CHC33015 Certificate III in Individual Support (Ageing) Advance College
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIV001 Work with diverse people.
This unit requires that you complete 5 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
Assessment Task |
About this task |
Assessment Task 1: Written questions |
You must correctly answer all questions to show that you understand the knowledge required in this unit. |
Assessment Task 2: Case studies |
There are three case studies in this task. You are to read and complete the questions related to each. |
Assessment Task 3: Culture research |
You are to undertake a research project on a number of different cultural groups living in Australia. |
Assessment Task 4: Cultural reflections |
You are to reflect on your own experience of culture and diversity in the workplace. |
Assessment Task 5: Workplace observations |
You are to be observed by your assessor communicating with people from diverse social and cultural backgrounds in your workplace, in at least three different situations. |
TASK SUMMARY:
help you with your answers if required.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Instructions to students:
Provide answers to each of the questions.
QUESTION 1
Answer the following questions.
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QUESTION 2
What actions can a client take if they feel an organisation is being discriminatory and not taking due care to meet their cultural needs?
QUESTION 3
Terese is an elderly lady whose family has decided to put her into care with some reluctance – the matriarch is generally cared for by the family, but unfortunately Terese’s sons and daughters cannot manage with the high level of care she now requires.
Terese speaks only a limited amount of English but can mostly understand what is being said to her. Her family has always communicated to others for her, and have previously taken her to all doctor appointments, specialist appointments and even banking and other daily needs.
Terese’s family has given permission that the services of an interpreter can be used. Use the Internet to locate an interpreting/translation services provider in your own local area. (You can choose Terese’s cultural background to locate specific translation/interpretation services.) Write down their name, address and telephone number.
QUESTION 4
A group of aged care workers are planning a social night out. Their manager is organising dinner at a local pub, and advises staff they are welcome to bring a friend or partner and to respond via email of their acceptance and if they will bring someone.
A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new colleagues in a more relaxed environment. He decides he will bring his partner of 5 years, Dave.
Tom responds to the email invite his manager has sent out, saying in the body of the email that Dave will attend too.
The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom accepts the new date. Two days later it changes again. He is unable to attend this time, Dave has his own work function and Tom always attends them.
A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and how much of a good time they had. Two staff get up and leave the kitchen during this chat.
The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the direction of those who departed the room.
Tom discovers that some people in the department were uncomfortable with the idea of Dave going to the dinner, and that the manager kept changing the dates with the hope that Tom would be busy, and that the rest of the staff could still come.
Explain how this situation can impact the cultural safety of the workplace.
QUESTION 5
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Disability |
Provide three examples of different types of disability you may encounter in your preferred work role/industry. |
Culture |
Provide a definition of ‘culture’. |
Ethnicity |
Provide a definition of ‘ethnicity’. |
Religion |
Provide a definition and three examples of ‘religion’. |
Spirituality |
Provide a definition of ‘spirituality’. |
Gender |
Provide a definition of ‘gender’. |
Transgender |
Provide a definition of ‘transgender’. |
Intersex |
Provide a definition of ‘intersex’. |
Lesbian |
Provide a definition of ‘lesbian’. |
Gay |
Provide a definition of ‘gay’. |
Bisexual |
Provide a definition of bisexual. |
Heterosexual |
Provide a definition of ‘heterosexual’. |
Generational |
Provide a definition of ‘Generation Y’ (or ‘millennials’). List two common stereotypes of this generation. |
Provide a definition of ‘Generation X’. List two common stereotypes of this generation and two common characteristics |
Provide a definition of ‘Baby Boomers’. List two common stereotypes of this generation. |
Disability |
Choose two of the three types of disability you identified above and provide an answer for each. |
Culture |
Religion and spirituality |
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Transgender |
Lesbian, gay, bisexual |
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Generational: Generations X and Y |
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Generational: Baby Boomers and older |
QUESTION 9
Martin, 58, is sitting in a conference room being interviewed for a job. It is all going well, but then one interviewer asks how old he is, as his date of birth wasn’t indicated on his resume.
Martin refuses to give his age – he states that his age is not an indicator of whether he can do the job well, but his work experience, knowledge and strong references should be what proves his abilities.
Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-year-old female because they felt a ‘younger person with a soft approach’ would be best for the position.
What could be the consequences of this scenario?
Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of her favourite cafés for something different. As Giovanni’s guide dog is working, it is harnessed.
They approach a table and start to sit down. An employee quickly meets them and quietly asks them to leave. Cathy is taken aback and asks why. The employee states that pets are not permitted inside.
Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health regulations have exemptions for guide dogs.
The employee says their manager has requested they leave and they cannot do anything more for them.
What could be the legal consequences of this scenario?
Umair has finished his Certificate IV in Ageing Support. He has passed all his assessments and the feedback from his trainers has been very positive.
Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately, they do not have any jobs available at the moment. The manager promises to let him know if any jobs are going to be advertised, as she was very impressed with his work.
Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his friends, he decides to call the last workplace his applied to and ask why he wasn’t considered for an interview. He is put through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about you. Yes, the manager didn’t want to put your application through further because they thought some of our elderly clients might be unsettled by a Muslim on the staff.’
Umair hangs up in shock – he can’t believe what he has just heard!
What could be the consequences of this scenario?
QUESTION 10
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QUESTION 11
In a short paragraph, describe at least three cultural biases or social expectations which may exist when working with:
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QUESTION12
Access the National Disability Standards at https://www.dss.gov.au/our-responsibilities/disability-andcarers/standards-and-quality-assurance/national-standards-for-disability-services
In the following table list, each of the Standards and provide for each an example of a possible impact on a client if a standard was breached. The first one has been completed as an example.
National Disability Standards |
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Standard 1 |
Rights |
If this standard was breached the person would be denied of their basic human rights to: dignity and respect freedom of expression self-determination choice and control confidentiality and privacy freedom from discrimination, exploitation, abuse, harm, neglect and violence the role of families, friends, carers and advocates in the safeguarding of rights comprehensive systems to prevent or promptly respond to any breaches of rights This may lead to them being denied services, or having services forced on them. |
National Disability Standards |
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Standard 2 |
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Standard 3 |
National Disability Standards |
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Standard 4 |
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Standard 5 |
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National Disability Standards |
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Standard 6 |
What do I need to hand in for this task? |
Have I completed this? |
Your answers to these questions |
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TASK SUMMARY:
Complete the questions that follow each case study.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
INSTRUCTIONS:
CASE STUDY 1–TEAM CONFLICT |
A team of community services workers is experiencing conflict. There is an Aboriginal worker on the team (Barry), a Muslim worker (Ahmed) and two white Australian workers (Janice and Julia). It started when Ahmed accused Barry of being lazy and rude – ‘He never rushes, even when we are rushed off our feet and he doesn’t even look me in the eye when he talks to me.’ Barry retaliates by accusing Ahmed of taking time off all the time to ‘pray on his stupid prayer mat’. Janice responds by saying, ‘For God’s sake, why can’t you just be like the rest of us?’ Janice and Julia get caught up in it with, both Ahmed and Barry complaining all the time about each other and trying to get them to take sides. Their conflict is impacting on their clients and colleagues. |
What further issue has now occurred in this workplace?
As an employee, what is Julia’s responsibility in this situation?
