CHCDIV001_AE_Sk3of3 video
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School
TAFE NSW - Sydney Institute *
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Course
CHCLEG001
Subject
Information Systems
Date
Feb 20, 2024
Type
docx
Pages
37
Uploaded by jayde0292
Skills assessment Criteria
Unit code and name
CHCDIV001 | Work with diverse people
Qualification/Course code and name
Select your Qualification/Course code and name from the dropdown
.
Student details
Student name
Student number
Document title: CHCDIV001_AE_Sk3of3
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Resource ID POP_23_001_CHCDIV001_AE_Sk3of3
Version:
20230616
Date created:
16 June 2023
© TAFE NSW 2023
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the TAFE NSW Learning Bank
.
The content in this document is copyright © TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: 17 February 2024. For current information please refer to our website or your teacher or assessor as appropriate. Document title: CHCDIV001_AE_Sk3of3
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Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment event overview
This is a skills-based assessment that assesses the student’s ability
to demonstrate skills required by the unit.
There are 2 options. Students are to complete one.
Option 1: Simulation Consists of 3
parts:
Part 1 : Role play scenario
Part 2: Case Studies
Part 3: Short Answer Self Reflection Questions
Option 2: Work placement with Third Party Evidence
Consists of 2
parts:
Part 1: Personal Reflections.
Part 2: Skills Checklist with Third Party Verification
This assessment is supported by:
Checklist
s
Assessment feedback (not included here)
Model answers, sample responses or criteria for each task and activity are provided below. Complete the checklist sections for each task and activity and the assessment feedback to the student. Ensure you have a copy of the assessment and all submission requirements if the student has not submitted their assessment online.
For guidance on applying reasonable adjustment refer to the TAFE NSW Assessment Guidelines (pdf)
.
Note
: This assessment may contain links to external resources. Access to the long URL is provided via the External resources – Links and URLs
section located at the end of this document.
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Assessment details
Instructions
Unit Assessment Guide
Refer to the Unit Assessment Guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result.
Submission instructions
When you complete this assessment:
read the checklist at the end of the assessment to make sure you have completed everything
keep a copy of all the electronic and hardcopy assessments you submit to TAFE NSW
make sure you have completed the assessment declaration before you submit. Document title: CHCDIV001_AE_Sk3of3
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Task instructions
Read all instructions carefully and complete all the assessment requirements. In addition, refer to the checklists
, which the assessor will use to assess your performance and record your results.
Assessment options
Choose one of the following. You must choose the option that describes your situation. Option 1: Simulation
Choose this option if you are not
undertaking a TAFE-approved work placement. Please refer
to your class Teams site for further information about when and where the role play will occur and how the assessment is to be conducted.
Option 2: Work placement with Third Party Evidence
Choose this option if you are undertaking a TAFE-approved work placement. For further information about organising a TAFE-approved work placement, please refer to your class Teams site.
Use of the word ‘client’
Throughout this assessment the word ‘client’ is used. This refers to:
*Any person who is receiving a service from your organisation and/or you are working with directly. This can include older people, families, children, youth, people with a disability, people accessing services such as health care, mental health etc.
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Self-awareness warning
For students completing this assessment, there are specific questions that relate to the historical experiences of Aboriginal and Torres Strait Islander People and the current impact of those experiences. It is important that students access their local Aboriginal Student Support Services
or email AboriginalStudentSupport@tafensw.edu.au
if they find the content of this assessment upsetting or distressing.
Additionally, there are specific questions that relate to different aspects of diversity and identity. If you find any of the content in this assessment upsetting or distressing please talk to your teacher or contact the relevant support service:
Accessibility and disability services
Personal counselling
International students
Multicultural support
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Simulation Part 1: Role play scenarios
To complete this part of the assessment, you will participate in a role play demonstrate your ability to complete skills-based tasks to industry standards. Please refer to your class Teams site for further information about where and when the role plays will occur and how the assessment is to be conducted and submitted.
This demonstration will be used as part of the overall evidence requirements of the unit. Refer to the criteria provided in the checklist for more information on the skills you need to demonstrate in this section of the assessment. The checklist outlines the assessment criteria the Teacher/Assessor will be marking you on.
