BSBDIV501 Manage diversity in the workplace ASSESSMENT Version 2021 ASSESSMENT INFORMATION for students Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements. You are going to be assessed for: Your skills and knowledge using written and observation activities that apply to the workplace.Your ability to apply your learning.Your ability to recognise common principles and actively use these on the job. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit. HOW YOU WILL BE ASSESSED The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit. The assessment tasks have been designed to enable you to demonstrate the requirements of the performance criteria and knowledge in this unit to successfully demonstrate competency at the required standard. Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation. The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment. What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks? Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there. In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses. What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. What if I believe I am already competent before training? If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL). Assessor Responsibilities Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to: Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.Ensure that their own qualifications are current.When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.When required, ensure supervisors and students sign off on third party assessment forms or third party report.Follow the recommendations from moderation and validation meetings. How should I format my assessments? Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer. How long should my answers be? The length of your answers will be guided by the description in each assessment, for example: Type of AnswerAnswer Guidelines Short Answer4 typed lines = 50 words, or 5 lines of handwritten textLong Answer8 typed lines = 100 words, or 10 lines of handwritten text = of a foolscap pageBrief Report500 words = 1 page typed report, or 50 lines of handwritten text = 1foolscap handwritten pagesMid Report1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pagesLong Report2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages How should I reference the sources of information I use in my assessments? Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example: Website Name – Page or Document Name, Retrieved insert the date. Webpage link. For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State assessment guide The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency. Assessment MethodSatisfactory ResultNon-Satisfactory ResultYou will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.QuestionsAll questions answered correctlyIncorrect answers for one or more questionsAnswers address the question in full; referring to appropriate sources from your workbook and/or workplaceAnswers do not address the question in full. Does not refer to appropriate or correct sources.Third Party ReportSupervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operatorCould not demonstrate consistency. Could not demonstrate the ability to achieve the required standardWritten ActivityThe assessor will mark the activity against the detailed guidelines/instructionsDoes not follow guidelines/instructionsAttachments if requested are attachedRequested supplementary items are not attachedAll requirements of the written activity are addressed/covered.Response does not address the requirements in full; is missing a response for one or more areas.Responses must refer to appropriate sources from your workbook and/or workplaceOne or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of informationObservation/DemonstrationAll elements, criteria, knowledge and performance evidence are demonstrated at the appropriate AQF levelCould not demonstrate elements, criteria, knowledge and performance evidence at the appropriate AQF levelCase StudyAll comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.Lack of demonstrated comprehension of the knowledge required to complete the case study questions correctly. One or more questions are answered incorrectly.Answers address the question in full; referring to appropriate sources from your workbook and/or workplaceAnswers do not address the question in full; do not refer to appropriate sources.Practical ActivityAll tasks in the practical activity must be completed and evidence of completion must be provided to your trainer/assessor. All tasks have been completed accurately and evidence provided for each stated task.Tasks have not been completed effectively and evidence of completion has not been provided.Attachments if requested are attachedRequested supplementary items are not attached Assessment Cover SheetStudent’s name: USI Assessors Name: Date Submitted: The following questions are to be completed by the assessor:Is the Student ready for assessment?YesNoHas the assessment process been explained?YesNoDoes the Student understand which evidence is to be collected and how?YesNoHave the Student’s rights and the appeal system been fully explained?YesNoHave you discussed any special needs to be considered during assessment?YesNoThe following documents must be completed and attached:o Written Activity and Checklist The student will complete the written activity provided to them by the assessor. The Written Activity Checklist will be completed by the assessor.SNYSo Practical Activity Checklist The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit. The Practical Activity Checklist will be completed by the assessor.SNYSo Questions and Questions Checklist The student will answer a range of questions either verbally or written. The Questioning Checklist will be completed by the assessor.SNYSStudent DeclarationI agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTOI declare that: o The material I have submitted is my own work; o I have kept a copy of all relevant notes and reference material that I used in the production of my work; o I have given references for all sources of information that are not my own, including the words, ideas and images of others.Student Signature: Date: Assessment cover sheet Result and Feedback Feedback to Student: Overall Outcome oCompetent oNot yet CompetentAssessor Signature: Date: OBSERVATION/Demonstration For this assessment you will need to perform the following observation in a workplace or simulated environment. Your task is to design or review a procedure or policy that could enhance diversity in the workplace. The procedure/policy should include:The type of diversity in the workplace?How you can use the diversity in the workplace to benefit the organisation/business?How you can encourage people in the workplace to respect diversity?How you can incorporate diversity into everyday work activitiesHow can you ensure the new policy is understood by all workersHow can you ensure you have the right strategy and inclusions in your policy?Outline the prejudices you may have in relation to diverse cultures.How could you ensure you recruit a diverse range of people into your organisationIncorporate the procedures for managing harassment and discrimination into your policyHow would you ensure this policy was promoted throughout the organisation? This assessment may be performed in a workplace environment or may be written as a report. This will depend on whether you have a workplace from which to enact your assessment or whether you need to use a simulated environment and write a report. I most cases this assessment should be performed in a workplace environment where you can show your ability to manage diversity in a respectful and encouraging manner. OBSERVATION/Demonstration checklist *Multiple copies of the checklist will need to be printed if the observation is to be observed more than once. Observation/Demonstration ChecklistThe observation/demonstration checklist is used by the assessor to observe the student demonstrating the application of the requirements of the performance criteria and knowledge in this unit. For details on how to conduct and contextualise for competency, please refer to the section on contextualisation above. *The assessor needs to ensure that they take detailed notes on the performance of the student in the comments section provided. Student Name: Assessor Name: The student is able to demonstrate competency by: YesNoHow and where actions were observed:Your task is to design a procedure or policy that could enhance diversity in the workplace. The procedure/policy should include:The type of diversity in the workplace? How you can use the diversity in the workplace to benefit the organisation/business? How you can encourage people in the workplace to respect diversity? How you can incorporate diversity into everyday work activities How can you ensure the new policy is understood by all workers How can you ensure you have the right strategy and inclusions in your policy? Outline the prejudices you may have in relation to diverse cultures. How could you ensure you recruit a diverse range of people into your organisation Incorporate the procedures for managing harassment and discrimination into your policy Details of Students Performance:Feedback Given to Student:Result o Satisfactory o Not Yet Satisfactory Assessor SignatureDate: Questions The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text. Your assessor will take down dot points as a minimum if you choose to answer them verbally. Answer the following questions either verbally with your assessor or in writing. Describe in detail what workplace diversity is and what it relates to. How is a policy broken down? Give a brief explanation.What steps should you take to resolve conflict?How would you ensure staff members were trained to recognise and value diversity?Why should you provide feedback in matters of diversity?What behaviours and considerations are considered key to valuing diversity?Discuss how you could promote the benefits of diversity.Describe in detail the steps that explain how to perform inclusive conversations with others.What are the 10 building blocks of diversity and inclusion?Give a detailed explanation of how beliefs are formed.What should you so if you are subject to cross-cultural tension/conflict involving staff?What do you need to make sure you do when recruiting staff? Questions Checklist Questioning ChecklistThe assessor needs to indicate whether they have conducted the questioning as written questions or as verbal questions by ticking the box below.o Written Questioningo Verbal QuestioningThe assessor must provide evidence with the assessment tool. For written questions, the assessor must provide the student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on the student’s responses. For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist explanation in the assessor guide.Student’s name: Assessor’s name: If questions are answered verbally, the assessor must write detailed answers in the sections provided below. The space below does not indicate the size of the answer anticipated. Keep typing and the space will expand. If answers are recorded separate to this document, they must be attached to the assessment documents.Satisfactory responseYesNo1Describe in detail what workplace diversity is and what it relates to.££ 2How is a policy broken down? Give a brief explanation.££ 3What steps should you take to resolve conflict?££ 4How would you ensure staff members were trained to recognise and value diversity?££ 5 Why should you provide feedback in matters of diversity?££ 6What behaviours and considerations are considered key to valuing diversity?££ 7Discuss how you could promote the benefits of diversity.££ 8Describe in detail the steps that explain how to perform inclusive conversations with others.££ 9What are the 10 building blocks of diversity and inclusion?££ 10Give a detailed explanation of how beliefs are formed.££ 11What should you so if you are subject to cross-cultural tension/conflict involving staff?££ 12What do you need to make sure you do when recruiting staff?££ Feedback to Student: Result o Satisfactory o Not Yet Satisfactory Assessor’s Signature: Date:
