they have the
right:

➢ To self-determination

➢ To freely pursue one’s economic, social and cultural development;

➢ To maintain and develop one’s own political, religious, cultural and educational

institutions

➢ Against genocide, acts of violence and forcible removal

➢ Against forced assimilation or destruction of one’s culture

➢ To use and control lands, territories and other natural resources

➢ To the protection of one’s cultural and intellectual property

➢ To practice and revitalize one’s customs and spiritual, cultural, ceremonial and

religious traditions

➢ Equal access to all social and health services (highest attainable standard of physical

and mental health)

➢ To prior and informed consultation, participation and consent in activities of any

kind that impact on indigenous peoples, their property or territories

➢ To equality and freedom from any kind of discrimination.

The Racial Discrimination Act 1975 ensures that Australians of all backgrounds are treated
equally and afforded the same opportunities.
It is against the law to treat people of any race, colour, descent,
national or ethnic origin, and immigration status unfairly (on the
basis of these qualities).

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The areas of life that the Act applies to are:

➢ Employment – if you have been:

o refused employment

o dismissed

o denied a promotion, transfer or other employment-related benefits

o given less favourable terms or conditions of employment

o denied equal access to training opportunities

o selected for redundancy

o harassed

➢ Education

➢ Accommodation

➢ Accessing public services

➢ Harassment.

Social perspectives and biases
A person’s social perspective is how they view the world around them. It is learned as a
result of their experiences and influences, such as family and friends. They may view some
aspects of society more positively or negatively than others. For example, if a person was
robbed by someone of a particularly ethnic group, they may start to assume all members of
that group are criminals.
Bias may manifest in various ways, including:

➢ Discrimination

➢ Social avoidance

➢ Preferential or unfair workplace treatment

➢ Stereotyping

➢ Racial or offensive language/slurs

➢ Dictating clothes based on gender

➢ Not allowing people to practice their religion/faith.

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Bias often comes from fear or hatred of a particularly group, usually caused by
misunderstandings and lack of knowledge. People are often influenced by stereotypes they
hear from others or the media.

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Discrimination

Discrimination is when an individual or group is treated unfairly due to a prejudiced view,
such as unjust treatment on the grounds of age/sex/race. You should be aware of these so
that you can avoid inadvertently doing them.
Direct discrimination is discrimination that is easy to pinpoint. It may be evidenced in a
particular event or interaction, such as if a person is refused service due to their
age/gender/race, etc. or if a job candidate with the best qualifications is refused an
interview on the grounds of age/gender/race, etc.
Indirect discrimination is discrimination which may be completely unintended. It will be a
rule which applies to everyone equally, which puts people from certain groups, lifestyles or
backgrounds at a disadvantage. For example, if a business has a rule which states that all
men must be clean-shaven, this may be considered indirect discrimination, as this may be a
conflict with the religious requirements of men from certain religious backgrounds.
Identifying and reflecting on bias

Often biases are unconscious and we act on them without thinking. To identify the bias, you
need to become conscious of them. One method of doing this is using word association to
describe various people. Write down the first thing that comes to mind and try to resist
editing your response or the exercise won’t be valuable. You don’t have to share the results
with anyone else. If you can’t think of any response after five seconds, move onto the next
one.
Cues for the word associate may include:

➢ A person with crutches

➢ An Aboriginal man

➢ A gay couple

➢ An immigrant who doesn’t speak English

➢ A single parent with lots of children

➢ A Muslim man wearing religious clothes

➢ A woman with a mental disability.

You could adapt the cues for people you are likely to encounter in your role, or have
another person suggest them.
Continue to identify your thoughts whenever you meet someone of a different race, culture,
sexuality, religion or gender. Ask yourself why you think this way and whether it’s fair. Try to
determine where the thoughts originated from, such as a bad experience or the attitudes of
those around you.
(Source: https://www.linkedin.com/pulse/20140718195048-28337096-unconscious-bias-
and-blind-spots-self-reflection)

1.2 – Work with awareness of own limitations in self and social awareness

By the end of this chapter, the learner should be able to:

https://www.linkedin.com/pulse/20140718195048-28337096-unconscious-bias-and-blind-spots-self-reflection

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➢ Identify limitations in awareness that are relevant in their workplace

➢ Work with others sensitively in line with current awareness.

Limitations in awareness
In the previous exercise, you will have identified where there are limitations to your self-
and social-awareness. You should carry this forward whenever you are interacting with
people different from yourselves.
You should always try to be aware that:

➢ There may be subjects of which you don’t have sufficient or up-to-date knowledge

➢ Other people may have different perspectives to you; what is ‘common sense’ may

vary according to who you are talking to

➢ People have social biases of their own

➢ Society changes and what is considered a bias will evolve.

Social awareness may include:

➢ Various groups’ history

➢ Groups’ current situation and the issues facing them now

➢ Common ways of life and values within the group

➢ Taboos and offensive topics to the group.

You may need to research issues for each group that you commonly come into contact with.
Otherwise, you could come across as ignorant or offensive to a member of the group.
Case Study

For example, Aboriginal Australians may have a mistrust of government bodies which will
affect their engagement with services. This stems from systematic persecution by
governments, in which their land and children were taken away. In the Lost Generation,
thousands of Aboriginal children were removed from their families under the pretence of
foster care.
Issues which are more likely to affect them include:

➢ Physical health problems such as:

o heart disease

o alcohol or drug (AOD) problems

o violence

➢ Mental health problems such as:

o unresolved trauma

o depression

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➢ Incarceration

➢ Emotional health problems such as:

o identity crisis

o feelings of grief and loss

➢ Lack of political representation.