Once completed, you will need to submit this assessment to your Teacher/Assessor for marking.
Role play: Meeting with Hussein Khoury
The scenario
You are a Program Coordinator at the Indigo Community Services and Health Hub. You have arranged a meeting with Hussein Khoury, an Outreach Officer of Lebanese Australian origin. Hussein is a wheelchair user. He has been a great resource in the past in helping Indigo with a number of initiatives, including advice on prayer spaces for Muslim clients and as an advocate for disability inclusive work practices. The aim of the upcoming meeting is to gather ideas to increase connection with the Arabic community,
which you will feed up to the to feed up to the Program Manager.
Role of the student being assessed
During your meeting with Hussein you will need to demonstrate the following:
1.
Recognise and respect the needs of a person from a diverse background. Appreciation of the value of diversity and inclusiveness is to be demonstrated through clear acknowledgement of the person’s needs.
2.
Seek assistance from an interpreter or other person according to the communications needs. (your assessor will ensure there is a person on standby for this)
3.
Use appropriate verbal and non-verbal communication to demonstrate respect and encourage mutual trust and confidence.
4.
Recognise where misunderstandings may occur and respond appropriately to resolve them.
On completion of the role play, you must submit
Record of meeting notes Document title: CHCDIV001_AE_Sk3of3
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Role of the person in the supporting role
This role play requires the following supporting role:
Hussein Khoury, a 50-year-old male whose cultural identity is Lebanese Australian Muslim. Hussein is a wheelchair user.
The TAFE teacher or assessor will organise the person playing the role of Hussein. Further information about who will act in this role will be provided on your class Teams site.
The person in the supporting role will be required to:
Familiarise themselves with all of the background information provided.
Familiarise themselves with how the information will need to be elicited from them throughout the role-play.
This information can be retained to help the person contribute to the role-play and verify/provide information.
Supporting role background information
Reason for meeting
You have been invited to a meeting to generate ideas to increase the Lebanese community and Arabic community usage of Indigo Community Services and Health Hub facilities, programs and services. Current situation
You came to Australia as a refugee over 30 years ago. You are well regarded both in the Lebanese community and internally at Indigo. From time to time you have been asked for input from management to make Indigo’s services friendlier to Arabic and Muslim people.
Providing information throughout the role play
You are interested in building a collaborative relationship with Indigo Community Services and Health Hub and are happy to be consulted in ways to improve and ensure a welcoming environment to Arabic and Muslim people. Throughout your meeting you will be courteous, however you are passionate about combating the current stigma you feel that people who are Arabic and/ or of the Muslim faith can at times be faced with.
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If the student asks how you about your ideas to promote a welcoming environment and participation of the Arabic and Muslim community, you have a number of ideas which you will raise. You are also a passionate advocate for people with disability and you will voice further ideas in recognition of these needs:
You have previously worked with Indigo Community Services and Health Hub’s Executive Management and have acted as a link to senior Lebanese and spiritual leaders at special events.
You would like to see an inclusion of prayer rooms and use of multi-lingual signage (These do not need to be solely for Muslims or Arabic speaking cultures; however, they must be able to accurately address spiritual needs for all religions the prayer rooms would be tailored to. Multi-lingual signage is important for all cultures recognised within the local community. Does Indigo keep data on the cultural diversity it provides services to?)
You will talk about the importance of using Arabic staff to link management with community leaders on projects of mutual interest.
You will reiterate the need for sensitivity and appropriate cultural considerations for services aimed at Arabic women.
As a wheelchair user, you have a personal interest in access and advocate for people with a disability at Indigo forums, irrespective of whether the disability relates to mobility, or sensory disability such as blindness or hearing impairment. You will discuss concerns that Arabic people with a disability are getting lost in the NDIS bureaucracy.
You will agree to help Indigo Community Services and Health Hub as much as you can. Time allowed for role play
30 minutes Document title: CHCDIV001_AE_Sk3of3
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Checklist The Checklists will be used by the assessor to mark the student’s performance in the three
role-plays. Use the Checklist to understand what skills the student must demonstrate in
each role play scenario to be assessed as competent. The Checklist outlines the assessment criteria used to determine whether the student has
successfully completed this assessment event. All the criteria must be met. The student’s
demonstration will be used as part of the overall evidence requirements of the unit. The
assessor may ask questions while the demonstration is taking place or if appropriate directly
after the task/activity has been completed.
Next to each task/ activity performed
, you have been provided with observable behaviours
- marking criteria
. For a student to be assessed as competent, the student must
demonstrate each observable behaviour outlined for each scenario.
Next to each observable behaviour
please signify with a tick (
) in either the satisfactory
(S)
column when the behaviour is observed or a cross (
) in the unsatisfactory (U/S)
if a
behaviour is not demonstrated. To provide evidence of your assessment decision, record your observations and rationale for
your decisions in the Assessor Comments
column on the student’s documentation.
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Role Play – Hussein
Table 2 Checklist
# Task/Activity Performed
S
U/S
Observable Behaviours – Marking Criteria
1
Did the student recognise and respect the other person’s needs? Value of diversity and inclusiveness is to be demonstrated through this recognition and respect.
☐
☐
2
Did the student seek assistance from an interpreter or other person according to the communication needs?
☐
☐
3
Did the student select and use appropriate verbal and non-verbal communication that constructively established and maintained the relationship, encouraging mutual trust and confidence?
☐
☐
4
Did the student show that they recognised where misunderstandings may arise from diversity and responded sensitively to resolve these differences?
☐
☐
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Simulation Part 2: Case studies
To complete this part of the assessment, you are required to read the scenarios, then answer the questions in the spaces provided.
In each response you must:
address all parts of the question with examples, where required
use clear and concise language to ensure the intended meaning is understood
ensure answers are a minimum of 40 words but no longer than 60 words
provide references where required, using either the Harvard
or APA
style.
Once completed, submit this assessment to your Teacher/Assessor for marking.
Case study 1: Simone
The Program Coordinator at the Indigo Community Services and Health Hub, recently met with Simone Robertson, a Multimedia Officer and Aboriginal staff member. The Program Coordinator and Simone agreed to meet in the office conference room. At the commencement of the meeting the Program Coordinator conducted an Acknowledgement to country, as they were meeting on Aboriginal land in Sydney, the Program Coordinator used the following language. “I would like to start the meeting by acknowledging that we are meeting on the land of the Gadigal people of the Eora nation and pay my respect to elders, past present and emerging. Today I would like to extend that respect to you Simone. I really appreciate you meeting with
me to discuss how our organisation can increase the cultural safety. The Program Coordinator asked Simone how she would feel about sharing information about her story as an Aboriginal person, and her view on cultural safety and what that means for her. Simone responded that she was honoured to be asked and was delighted to be asked to meet and discuss what she identifies as an important concept for Indigo Community Services
and Health Hub. Simone explained that she has been luckier than her elders growing up in a time when the challenges for Aboriginal people are changing. She recalls the stories from her family and her
grandparents of the challenging time they endured when they were growing up, they were removed from their families and the impact this had on them. The loss of family and connect
was a significant issue that continues to impact the older family members today.
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Simone outlined that her vision for Indigo Community Services and Health Hub to be culturally safe would be to work with all staff on how to work with each other and understand how all people might express things differently or value things in different ways. Simone indicated that she at times feels isolated at Indigo Community Services and Health Hub, being one of only two Aboriginal staff currently employed at the organisation. The Program Coordinator asked Simone to explain what she means by feeling isolated, as she has always been included in the activities in the office and all relevant events. Simone became defensive and outlined to the Program Coordinator that it is not as simple as
being included in those events.
The Program Coordinator apologises and explains to Simone that she didn’t mean to offend her, but this shows why this conversation is a critical one in ensuring Indigo Community Services and Health Hub learn more about cultural safety. Simone thanks the Program Coordinator for her apology and outlines that she would like to work with the Program Coordinator if the executive support this initiative to be able to develop some training or workshops for the staff that would support further understanding of cultural safety for Aboriginal people in the organisation, but further awareness of this when working with the clients in the community. Questions
1.
Explain how the Program Coordinator can recognise and respect the needs of the
person from a diverse background.
2.
Explain how the Program Coordinator can select and use appropriate verbal communication to constructively establish and maintain the relationship, encouraging mutual trust and confidence?
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3.
Explain how the Program Coordinator can recognise where misunderstandings may arise from diversity and respond with sensitivity to resolve the misunderstandings.
Case study 2: Patrick
As a Program Coordinator at the Indigo Community Services and Health Hub, you have arranged a meeting with Patrick Murphy, an openly gay client, who has asked to have a meeting with you, as he is concerned that Indigo Community Services is not lesbian, gay,
transgender, bi-sexual, intersex, queer (LGBTQI+) friendly. You have informed you manager about the meeting with Mr Murphy and the topics you will be discussing. Your manager, far from being concerned, is very pleased to have an opportunity to gather some LGBTQI+ input to use as a starting point for making changes,
so that the service is overtly inclusive of all people, irrespective of their sexuality. Mr Murphy attends Indigo Community Services and Health Hub, he explains that he has attended the services to engage in programs but has found that there are no activities specifically for the LGBTQI+ community. He has also found that there are poster and support information for other diverse communities, but not for his community. Mr Murphy explains that there are many people in the community who are unsure of their sex, sexuality or gender and Indigo Community Services and Health Hub should have group running and information for client to read and take away that will support them in their journey. Mr Murphy also feels that having sessions where speakers come to the service and share
their experiences with clients would be a fantastic step in supporting Indigo in becoming LGBTQI+ friendly. The Program Coordinator responds to Mr Murphy that this information is something they were not aware of and has found this information useful in being able to share this with the Manager and the executive team. The Program Coordinator asks Mr Murphy if he is engaged with LGBTQI+ services, and if he was, did he think they would be interested in a partnership with Indigo Community Services and Health Hub. Document title: CHCDIV001_AE_Sk3of3
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Mr Murphy outlines multiple services that he works with from National to local services, who are always willing to share their experience with other services. He explains that when he attends the meetings that he participates in regularly in the community, he will add to the agenda the possibility of a partnership with Indigo. Mr Murphy explained that there is also a process that Indigo Community Services and Health Hub could complete which is applying to become an LBGTQI+ friendly services and he would be happy to collaborate on this process. The program Manager is appreciative of Mr Murphy raising these points of concerns regarding the organisation, including asking Mr Murphy to come back and meet with the
executive team to explain the different steps that could be taken to include the LGBTQI+ community at the organisation. Mr Murphy agrees. Questions
1.
How should the Program Coordinator recognise and respect the needs of Mr Murphy in relation to his diverse background?
2.
Explain how the Program Coordinator can select and use appropriate verbal communication that constructively establishes and maintains the relationship, encouraging mutual trust and confidence.
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3.
Explain how the Program Coordinator can recognise where misunderstandings may arise from diversity and respond with sensitively to resolve these differences and consider the impact.
4.
Explain how the Program Coordinator can use the information obtained from Mr Murphy to contribute to the development of workplace professional relationships based on diversity and inclusiveness.
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Simulation Part 3: Reflection short answer questions Each of the following questions relate to the role play that you participated in in Part 1. Read each question carefully and reflect on your performance and your perspectives regarding diversity.
1.
How did you demonstrate value and respect for diversity, inclusiveness and safety in
your interaction with Hussein? (20 – 40 words).
2.
Identify 2 ways you can improve your ability to work with awareness of your
limitation in self and social awareness? (25 to 50 words):
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3.
From your role-play, identify and reflect on your own social, cultural perspectives and
biases and limitations. On reflection what could you do to increase your ability to
work inclusively with people form diverse backgrounds? (75-100 words):
Table 3 Bias and limitations
Item
Identify Reflect
Own social and cultural perspective
Biases and limitations
Ways you can improve own self and social awareness
4.
Reflect on an issue from your role play that may cause communication misunderstandings or other difficulties. Document title: CHCDIV001_AE_Sk3of3
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5.
If you weren’t able to resolve a difficulty, identify who you would speak with and
when you should seek assistance.
Table 4 Seeking assistance
Who should I speak to?
When should I seek assistance?
End of Simulation assessment
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Workplace Assessment Part 1: Personal reflection
To successfully complete this task, you will need to complete the 7
personal reflective questions. What: Reflect on your personal perspectives and their possible impact on your approach to inclusivity and diversity in the workplace.
When: Base your reflections on experiences during your work placement. Your workplace supervisor will need to verify your written reflections.
Where: At your work placement.
Resources and equipment:
As outlined in the assessment instruction table.
1.
Identify a social bias that you have held and describe what you think has influenced you to hold that bias. (50 words or less).
Table 5 Social bias and influences Social bias
Influencing factors
2.
Identify a cultural bias that you currently hold and describe what you think has influenced you to hold that bias. (50 words or less).
Table6 Cultural bas and influences
Cultural bias
Influencing factors
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3.
For each bias described how this attitude could impact on and limit your work practices. (50 words or less for each answer).
Table 7 Impact on work
Bias
Impact on and limit your work practices
Social
Cultural
4.
For each bias identify how you could act on ways to improve your own self and social awareness. (50 words or less for each answer)
Table 8 Bias and ways to improve Bias
Ways to improve own self and social awareness
Social
Cultural
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5.
For each bias describe one way you acted to improve your own self and social awareness (50 words or less for each answer).
Table 9 Bias and ways to improve Bias
Ways I sought to improve own self and social awareness
Social
Cultural
6.
For each bias, give one example of how you have used the reflective tasks and knowledge building from questions 1 to 4 in your workplace to:
work within the limitations of your own awareness; and
support your ability to work inclusively with others, while demonstrating understanding of others.
minimum 50 words for each response.
Table 10 Bias and reflection Bias
Ways I have used reflection and knowledge building in inclusive work practices. Social
Cultural
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7.
Think about your workplace and identify 2
other issues that may cause communication misunderstandings or other difficulties. (50 words or less)
Table 11 Potential issues for communication Potential issues for communication 1.
2.
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Workplace Assessment Part 2: Skills checklist
What:
To successfully complete this task, you will need to demonstrate a workplace skills, then write a reflection on that skill. Your workplace supervisor will need to verify that you have demonstrated each of the skills shown below:
a)
Contributing to workplace relationships based on the appreciation of diversity and inclusiveness.
b)
Practices that make the work environment culturally safe valuing and respecting diversity across all areas of your work.
c)
Showing respect and diversity through communication. d)
Constructive communication to support relationships through mutual trust and confidence.
e)
Communicating through language barriers.
f)
Utilising external supports to overcome communication barriers.
g)
Sensitively resolving differences or misunderstanding considering the impact of social
and cultural diversity. h)
Seeking support to manage issues in the workplace.
When: This section will take place during your work placement at times negotiated with your
workplace supervisor or assessor. Where: During your work placement.
Resources and equipment:
As outlined in the assessment instruction table.
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For each of the skills below write a description of what you did in the workplace to demonstrate this skill and reflect on your performance (50
words or less for each description reflection).
Table 12 Skills checklist
Task
Skill
Date
Reflection
a
Implement an action to contribute to the development of workplace relationships based on the appreciation of diversity and inclusiveness
Description of what I did
Reflection
b
Implement 3 work practices that make the work environment culturally safe valuing and respecting
diversity across all areas of your work
Description of what I did
Reflection
Description of what I did
Reflection
Description of what I did
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Task
Skill
Date
Reflection
Reflection
c
How have you shown respect for diversity in your communication? with other people in three different situations
Description of what I did
Reflection
Description of what I did
Reflection
Description of what I did
Reflection
d
Provide one example of each of where you have used verbal and non-verbal communication constructively to establish, develop Description of what I did
Reflection
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Task
Skill
Date
Reflection
and maintain effective relationships, mutual trust and confidence. Your response should specifically address a strategy to decide on the types of communication strategies to use.
e
Describe an instance where you have used effective strategies to communicate as efficiently as possible where a language barrier exists
Description of what I did
Reflection
f
Give an example of where you have sought assistance from an interpreter or another person or describe how you would access this in your workplace if there was a need. Description of what I did/would do
Reflection
g
How you made an effort to sensitively resolve a difference or misunderstanding taking into account the impact of social and cultural diversity on the situation.
Description of what I did
Reflection
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Task
Skill
Date
Reflection
h
Describe how you addressed any of these situations with an appropriate person, such as your supervisor, and sought assistance for any difficulties when required
Description of what I did
Reflection
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Third-Party Verification Report
A Third-Party Verification substantiates that a student has completed reflections and activities required during their work placement. These reflections and activities align with the skills required to be demonstrated in the Performance Criteria, Performance Evidence and Assessment Conditions of CHCDIV001 – Work with diverse people.
This report must be completed by the student’s Workplace Supervisor, or delegate, who is an employee of the service where the student is undertaking work placement. The student’s performance will also be verified through a professional conversation between the student’s
Workplace Supervisor and the TAFE NSW Assessor.
By completing this report, the Workplace Supervisor is confirming that they have observed the student completing the workplace tasks listed below and that the student has completed
reflections required as part of their overall assessment that reflect the workplace tasks completed.
The TAFE Assessor will use this evidence to support their overall determination of competency in the unit. The tasks listed in the report will need to be completed during the work placement.
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Instructions for students
All criteria listed below must be marked as completed. Workplace-assessable tasks performed and observed by the Workplace Supervisor will be used as supplementary evidence as part of the overall evidence requirements of the unit CHCDIV001 – Work with diverse people. The Workplace Supervisor will confirm they have observed the task being completed and the Journal entry reflects that observation.
Steps to follow:
1.
Review the activities in this Third-Party Verification to understand what tasks and reflections you will need to complete. Coordinate times with your Workplace Supervisor to demonstrate these skills so that they can complete the Workplace Verification to confirm you have completed each task.
2.
Ensure you bring this Workplace Verification Report to your work placement each day so it can be completed at the time each task is observed.
3.
Your TAFE Assessor will undertake a professional conversation with your Workplace Supervisor once all tasks have been completed to ensure all observations and Journals can be authenticated.
4.
Once the journals and Workplace Verification Report have been reviewed by your Workplace Supervisor AND your TAFE Assessor, you will need to sign the Workplace Verification Report and submit for final grading.
Note: Whilst tasks are generally observed by your Workplace Supervisor, this report provides the option for demonstrations to be noted as observed by your TAFE NSW Assessor where the
opportunity presents.
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Instructions for Workplace Supervisor (or delegate)
1.
You will need to observe the student demonstrating the activities detailed below and their corresponding reflection to confirm that this part of the assessment has been completed. Please note:
These observable tasks will take place over various points across the duration of the student’s work placement. The student should negotiate a time frame for these observations with you at the beginning of their work placement.
2.
To complete the Third-Party Verification Report, you will need to confirm that you observed the student complete the tasks and you have reviewed their corresponding reflection entry in the table below. 3.
You will be contacted by the assessor to discuss your observations, however, if you require any assistance, please contact the assessor. Note: Where a demonstration has been identified as observed by a TAFE NSW Assessor, Workplace Supervisors are not required to provide additional confirmation of their completion. Instructions for Assessor:
At the conclusion of the placement, you will need to read the Third-Party Verification Report and arrange a time to speak with the Workplace Supervisor to discuss their observations of the student’s performance and reflection Entry.
Workplace Supervisor feedback must confirm the student’s task demonstration and reflection entry are congruent and the student has conducted themselves satisfactorily in order for the student to receive a satisfactory outcome for this assessment. Once you are satisfied with the information provided in the Third-Party Verification Report and have documented your discussion with the Workplace Supervisor, please sign and finalise the report.
Note: Assessors should verify observed demonstration wherever possible. Where you have observed a demonstration, please tick the OBA box and note comments in the comment section of this report.
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Table 13 Third Party Verification Report
Third Party Verification Report
(To be completed by a Workplace Supervisor, or delegate, that observes and/or sights workplace skills and knowledge outlined below). Date
: ________________________________
Time
: _________________
Workplace name
Workplace Supervisor (or delegate) name
Workplace Supervisor (or delegate) position
What is your relationship with the student?
Phone
Email
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#
Date
Task/Activity (tick when observed and Reflection Entry reviewed)
Workplace Supervisor Comments - Optional
(OBA to be selected if the demonstration was observed by the TAFE NSW Assessor)
1.
☐
The Student implemented an action to contribute to the development of workplace relationships based on the appreciation of diversity and inclusiveness
☐
Reflection Entry (a) Reviewed
☐
OBA
2.
☐
The Student implemented three work practices that made the work environment culturally safe
☐
Reflection Entry (b) