Workplace Observation Assessment for Diverse Interactions

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) WORK WITH DIVERSE PEOPLE CHCDIV001 Student name Kelly Hosie Student Email address Kel.hosie@gmail.com Workplace Supervisor name Kathleen Poppi Workplace Supervisor contact number or email kpoppi@porthedland.wa.gov.au Unit Code and Title CHCDIV001 Work with diverse people About this Assessment This assessment required you to demonstrate your ability to work with people from diverse social and cultural backgrounds. For this assessment you will be required to conduct three (3) role-plays with your workplace supervisor, each representing a person from diverse social and cultural backgrounds. Following each interaction, you are required to reflect on your performance to identify areas for improvement and identify strategies that you can use to improve your effectiveness in interactions with diversity. Role-play scenarios have been provided. Instructions for the Workplace Supervisor  You will need to conduct three (3) role-plays with the student using the scenarios provided and record your observations of their ability to interact with people from diverse backgrounds.  Please ensure you read the role-play information prior to completing the observation and also provide your feedback for the student under the Supervisor Feedback Section at the end of this assessment. Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 1

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Icons and instructions These icons will guide you through your assessments, as they indicate who is required to complete each section of the document. --------------------------------------------------------------------------------------------------------------------------------- This section must be completed by the student, all areas must be completed prior to being uploaded to the Learning Management System. You will see this icon often on the observation checklist and must be completed by the Supervisor to industry standards, all sections must be completed. All parties must read this information to ensure you are ready to complete the observation tasks and assessments. Role-play participants can be friends, family members, classmates or colleagues. How to handle second attempts In the event the student does not demonstrate the required skills to industry standards, ensure you mark them ‘No’ with the observation task and provide them feedback and a second attempt. Depending on the level of their performance, you may:  Let them redo the task immediately after consideration of feedback  Request they undertake further learning and redo the task at a later date — in this case, provide the student with a new date for the role-plays to be undertaken  Discuss timeframes for reassessment with the student when you inform them of the outcome for this task © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 2

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) TASK: INTERACT WITH PEOPLE FROM DIVERSE BACKGROUNDS Task overview There are three parts to this Task:  Interact with three (3) people from diverse social and cultural backgrounds  Reflect on each interaction  Complete the observation checklist Task Instructions To complete these tasks, you will need to: 1 . Interact with three (3) people from diverse social and cultural backgrounds. Using the supplied role- play scenarios for you to simulate these interactions with your workplace supervisor. 2. After the interactions, complete the Reflection section. 3. During and after the interactions, your workplace supervisor must complete the Task Observation Checklist to verify that you demonstrated the skills and knowledge necessary. It is recommended you review this checklist before interacting with your diverse people or conducting role-plays. © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 3

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CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Scenarios Note:  During each scenario, you must demonstrate your ability to recognise and respect the needs of people from diverse social and cultural backgrounds.  Ensure that you address all of the items in the Observation Checklist. Scenario 1 A person of Aboriginal and Torres Strait Islander descent has come to the gym to enquire about fitness classes.  You are working at the reception counter, and you greet the member and inform them of the class times and styles that the fitness centre offers  You ask the member questions about their goals and preferences to try to determine the styles of class that are most suited to their needs  The member is having trouble answering your questions and seems to be annoyed at your direct style of questioning Scenario 2 A gym instructor who is from a South-East Asian background has requested to catch up with you for a chat.  He is very popular with the large local migrant population, and you know he works hard and does a great job  However, he reports to you that he is having difficulty working with some non-Asian clients because they say he talks too fast, and they can’t understand what he is trying to tell them. You empathise and try to give him some guidance on how to make his sessions more accessible to everyone  He also reports that some clients are blatantly racist in their comments, both to him and to others in his hearing. He finds this demoralising and wants to leave Scenario 3 A person from an English as a second-language background has come to the gym.  The client is Spanish and speaks English as a second language. She has asked you to describe what takes place in a cycle class but is having difficulty understanding your response. The client is currently at the fitness centre with her exercise partner, who also speaks Spanish but who is proficient in English. © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 4

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Reflection on observation tasks The student is required to reflect on what took place during role-play scenarios using the table below. a. Describe the strategies that you used during the Observation Task to overcome a language barrier. In your response, ensure that you describe the following:  What was the language barrier?  What strategies did you use to overcome this language barrier, and why did you select these strategies (you must provide two)? Scenario 1. There was language barrier. Scenario 2. A gym instructor is having difficulty working with non-Asian speaking clients. I advised him that a good strategy to overcome with would be to speak slower to assist people who struggle to understand him, also using body language and demonstration to assist. Scenario 3. A non-English speaking customer was having trouble understanding your information/ The two strategies I would use would be asking if they friend that she is with who is proficient in English could translate the information to her. If this wasn’t possible, I would engage with an interpreter b. Describe how you sought the assistance of an interpreter or other relevant person to assist you in communicating with a client or colleague when there was a significant communication barrier present.  What was the communication barrier?  Describe who you sought assistance from and how you approached this person  Describe how you explained to the interpreter the assistance that you required and the context of the situation  Describe how you acted respectfully to both the interpreter and the person with the communication barrier Scenario 1. Assistance of an interpreter of other relevant person was no needed Scenario 2. Assistance of an interpreter of other relevant person was no needed Scenario 3 Language was the barrier with this customer, I asked the friend that was with her to interoperate the information I was giving to her so that she was able to understand. I explained to both that if it were possible would it be more beneficial for your friend to provide you with the information, I am giving you, so that you better understand. Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 5

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) c. Describe two different methods that you used to c ontribute to the development of professional relationships in the workplace based on the appreciation of diversity and inclusiveness. The two different methods I used to contribute to the development of professional relationships were, 1. listen to others, regardless of their background or cultural identity, respect the different points of view of the people I was working with, and to learn from them. 2. I made sure to be aware of any unconscious biases I may have had. I reflected on my own views and challenged any assumptions. This allowed me to become more aware of my own biases and to ensure that I was being respectful and open to everyone in the workplace. d. Describe two different work practices that you used to make the work environment safe for all. two different work practices I used were. 1. I actively spoke up if I noticed any type of discrimination or harassment, I reported it to my supervisor, if necessary, I made sure that any inappropriate behavior was addressed. 2. I made sure to be aware of any potential safety hazards in the workplace, If I noticed any I reported them to my supervisor. e. Describe how you a ddressed difficulties with promoting acceptance or understanding of diversity in the workplace. In your response, ensure that you describe:  Who was involved?  The nature of the difficulty  How you responded  Whether you resolved the difficulty or escalated it to your supervisor Scenario 1. The difficulty was a communication barrier between me and a customer. I responded in a calm manner and tried to understand why the customer was getting frustrated, I was able to resolve the situation by asking less questions and offering the customer our group fitness handbook and asked them if they had anymore question that I was more that happy to assist, them. Scenario 2. My staff member was having difficulties with language barriers with English speaking clients. I explained to my staff member that an approach to assist his clients in understanding him would be to try and talk a little slower, and also use demonstration to assist. I explained that he is an asset to our team and has a huge client base that we would not like to see him leave. And that if it would help, I could join in on his sessions to control any racist comments. I also spoke to my supervisor and asked for assistance. Scenario 3 A client and I asking for information and her friend, the client was having trouble understanding what I was trying to say, as English was her second language, I asked her friend who was with her is she understood English and if she could translate the information to her. I was able to resolve this situation. f. How do you think you improved your social and self-awareness of diversity in performing the above tasks ? I was made aware of how I can approach communication in a more inclusive way as well as approaching clients especially ones with difficulties in expressing themselves. Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 6

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CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Observation Checklist Observation Task Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below Scenario 1 Scenario 2 Scenario 3 During the observation period did, the student perform each of the following at least once: Yes No Yes No Yes No a. Interact with both clients and colleagues in a respectful and inclusive manner, including: ☐ ☐ ☐ ☐ ☐ ☐ i. Demonstrate respect towards others and their diverse backgrounds by:  Getting to know about other people’s culture  Not stereotyping others or making assumptions based on their background  Appreciating the differences between yourself and others ☐ ☐ ☐ ☐ ☐ ☐ ii. Modify their actions, behaviours, or language to be inclusive to a diverse audience by:  Using language that is inclusive and that does not exclude or offend others  Ensuring that actions and behaviours are not offensive to others ☐ ☐ ☐ ☐ ☐ ☐ iii. Value the individual differences of others by:  Seeking to understand cultural differences and the different perspectives and experiences of others  Showing sensitivity to the cultural norms of others  Appreciate the diverse perspectives and experiences of others ☐ ☐ ☐ ☐ ☐ ☐ Second attempt (if first was not satisfactory) ☐ ☐ ☐ ☐ ☐ ☐ Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 7

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Observation Task Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below Scenario 1 Scenario 2 Scenario 3 During the observation period did, the student perform each of the following at least once: Yes No Yes No Yes No b. Communicate in a socially and culturally appropriate manner, including: ☐ ☐ ☐ ☐ ☐ ☐ i. Using body language that is appropriate for the cultural background of the listeners. This includes the use of appropriate:  Eye contact  Physical touch (e.g., Handshakes)  Gestures  Facial expressions ☐ ☐ ☐ ☐ ☐ ☐ ii. Use mindful and respectful communication to ensure that spoken language is appropriate to the audience, including:  Speaking clearly and concisely  Check for understanding  Be polite and respectful  Avoid the use of words that may be discriminatory or offensive ☐ ☐ ☐ ☐ ☐ ☐ iii. Communicate constructively to build rapport and inclusive relationships. This may include (but is not limited to):  Discussing the person's practices and preferences, e.g., “Would you like to be addressed by your first name or last name?”  Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.  Use active listening to demonstrate engagement. ☐ ☐ ☐ ☐ ☐ ☐ Second attempt (if first was not satisfactory) ☐ ☐ ☐ ☐ ☐ ☐ Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 8

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Observation Task Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below Scenario 1 Scenario 2 Scenario 3 During the observation period did, the student perform each of the following at least once: Yes No Yes No Yes No c. Used effective strategies to overcome a language barrier. The student must demonstrate at least two strategies from the list below. Select all strategies that the student successfully used whilst under your observation: ☐ Speaking clearly and concisely ☐ Asking for clarification ☐ Avoiding the use of language that is difficult to understand, such as jargon and slang ☐ The use of gestures and body language ☐ Other (please describe): ____________________________ ☐ ☐ ☐ ☐ ☐ ☐ Provide a comment to describe the language barrier that was present and the strategies that the student used to overcome these. Second attempt (if first was not satisfactory) d. Seek the assistance of an interpreter or other relevant person to assist with communication between themselves and a client or colleague when there is a significant communication barrier present. ☐ ☐ i. Identify the need for assistance from a professional interpreter or other person who can assist in interpreting (e.g., a friend or family member) ☐ ☐ ii. Arrange for the interpreter or other person to interpret the communication ☐ ☐ iii. Explain to the interpreter the assistance that you require and the context of the situation ☐ ☐ iv. Act respectfully at all times towards both the interpreter and to the person with the communication barrier ☐ ☐ Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 9

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CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Observation Task Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below Scenario 1 Scenario 2 Scenario 3 During the observation period did, the student perform each of the following at least once: Yes No Yes No Yes No Second attempt (if first was not satisfactory) ☐ ☐ e. Contributed to the development of professional relationships in the workplace based on the appreciation of diversity and inclusiveness by at least two of the following (select all options below that the student demonstrated): ☐ Learning more about other team members and trying to accommodate their needs ☐ Focusing on teamwork and output rather than differences ☐ Modifying own actions, behaviour or language to be more inclusive towards others ☐ Encourage open communication and active listening ☐ Other (please specify): ____________________________ ☐ ☐ ☐ ☐ ☐ ☐ Second attempt (if first was not satisfactory) ☐ ☐ ☐ ☐ ☐ ☐ f. Use work practices that make environments safe for all by performing at least two of the below criteria: ☐ Promoting cultural safety through modelling acceptance of diversity and advocating for the rights of all staff ☐ Promote open communication to minimise the chances of misunderstandings and possible conflicts ☐ Ensure that own actions and behaviour are inclusive and not discriminatory ☐ Model behaviours that are consistent with equality and diversity in the workplace and that do not exclude others based on diversity characteristics such as gender, ethnicity, nationality, orientation etc. ☐ ☐ ☐ ☐ ☐ ☐ Second attempt (if first was not satisfactory) ☐ ☐ ☐ ☐ ☐ ☐ Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 10

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) Observation Task Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below Scenario 1 Scenario 2 Scenario 3 During the observation period did, the student perform each of the following at least once: Yes No Yes No Yes No g. Address any difficulties with promoting acceptance or understanding of diversity with the people concerned and, if appropriate, escalate any concerns to your supervisor. ☐ ☐ ☐ ☐ ☐ ☐ i. Identified the difficulty with promoting acceptance or understanding of diversity that was present in the situation ☐ ☐ ☐ ☐ ☐ ☐ ii. Discussed the difficulty with the relevant person in a respectful manner ☐ ☐ ☐ ☐ ☐ ☐ iii. Promoted the acceptance of diversity and the benefits of diversity ☐ ☐ ☐ ☐ ☐ ☐ iv. Resolved the concern or escalated the concern to a supervisor if needed ☐ ☐ ☐ ☐ ☐ ☐ Second attempt (if first was not satisfactory) ☐ ☐ ☐ ☐ ☐ ☐ Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 11

CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09) SUPERVISOR FEEDBACK Workplace Supervisor feedback about the student’s overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks. Student signature Workplace supervisor name Kathleen Poppi Workplace supervisor signature Date signed *Note to Workplace Supervisor It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved. Signatures typed in Microsoft Word will not be accepted. COMPLETION CHECK Completion Check Use the below checklist to ensure you have completed all requirements for this assessment  Ensure that all required signatures/initials in your submissions are present and have a date  You MUST submit all the evidence as specified below Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 12

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CHCDIV001 - Work with diverse people Workplace Observation Assessment v1.1 (2023/06/09)  Should you have any concerns, please contact AIPT Place a tick against each task, template, or piece of evidence you have completed and are submitting with this assessment Completed and included Interact with people from diverse backgrounds  Completed Reflection on Observation Tasks ☐  Completed Observation Checklist with supervisor signature and feedback ☐ Supervisor Feedback ☐ Assessor Overall Feedback Satisfactory ☐ Not Satisfactory ☐ Date: Date: Comments: *Trainer and Assessor details and marking may be completed using the internal Learning Management System – rather than signing the paper-based copy. Submit This Page for Marking © 2022 Foundation Holdings Pty Ltd and its licensors Commonwealth of Australia Copyright Regulations 1969 CHCDIV001 | 13

CHCDIV001 - Workplace Observation Assessment (FIT) (1)

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