(Source: https://www.beyondblue.org.au/who-does-it-affect/aboriginal-and-torres-strait-
islander-people/risk-factors)

https://www.beyondblue.org.au/who-does-it-affect/aboriginal-and-torres-strait-islander-people/risk-factors

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1.3 – Use reflection to support own ability to work inclusively and with
understanding of others

By the end of this chapter, the learner should be able to:

➢ Demonstrate an understanding of others

➢ Work inclusively with a wide range of people.

Reflecting on abilities
During interactions with clients or other employees in the workplace, you should refrain
from imposing your values, beliefs or attitudes on them. It is important to maintain non-
judgemental practice. This means you don’t make moral judgements (e.g. “That is wrong or
immoral”) that don’t affect the person’s wellbeing.
Values and beliefs may come from:

➢ Religions followed by you, your family and your community

➢ Culture and traditions

➢ Life events

➢ Employment

➢ Education

➢ Media

➢ Lifestyle choices

➢ Political beliefs.

In order to remain non-judgemental, you may need to reflect on your own beliefs and
analyse which ones may affect how you treat people. A common fallacy is thinking
“Everyone believes the same as me; this is common sense.”
For example, you are a vegetarian and believe it is wrong to eat meat. However, a client
who is not vegetarian asks you for help in creating a healthy meal plan. You shouldn’t force
your beliefs on them, and instead respect their wishes by creating one that is suitable for
them. Consider how you would feel if someone spoke out against your beliefs when it was
irrelevant to your wellbeing.
To provide non-judgemental practice, you should ensure that you:

➢ Consider where your beliefs and values come form

➢ Analyse the consequences of what you say (e.g. “Will it hurt the person’s feelings or

seem insensitive?”)

➢ Determine whether your beliefs are relevant to the person’s wellbeing.

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1.4 – Identify and act on ways to improve own self and social awareness

By the end of this chapter, the learner should be able to:

➢ Use strategies to improve social bias and undertaking professional development

opportunities.

Improving on awareness
There are a number of ways that you can improve your self- or social awareness of diversity.
You should identify ones that are relevant to your work situation and arrange to undertake
them.
Strategies to improve bias include:

➢ Cross cultural work teams

➢ Cross cultural employee representation on committees

➢ Workplace free of culturally insensitive literature, posters, signage

➢ Inclusion in decision-making.

Cross cultural teams are ones that include people from a wide variety of backgrounds
participate in the same team. To work in one, it is important to have a fair attitude towards
all of them and communicate with people of different nationalities. You will find yourself
becoming more aware of different cultures and their dynamics. Working closely with people
will also give you more respect and understanding of them.
(Source: http://www.go-maritime.net/working-and-living-at-sea/cross-cultural-teams/)

Professional development opportunities
Professional development opportunities are opportunities for improving perspective
provided by the organisation. They may help you to work more inclusively with people.
These may include:

➢ Coaching/mentoring

➢ Skills training

➢ Professional development schemes/initiatives

➢ Support and/or sponsorship towards new professional qualifications

➢ Attendance at events within the industry, e.g. conferences/networking events

➢ Opportunities to take on more responsibility, e.g. leading a team project.

These opportunities should be available to all and offered based on merit and work
performance or necessity, rather than given preferentially to persons of a particular
age/gender/race, etc.
Professional development opportunities can be identified by evaluating which tasks,
schemes, training and events will have a positive impact on the personal and career
development of an individual. It must then be ensured that everybody within the
organisation has equal opportunity to benefit from these and that they are made accessible
to those members of the workgroup with specific needs.

2. Appreciate diversity and

http://www.go-maritime.net/working-and-living-at-sea/cross-cultural-teams/

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inclusiveness, and their benefits

2.1. Value and respect diversity and inclusiveness across all areas of work

2.2. Contribute to the development of work place and professional relationships based

on appreciation of diversity and inclusiveness
2.3. Use work practices that make environments safe for all

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2.1 – Value and respect diversity and inclusiveness across all areas of work

By the end of this chapter, the learner should be able to:

➢ List the benefits of diversity

➢ Act in a manner which supports and promotes diversity and inclusivity.

Diversity and inclusiveness
Diversity has benefits in the workplace. It allows people from different backgrounds with
various skills to contribute.
For example, in a customer service organisation, having people of different cultures can
allow them to relate easier to a wider range of customers.
Benefits of diversity include:

➢ Creativity increases due to different ideas, attitudes and experiences

➢ Language and cultural skills enable the organisation to operate in foreign countries

➢ Bringing in innovations from other cultures

➢ Encouraging people from all backgrounds to join the organisation.

➢ Greater cross-fertilisation of ideas

➢ Improved client service, both internal and external

➢ Promotion of equity and fairness

➢ Improved access for clients from diverse backgrounds to government services and

programs

➢ Improved relationship with the community and wider sources of recruitment

➢ Greater responsiveness to change

➢ Cultural enrichment

➢ A workforce representative of the client base

➢ A balanced workforce in terms of age, gender, race and culture.

(Source: http://www.ethnoconnect.com/articles/9-business-advantages-of-diversity-in-the-
work-place)

http://www.ethnoconnect.com/articles/9-business-advantages-of-diversity-in-the-work-place

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You can respect diversity by:

➢ Acknowledging its importance in the workplace

➢ Supporting initiatives to promote and utilise diversity

➢ Encouraging inclusive hiring practices

➢ Getting to know others in the workplace and their experiences/potential

➢ Writing a vision statement regarding your attitudes to adversity

➢ Avoiding broad generalisations.