CASE STUDY 2–FADI |
Fadi has just come into full-time residential care. Fadi tells his son that the food is mainly western style, is very dull and often tough. As he is a Muslim, Fadi does not eat pork. The 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 – which Fadi has a strong aversion to and cannot eat without being ill. When he said he couldn’t eat the sausages or the fish, he was told by staff that he would have to have a Vegemite sandwich. Fadi’s son is shocked – this is hardly enough for the main meal of the day! Fadi’s son encourages his father to complain, but Fadi says he doesn’t want to cause trouble, he is new and is still trying to settle in. Fadi’s son decides to put in a formal complaint about the food that is served to his father. The manager explains that there are many different nationalities and it is impossible for every cultural food requirement to be catered for all the time. However, the kitchen is keen to help out as much as they can so long as it is within their tight budget, therefore this is why Fadi was given a sandwich. |
CASE STUDY 3–JOAN |
Joan is a new, Aboriginal carer at Elise’s service. Lately Joan has had a couple of days off work, and has also had a few days where she has started work later than others in her team. Hani, another carer who is also one of Elise’s good friends, begins to gossip about Joan at lunchtime. She says that Joan excludes herself because she is always so quiet and avoids eye contact with people. Hani doesn’t like the fact that Joan is new but gets special treatment – no one else comes in late and takes time off, especially in their first two months at a new job! Elise is not impressed by Hani’s behaviour and decides to remove herself from the lunch group. She instead begins to spend some of her lunchtimes with Joan and some different carers. She learns that Joan takes time off to help with the care of one of her Aunties, who is very ill. One afternoon Joan approaches Elise and tells her that she will be taking time off work due to Sorry Business. Elise is not sure what this means, but does not want to appear ignorant and gives Joan her best wishes – she assumes it must not be good news due to the word ‘sorry’. Joan says that their supervisor is very compassionate and she is lucky to work for a company that respects her cultural traditions, but says that some of the staff make her feel shame. The next day, Hani is talking negatively about Joan again. Elise has had enough, she decides to research Aboriginal culture so she educate Hani before she gets herself into trouble. |
TASK SUMMARY:
You are to undertake a research project on a number of different cultural groups living in Australia.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
INSTRUCTIONS:
Answer each the questions below.
What things are of specific importance in these cultures that would need to be considered when providing health and community services? List at least four items of importance for each culture listed. Consider in your response spirituality and/or religion and cultural customs.
¨ Aboriginal culture ¨ Torres Strait Islander culture
Issues |
Programs and projects developed to address issues |
Issue 1 |
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Issue 2 |
Explain how your learnings will help you appreciate and value diversity in your day-to-day work activities (if you are not currently employed, consider how you will demonstrate this once you are working).
TASK SUMMARY:
You are to write a reflective report on your own experience of culture and diversity in your workplace environment.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
INSTRUCTIONS:
For this task, you are required to reflect on your own attitudes, beliefs and perceptions of cultural diversity in the workplace (if you are a classroom-based student, think about your experiences so far while undertaking your work placement, or your experiences when working in a previous role).
You are to write a reflective report that covers each item below. You can use the headings provided below to separate your discussions. You must cover each bullet point.
Remember that cultural sensitivity and competence is not just shown in how you speak and interact with others, but how you write about different cultures and your opinions and perspectives.
1:YOUR OWN CULTURE
2:DIVERSITY IN THE WORKPLACE
Note to the student: where you refer to specific colleagues, supervisors or clients, do not identify them by name. You may like to use ‘Colleague A’ or ‘Client 1’ or similar.
If yes, explain the situation and the strategies you used to bring it to a respectful, sensitive resolution.
If no, explain a situation you have either seen occur between others in the workplace, or have heard about. Discuss the strategy used to deal with the situation – do you agree with the way in which it was handled, or would you have done it differently?
TASK SUMMARY:
You are to be observed by your assessor communicating with people from diverse social and cultural backgrounds in your workplace, in at least three different situations.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
WHEN DO I DO THIS TASK?
INSTRUCTIONS:
For this task, your assessor will observe you during their workplace visit as you communicate and work with people in your workplace from diverse social and cultural backgrounds, helping to meet their needs (these will vary according to the situation, and may include care needs, information needs or workplace needs).
You will need to demonstrate your effective communication skills and cultural competence in three differentsituations. During each situation, you may be responding or working with one person or multiple people.
This observation may be undertaken in any situation that is relevant to your workplace. For example, you could be assisting a client with activities, greeting a client’s family, providing information to a client about services, working with a colleague, meeting with a supervisor and so on.
Following each interaction/situation, your assessor will ask you a series of verbal questions.
You should discuss the arrangements for this assessment with your assessor and supervisor to make sure that a suitable variety of situations will be available for you during your assessor’s visit. In some cases, your supervisor and assessor may need to organise for appropriate situations to occur so you can demonstrate your skills across the three required occasions.
Where you are going to be observed working with clients, you must obtain permission from the client for the observation to occur. Make sure the permission forms located at the end of this task are signed and submitted to your assessor.
Your assessor will be looking to see that you can:
Your assessor will also ask you some verbal questions after the observations are complete.
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