A diverse workforce is better suited to the
needs of a diverse client base and also
benefits the organisation and individual
work members by creating an atmosphere
of tolerance, difference and innovation.
How your organisation views the value of
diversity and its benefits may be outlined in
its mission, vision and values statement
and/or diversity policy. These materials can
help you pinpoint precisely how diversity
has a positive impact on your particular
organisation.
Inclusiveness

A workplace that is inclusive makes all its employees feel welcome, regardless of their race,
religion, disabilities or sexuality.
Behaviour that is inclusive will ensure that all work members are involved in relevant work
tasks without discrimination. For example, a work meeting that is supposed to include all
members of a work team should not exclude team members due to age/race/gender, etc.
In order to provide a role model for others, inclusive behaviour would be demonstrated
through making sure that all work members are invited to be involved in all relevant tasks
and that all opinions are taken into account, regardless of the personal circumstances,
lifestyle or background of team members.

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Inclusiveness is the principle of:

➢ Giving all people opportunities

➢ Ensuring there are open channels for communication so all people can provide

feedback

➢ Social activities are inclusive; for example, sporting or alcohol-related activities may

not be suitable for everyone

➢ Acknowledging diverse celebration days (e.g. Gay Pride, International day of

Persons with Disabilities)

➢ Using language that doesn’t assume heterosexuality (e.g. ‘partner’ instead of

‘husband/wife’)

➢ Make allowances for allow religion’s praying, food and clothing requirements

You should also ensure that harassment and bullying over these issues is not tolerated
within the workplace, and that when they do occur, they are dealt with swiftly. Not
resolving issues sends the message that they are acceptable and will encourage people in
future.
(Source: http://hrcouncil.ca/hr-toolkit/diversity-supportive-environment.cfm)

http://hrcouncil.ca/hr-toolkit/diversity-supportive-environment.cfm

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2.2 – Contribute to the development of work place and professional
relationships based on appreciation of diversity and inclusiveness

By the end of this chapter, the learner should be able to:

➢ Demonstrate the development of effective workplace relationships

➢ Coach others in developing workplace relationships that appreciate diversity.

Developing professional relationships
Professional relationships are the building blocks of communication in the workplace
regardless of diversity; without them, it is impossible to complete anything well and on
time. To improve your organisation’s productivity, you may need to develop your
professional relationships with other people and help others to do the same.
Important characteristics of workplace relationships are:

➢ Trust: You should develop this by being

honest and dependable in all your

interactions with that person; if you say

you will do something, make sure you

follow through. Never lie to them or talk

about them behind their back

➢ Mutual respect: You should show you

value their contribution, input and ideas

(e.g. “Thanks, that was a great

suggestion!”) Acknowledge when they

know more about a subject and ask

politely for their support or advice

➢ Mindfulness: Consider the impact of everything you say and do beforehand to

prevent anything that might be offensive or harmful to the relationship. To do this,

think about how they may feel and don’t let your own negative emotions (e.g.

anger, frustration) affect how you communicate with them

➢ Effective communication: Be open and clear in communication, whether it is face-

to-face, by email or phone. Always try to explain your needs and what you would

like from other people. If you have difficulties with communication, try planning it

out beforehand.

You should aim to not just tolerate diversity but welcome it, as people from different
backgrounds can offer different perspectives. If someone makes a suggestion that is
different to how you would normally do something, don’t dismiss it by saying: “No, that’s
not how we do things round here.” Consider the idea for its merits and adapt it to your
workplace if necessary.
Also don’t fall into the trap of assuming that other people are less knowledgeable or skills in
a subject because they are different to you.
To coach others to develop better professional relationships, you could:

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➢ Encourage employees to spend more time with each other

➢ Talk about their experience and areas of expertise

➢ Practice maintaining relationships after a disagreement

➢ Develop their active-listening and teamwork skills

➢ Encourage them to give and receive appropriate feedback

➢ Resolve conflict quickly and efficiently.

(Sources: https://www.mindtools.com/pages/article/good-relationships.htm,
http://www.salesprogress.com/coaching-leadership/bid/103972/Coach-Employees-to-
Build-Relationships-in-the-Workplace)

https://www.mindtools.com/pages/article/good-relationships.htm

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2.3 – Use work practices that make environments safe for all

By the end of this chapter, the learner should be able to:

➢ Analyse whether the organisation meets the standards of cultural safety

➢ Carry out safe work practices which are relevant to their organisation.

Safe work practices
Your own workplace may or may not be a culturally safe place. Therefore, you will need to
evaluate the extent to which it implements culturally safe practices. Is the workforce
educated on different cultures, and are there policies and procedures in place to prevent
discrimination?
You should take the opportunity to find out all of the different cultures involved in your
work and workplace.
Work practices that you should ensure are suitable may include:

➢ Dealing with persons of diverse race, ethnicity, class, ability, sexual preference and

age

➢ Compliance with duty of care policies of the organisation

➢ Collection and provision of information

➢ Communication

➢ Provision of assistance

➢ Contact with families and carers

➢ Physical contact

➢ Care of deceased persons

➢ Handling personal belongings

➢ Provision of food services.

If your organisation’s current work practices can’t ensure that all people involved feel safe,
you will need to change them. This may require speaking with your manager or members of
HR.
Cultural safety

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“Cultural safety” is a term which describes the empowerment of all
people, regardless of diversity. It moves beyond cultural sensitivity to
analyse power imbalances, institutional discrimination, colonisation
and relationships with colonisers. Culturally unsafe practices are those
which diminish, demean or disempower the cultural identity and
wellbeing of an individual.
A definitive definition of cultural safety does not exist – there is debate
on how it differs from cultural awareness, cultural sensitivity, cultural
appropriateness and cultural competency.
An effective evaluation tool is to see if your work and workplace
comply with the four principles of cultural safety.
The principles are:

➢ Principle 1: Improve the health and wellbeing of others. This involves emphasising

positive health outcomes and acknowledging the different beliefs of others who are

different from them

➢ Principle 2: The aim of cultural safety is to identify the power relationship of the

stakeholders in a service and empower the users of a service. They should feel

confident to express any issues or worries they have. Providers should also educate

themselves about cultural diversity in their environment and apply social science

concepts to help them respond effectively to their clientele

➢ Principle 3: Recognising inequalities in the following areas:

o health care

o employment

o education

o society

o societal interactions

o employment

You must also learn to accept diversity in behaviour and social structure, and

minimise things that act as barriers to cultural safety

➢ Principle 4: Providers must examine their practices carefully, in order to avoid bias

towards certain cultures, and to prevent their own culture, attitudes and

experiences influencing their decisions.

Power relationships should be balanced so everyone is receiving equal treatment and
tension or alienation does not arise between cultures.
You must also understand your own rights, as well as those of others, and respect them
accordingly, so you realise that differences are legitimate, and not something to be the basis
of discrimination.

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3. Communicate with people from diverse
backgrounds and situations

3.1. Show respect for diversity in communication with all people
3.2. Use verbal and non-verbal communication constructively to establish, develop and

maintain effective relationships, mutual trust and confidence

3.3. Where a language barrier exists, use effective strategies to communicate in the most

efficient way possible
3.4. Seek assistance from interpreters or other persons according to communication

needs

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3.1 – Show respect for diversity in communication with all people

By the end of this chapter, the learner should be able to:

➢ Consider diverse people’s needs and preferences, and adapt communication

accordingly.

Demonstrating respect
It is important to demonstrate respect whenever you communicate with people. This could
be the difference between somebody coming away feeling satisfied with the
communication and them feeling as though you didn’t value their communication at all. This
applies for all forms of communication.
Communication may include:

➢ Verbal

➢ Appropriate gestures and facial and physical

expressions

➢ Posture

➢ Written

➢ Signage

➢ Through an interpreter or other person.

It is important constantly communicate with the people involved about their needs. This
demonstrates caring for their thoughts and preferences, which can make people less afraid
to speak up about their needs. For example, when speaking with someone whose first
language isn’t English, you might ask: “Are you comfortable reading written material, or
would prefer me to read it to you?”
Methods of demonstrating respect include:

➢ Spellings/pronunciation: Not spelling or pronouncing someone’s name right is

often interpreted as a sign that you don’t value them, and it is more likely to

happen with people from other cultures. Don’t be afraid to clarify how to say/write

their name

➢ Acquiring necessary aids: As mentioned in other chapters, you may require

language, sign language or cultural interpreters; if so ensure that you enter

communications prepared

➢ Using generic language: Don’t automatically assume someone is heterosexual;

generic language like “your partner” rather than “your husband/wife” may avoid

awkwardness and prevent people from being excluded

➢ Learning cultural standards: We are all familiar with how people in our own culture

communicate, including volume, personal space, language and so on. However, it

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may vary in other cultures; if you interact with people regularly, take time to learn

the accepted standards and differences.

3.2 – Use verbal and non-verbal communication constructively to establish,
develop and maintain effective relationships, mutual trust and confidence

By the end of this chapter, the learner should be able to:

➢ Demonstrate effective verbal and non-verbal communication with a diverse group

of people to build relationships

Communicating effectively
There are a number of general factors that can influence the effectiveness of
communication for both parties. You should ensure you use these to develop effective
relationships.
Some of these can include:

➢ Resistance, due to lack of trust

➢ Interruptions

➢ The environment

➢ Preconceptions

➢ Attitude differences

➢ Stress

➢ Illness or pain

➢ Lack of common ground

➢ Lack of empathy for the other person

➢ Cultural, religious and social differences

➢ Non-verbal communication mishaps.

It is important to be empathic when responding to Aboriginal and Torres Strait Islander
people; this is different to be being sympathetic. It is essentially the ability to put yourself in
your client’s shoes.
Verbal responses shouldn’t assume or be judgmental, should convey care and empathy, and
should be culturally sensitive.
Visual/iconic strategies – diagrams, tables, graphs, pictures

Visual strategies can reinforce meaning and make it easier for people to relate the words
you are speaking to actual meaning. These are good to use when discussing figures or
detailed information, as it translates them into a meaningful representation.
Flow charts, video images

These can be easier to follow and more engaging for some people than simple verbal
communication. They can be used in addition to verbal communication, or as an

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introduction to a topic you are going to discuss. As no immediate response is required, it
gives them more time to process and contemplate the information.
Use of computer technology and other media

In the modern world, computer technology and related media is being increasingly used to
facilitate communication.
It allows the utilisation of various communication mediums, such as:

➢ Email

➢ Video conferencing

➢ Projection monitors

➢ PowerPoint presentations

➢ Mobile phones

➢ Instant/text messaging

➢ Social networking

➢ Laptops/tablets

➢ Internet.

These communication methods make it easier to communicate in a multitude of situations
and locations, across distances and without the need to necessarily be face-to-face.
You will need to ensure you use appropriate language and the correct terms to describe
things, as well as understanding that some words do not carry the same meaning in yours
and their language. Try and use their preferred terms, where possible.
You may also need to adjust your non-verbal communication in subtle ways to meet cultural
expectations and personal preferences.
For example, you should avoid the following non-verbal cures when communicating with
Aboriginal and Torres Strait Islander people:

➢ Persistent questioning

➢ Direct questioning

➢ Loud voices

➢ Lengthy eye contact

➢ Invading their personal space

➢ Following routines rigidly

➢ Ignoring visitors

➢ Talking while writing

➢ Anything that may be associated with past negative experiences for them.

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Strategies for individuals
The RESPECT strategy

The RESPECT strategy is an acronym from Cornerstone Coaching and Training that teaches
seven ways to show respect verbally and non-verbally.
These are:

➢ Recognise how what you’re saying is coming across

➢ Eliminate negative words and phrases from your vocabulary. Don’t use words that

can be hurtful, offensive or misinterpreted

➢ Speak with people, not at them. Engage in a conversation, not a debate or lecture

➢ Practice appreciation. Show appreciation to those around you

➢ Earn respect from others by modelling respectful behaviours yourself

➢ Consider others’ feelings before speaking and acting

➢ Take time to listen. Don’t interrupt.

Modified from: ‘Communicating respect |Test your skills’, Cornerstone Coaching and
Training, http://www.cornerstone-ct.com/communicating-respect/ (15/06/17)

Non-verbal strategies

Gestures and non-verbal techniques:

➢ You should smile and nod to them as a welcome

➢ Do not touch someone without their permission

➢ Do not invade their personal space

➢ Use Aboriginal visual and written material, where appropriate and possible.

Display of positive regard and respect:

➢ Actively listen and respond to their needs

➢ Respect all people and involve them in important decision-making situations

➢ Respect people’s cultural values, protocols and methods of doing business

➢ Provide refreshments and meet transport needs if holding a meeting with them

➢ Wait your turn to speak

➢ Use appropriate language.

Non-judgemental approaches:

➢ Don’t assume they are wrong because they are different

➢ Don’t make assumptions about their beliefs and practices without asking.

Ongoing personal/interpersonal skill development

http://www.cornerstone-ct.com/communicating-respect/

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You will need to continually develop the skills you use for communication and at work, so
that you can meet the communication needs of people from different cultures. This may
require extra training and introspective evaluation on your part.
Monitoring and reflecting on own actions

Think before you act; what is normal in your culture may be offensive to someone else. You
may also be imposing your culture on someone else by assuming that everyone thinks the
same as you. The best way to see if you are being culturally imposing is to learn about the
cultures of others and these daily practices. If something you ask other people to do
contradicts their cultural beliefs, you are imposing on them.

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3.3 – Where a language barrier exists, use effective strategies to
communicate in the most efficient way possible

3.4 – Seek assistance from interpreters or other persons according to
communication needs

By the end of this chapter, the learner should be able to:

➢ Identify strategies that are available to overcome barriers. These may include:

o interpreters

o visual imagery

o technology

➢ Use the strategies to facilitate effective communication

➢ Seek appropriate assistance according to needs.

Overcoming language barriers
With increasing diversity in Australian society, it is
more common to come across people who you don’t
share a language with or who aren’t fluent in your
language, often referred to as CALD (culturally and
linguistically diverse) communities.
Overcoming language barriers can be difficult, but
there are a range of things that you can do personally
to achieve better cross-cultural communication.
Checklists for better cross-cultural communication

The following checklists have been taken from
Working Cross Culturally: A Guide, Multicultural
Communities Council of SA Inc. and Multicultural Aged
Care Inc. (September 2005).
Good cross-cultural communication practice:

➢ Learn and use key words in the person’s own language

➢ Use visual aids, gestures and physical prompts

➢ Use only qualified language interpreters

➢ Provide all information relating to key service delivery contexts (e.g. care plan and

service agreement) in the person’s own language

➢ Accept that it may be necessary to use alternative forms of communication

➢ Understand that limited proficiency in English does not reflect an individual’s level

of intelligence or ability to communicate/read/write fluently in their own language.

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Communication checklist:

➢ Make the environment conducive to communication – avoid places with too much

background nose, distractions or likely interruptions

➢ Speak clearly, but do not raise your voice

➢ Speak slowly, repeat if necessary, and check the person’s understanding

➢ Adapt the pace of conversation to suit the person’s needs

➢ Use words your listener is likely to know and avoid jargon and slang

➢ Do not speak ‘pidgin English’ – this can actually make it harder for the person to

understand you

➢ Avoid jokes, irony, satire and sarcasm, as these may be lost in translation and

misunderstood

➢ Use the active rather than the passive voice

➢ Give instructions in clear, logical sentences and present one topic at a time

➢ Gauge how much people are likely to remember

➢ Give the speaker plenty of time to respond at their own pace

➢ Listen

➢ Give clues through your body language

➢ Do not exclude the person from discussion because others with better English are

present

➢ Be considerate of the person as an individual.

Both of the above checklists have been modified from source:
http://www.ecald.com/Portals/49/Docs/Publications/Working%20Cross%20Culturally.pdf

(15/05/17)
Using interpreters

In some situations, it may be necessary to employ the use of specialist interpreters.
You will need to know the available interpreter resources available to your organisation and
its needs, so you can employ them as necessary.
Government agencies are required to provide and pay for professional interpreters when
people are seeking government-related services that have difficulties speaking English.
Useful resources for finding interpreters include:

➢ Australian Institute of Interpreters and Translators Incorporated (AUSIT):

www.ausit.org

➢ Translating and Interpreting Service (TIS): www.tisnational.gov.au

http://www.ecald.com/Portals/49/Docs/Publications/Working%20Cross%20Culturally.pdf

http://www.ausit.org/

http://www.tisnational.gov.au/

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➢ National Accreditation Authority for Translators and Interpreters (NAATI):

www.naati.com.au.

The Translating and Interpreting Service (TIS) National provides free interpretation services
to non-English speaking Australian citizens or permanent residents who need to
communicate with approved groups and individuals, such as medical professionals.
Interpreters can be accredited and unaccredited – you should aim to provide a ‘Professional
Interpreter’ level worker accredited by the National Accreditation Authority for Translators
and Interpreters (NAATI). If this is not possible/available, a ‘Paraprofessional Interpreter’
should be your second choice.
When you are interacting with cultures that you aren’t familiar with, cultural interpreters
can also help to bridge the gap. This may include advising you what is considered polite or
inappropriate when you communicate with people from other cultures. This is often used
when working with Aboriginal Australian communities.
Imagery

Imagery is important and can affect how people view themselves. While diversity for the
sake of diversity isn’t necessary, you should try to be inclusive whenever possible.
For example, imagine you work for an ethnically diverse company and your organisation
brochure has a group of white male employees on. What message does this send to people
who may consider applying? It would likely hint to women and non-white people that they
wouldn’t be welcome there. Existing employees who aren’t represented on it may also feel
less appreciated.
Resources to support visual and iconic strategies

The resources you use to support visual and iconic will depend on the technology and
funding you have available to you.
Examples of resources include:

➢ Laptops

➢ Tablet computers

➢ Augmentative and alternative communication aids

➢ Projectors/monitors

➢ Mobile phones

➢ Internet

➢ Brochures

➢ Leaflets

➢ Posters

➢ Resource cards.

You may have some of these or all of them available for you to use in the workplace – you
will need to determine which are best used in certain situations or for certain people.

http://www.naati.com.au/

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Cultural brokers

A cultural broker is someone who facilitates people form one culture crossing over to
another. In other words they act as a mediator between people/groups of different
cultures, to enable effective communication and reduce conflict. They act as more than just
an interpreter – in colloquial terms, they would be known as a “middle man”.
Interpreters may be:

➢ Registered – these are professional people whose work involves travelling and

mediating for multiple people/groups.

➢ Other multilingual people not related to the person – these may be people on your

staff who have multilingual abilities, but this is not their main duty at work.

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4. Promote understanding across diverse
groups

4.1. Identify issues that may cause communication misunderstandings or other

difficulties

4.2. Where difficulties or misunderstandings occur, consider the impact of social and

cultural diversity
4.3. Make an effort to sensitively resolve differences, taking account of diversity

considerations
4.4. Address any difficulties with appropriate people and seek assistance when required

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4.1 – Identify issues that may cause communication misunderstandings or
other difficulties

4.2 – Where difficulties or misunderstandings occur, consider the impact of
social and cultural diversity

By the end of this chapter, the learner should be able to:

➢ Anticipate causes of communication difficulties in their workplace. These may

include:

o jargon and slang

o unclear organisation rules and protocols

o written information

o expected behaviour

➢ Demonstrate knowledge of how social and cultural diversity impacts

communication difficulties.

Communication difficulties
Due to people’s diverse backgrounds, you may encounter communication problems or
misunderstandings. It is more productive to identify these issues quickly and resolve them
before they become a significant problem.
For example, it is common in most Western workplaces to have an open door policy, where
employees can speak to their manager at any time with concerns or problems. However,
many other cultures don’t have the same. Instead, they may view the manager’s willingness
to communicate as a sign of weakness.
A solution in this instance may be to come to a compromise. Rather than forcing foreign
workers to adapt to ways that don’t suit them, the manager could appoint an intermediary
to report to them in a more formal manner.
(Source: http://hbswk.hbs.edu/archive/3266.html)
Issues that may cause difficulties include:

➢ Jargon and slang

➢ Unclear organisation rules and protocols

➢ Written information

➢ Expected behaviour, such as:

o eye contact

o use of language

o concepts of politeness

➢ Emotional constraints, such as how extroverted or introverted they are.

http://hbswk.hbs.edu/archive/3266.html

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Try to anticipate any issues that will cause communication problems or misunderstandings.
You may be able to help minimise them in advance. This could include changing your own
behaviour (e.g. minimising jargon and slang) or providing information to the person.
(Source: http://www.colorado.edu/conflict/peace/problem/cultrbar.htm)
Impact of social and cultural diversity

When dealing with communication issues, you should always consider how social and
cultural diversity may affect the situation. People who are in a cultural, racial, sexual or
religious minority are more vulnerable to a range of issues that may affect their
communication.
Consider whether the person:

➢ Has different experiences from others that you communicate with

➢ Has different expectations of what communication should be

➢ Has experienced adversity that makes it more difficult for them to communicate

openly. Adversity may include:

o discrimination

o racism, sexism or homophobia

o bullying, either in the workplace or

elsewhere

o physical or mental health problems

o unemployment

o homelessness.

In response to this, you should look for compromises that you can achieve, such as the one
mentioned above with regards to open-door policies. Try not to use a mind frame of ‘right’
and ‘wrong’ ways of things. Instead, look for ways to reach the desired outcome. Imagine
that the person you are communicating with comes from a culture where it is encouraged
to talk loudly and expressively, but this is discouraged in your workplace as it disturbs
others. You could try to find a separate private meeting place where they can talk in
whatever way they wish.
Influences on Australian society that may affect people’s response to diversity may include:

➢ Religion

➢ Media

➢ Recent news, such as immigration or terrorist events

➢ People’s individual upbringing and communities

➢ Changing attitudes (usually becoming more tolerant.)

http://www.colorado.edu/conflict/peace/problem/cultrbar.htm

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Protective factors

These are factors which will decrease the likelihood of them being exposed to certain risks.
You may need to look for ways to utilise or encourage the strengths during communication.
The following are protective factors that can reduce the risk of threats often faced by marginalised
groups:

➢ Education

➢ Employment

➢ Supportive family and community

➢ Understanding the language

➢ Access to legal aid and law enforcement if necessary

➢ Awareness of the dangers of alcohol and drug abuse

➢ Ability to practice their culture openly

➢ Writing and reading skills.

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4.3 – Make an effort to sensitively resolve differences, taking account of
diversity considerations

4.4 – Address any difficulties with appropriate people and seek assistance
when required

By the end of this chapter, the learner should be able to:

➢ Use appropriate strategies to attempt to resolve communication issues. These may

include:

o negotiation

o mediation

➢ Discuss communication issues with a diverse group of people

➢ Identify and acquire resources to facilitate communication.

Resolving difficulties, differences or misunderstandings
Ideally, the workplace would be free from difficulties, differences and misunderstandings. In
reality, though, these things are inevitable due to circumstances beyond your control.
People are individuals and, regardless of cultural backgrounds, will have disagreements over
matters of opinion or misunderstandings.
Strategies to resolve difficulties may include:

➢ Negotiation of culturally appropriate guidelines

➢ Identification of appropriate mediators

➢ Negotiating a workplace code of practice.

Negotiation of culturally appropriate guidelines

Having a set of pre-existing culturally appropriate
guidelines that all people are required to follow will give
you a basis to decide if behaviour has violated these
conditions. If these difficulties, differences or
misunderstandings are not covered by these, it is your
responsibility to amend these for future situations. You
must also ensure that these guidelines are communicated
to the appropriate personal who they affect.
Identification of appropriate mediators

Mediators are essential for resolving disputes; they provide an objective view of the
situation and help decide what the resultant actions should be.
You need to identify who will act as a mediator for the dispute in each situation – a set of
pre-designated personnel is a useful thing to have. However, make sure that the mediator
has no bias towards either party, as it will compromise their ability to be impartial.
Negotiating a workplace code of practice

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A code of practice is a set of principles that govern how people are expected to behave in
the workplace. It is a written document that is explained to all workers and prevents people
claiming ignorance when violating its terms and creating a dispute.
Codes of practice are usually specific to individual organisations, but industry-wide codes of
practice also exist. They should be your first point of referral when seeking to resolve a
difficulty, difference or misunderstanding. If you negotiate a code of practice with relevant
people in your organisation, you can tailor it to work situations and define what is
reasonably expected from employees and their behaviour.
Addressing difficulties

If you haven’t managed to resolve differences through any of the methods covered above,
you may need to address them with the person directly.
You may need to seek additional assistance, such as:

➢ Language interpreters

➢ Cultural interpreters

➢ The person’s family, friends or carers

➢ Communication training for the person or other people they interact with

➢ Diversity awareness programs.

Depending on the context, you may need to involve other people in resolving the
communication problem. For example, if they are in a workplace, you may need to talk with
managers or co-workers on how they can help to improve communication. Other scenarios
may require you to liaise with family members, professionals, service providers or education
facilities.

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Appendices

Universal Declaration of Human Rights
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which
have outraged the conscience of mankind, and the advent of a world in which human beings
shall enjoy freedom of speech and belief and freedom from fear and want has been
proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to
rebellion against tyranny and oppression, that human rights should be protected by the rule
of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and worth of the human person and in the equal
rights of men and women and have determined to promote social progress and better
standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation with the
United Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest
importance for the full realization of this pledge,
Now, therefore,
The General Assembly,
Proclaims this Universal Declaration of Human Rights as a common standard of achievement
for all peoples and all nations, to the end that every individual and every organ of society,
keeping this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures, national and
international, to secure their universal and effective recognition and observance, both
among the peoples of Member States themselves and among the peoples of territories
under their jurisdiction.

Article I
All human beings are born free and equal in dignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status. Furthermore, no distinction
shall be made on the basis of the political, jurisdictional or international status of the
country or territory to which a person belongs, whether it be independent, trust, non-self-
governing or under any other limitation of sovereignty.

Article 3
Everyone has the right to life, liberty and security of person.

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Article 4
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited
in all their forms.

Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.

Article 6
Everyone has the right to recognition everywhere as a person before the law.

Article 7
All are equal before the law and are entitled without any discrimination to equal protection
of the law. All are entitled to equal protection against any discrimination in violation of this
Declaration and against any incitement to such discrimination.

Article 8
Everyone has the right to an effective remedy by the competent national tribunals for acts
violating the fundamental rights granted him by the constitution or by law.

Article 9
No one shall be subjected to arbitrary arrest, detention or exile.

Article 10
Everyone is entitled in full equality to a fair and public hearing by an independent and
impartial tribunal, in the determination of his rights and obligations and of any criminal
charge against him.

Article 11
1. Everyone charged with a penal offence has the right to be presumed innocent until proved

guilty according to law in a public trial at which he has had all the guarantees necessary for

his defence.

2. No one shall be held guilty of any penal offence on account of any act or omission which did

not constitute a penal offence, under national or international law, at the time when it was

committed. Nor shall a heavier penalty be imposed than the one that was applicable at the

time the penal offence was committed.

Article 12
No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right to
the protection of the law against such interference or attacks.

Article 13
1. Everyone has the right to freedom of movement and residence within the borders of each

State.

2. Everyone has the right to leave any country, including his own, and to return to his country.

Article 14
1. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-

political crimes or from acts contrary to the purposes and principles of the United Nations.

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Article 15
1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his

nationality.

Article 16
1. Men and women of full age, without any limitation due to race, nationality or religion, have

the right to marry and to found a family. They are entitled to equal rights as to marriage,

during marriage and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection

by society and the State.

Article 17
1. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.

Article 18
Everyone has the right to freedom of thought, conscience and religion; this right includes
freedom to change his religion or belief, and freedom, either alone or in community with
others and in public or private, to manifest his religion or belief in teaching, practice,
worship and observance.

Article 19
Everyone has the right to freedom of opinion and expression; this right includes freedom to
hold opinions without interference and to seek, receive and impart information and ideas
through any media and regardless of frontiers.

Article 20
1. Everyone has the right to freedom of peaceful assembly and association.

2. No one may be compelled to belong to an association.

Article 21
1. Everyone has the right to take part in the government of his country, directly or through

freely chosen representatives.

2. Everyone has the right to equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be

expressed in periodic and genuine elections which shall be by universal and equal suffrage

and shall be held by secret vote or by equivalent free voting procedures.

Article 22
Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international co-operation and in accordance with

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the organization and resources of each State, of the economic, social and cultural rights
indispensable for his dignity and the free development of his personality.

Article 23
1. Everyone has the right to work, to free choice of employment, to just and favourable

conditions of work and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself

and his family an existence worthy of human dignity, and supplemented, if necessary, by

other means of social protection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24
Everyone has the right to rest and leisure, including reasonable limitation of working hours
and periodic holidays with pay.

Article 25
1. Everyone has the right to a standard of living adequate for the health and well-being of

himself and of his family, including food, clothing, housing and medical care and necessary

social services, and the right to security in the event of unemployment, sickness, disability,

widowhood, old age or other lack of livelihood in circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether

born in or out of wedlock, shall enjoy the same social protection.

Article 26
1. Everyone has the right to education. Education shall be free, at least in the elementary and

fundamental stages. Elementary education shall be compulsory. Technical and professional

education shall be made generally available and higher education shall be equally accessible

to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the

strengthening of respect for human rights and fundamental freedoms. It shall promote

understanding, tolerance and friendship among all nations, racial or religious groups, and

shall further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their

children.

Article 27
1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the

arts and to share in scientific advancement and its benefits.

2. Everyone has the right to the protection of the moral and material interests resulting from

any scientific, literary or artistic production of which he is the author.

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Article 28
Everyone is entitled to a social and international order in which the rights and freedoms set
forth in this Declaration can be fully realized.

Article 29
1. Everyone has duties to the community in which alone the free and full development of his

personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations

as are determined by law solely for the purpose of securing due recognition and respect for

the rights and freedoms of others and of meeting the just requirements of morality, public

order and the general welfare in a democratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and

principles of the United Nations.

Article 30
Nothing in this Declaration may be interpreted as implying for any State, group or person
any right to engage in any activity or to perform any act aimed at the destruction of any of
the rights and freedoms set forth herein.
Source: http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf

http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf

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References

These suggested references are for further reading and do not necessarily represent the
contents of this unit.

Websites

Sexual definitions: http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-
of-lgbtq-term-definitions/
Ethnicity and race: http://www.diffen.com/difference/Ethnicity_vs_Race
Culture: http://www.merriam-webster.com/dictionary/culture
Diversity in religion: http://www.racismnoway.com.au/about-racism/population/index-
Diversit-3.html
Intersex: http://www.isna.org/faq/what_is_intersex
Social bias: http://www.syr.edu/currentstudents/stopbias/whatisbias.html
Identifying social bias: https://www.linkedin.com/pulse/20140718195048-28337096-
unconscious-bias-and-blind-spots-self-reflection
Cross-cultural teams: http://www.go-maritime.net/working-and-living-at-sea/cross-
cultural-teams/
Inclusiveness: http://hrcouncil.ca/hr-toolkit/diversity-supportive-environment.cfm
Diversity in the workplace: http://www.ethnoconnect.com/articles/9-business-advantages-
of-diversity-in-the-work-place
Professional relationships: https://www.mindtools.com/pages/article/good-
relationships.htm
Coaching professional relationships: http://www.salesprogress.com/coaching-
leadership/bid/103972/Coach-Employees-to-Build-Relationships-in-the-Workplace
Translating and Interpreting Service (TIS): https://www.tisnational.gov.au/
Australian Institute of Interpreters and Translators Incorporated (AUSIT): www.ausit.org
National Accreditation Authority for Translators and Interpreters (NAATI):
www.naati.com.au.
Communication barriers: http://www.colorado.edu/conflict/peace/problem/cultrbar.htm
Issues affecting Aboriginal Australians: https://www.beyondblue.org.au/who-does-it-
affect/aboriginal-and-torres-strait-islander-people/risk-factors
Communicating respect: http://www.cornerstone-ct.com/communicating-respect/
(15/06/17)

Publications
Working Cross Culturally: A Guide, Multicultural Communities Council of SA Inc. and
Multicultural Aged Care Inc. (September 2005),
http://www.ecald.com/Portals/49/Docs/Publications/Working%20Cross%20Culturally.pdf
(15/05/17)

All references accessed on and correct as of 26th September 2016, unless other otherwise
stated.

http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-term-definitions/

http://www.diffen.com/difference/Ethnicity_vs_Race

http://www.merriam-webster.com/dictionary/culture

http://www.racismnoway.com.au/about-racism/population/index-Diversit-3.html

http://www.isna.org/faq/what_is_intersex

http://www.syr.edu/currentstudents/stopbias/whatisbias.html

https://www.linkedin.com/pulse/20140718195048-28337096-unconscious-bias-and-blind-spots-self-reflection

http://www.go-maritime.net/working-and-living-at-sea/cross-cultural-teams/

http://hrcouncil.ca/hr-toolkit/diversity-supportive-environment.cfm

http://www.ethnoconnect.com/articles/9-business-advantages-of-diversity-in-the-work-place

https://www.mindtools.com/pages/article/good-relationships.htm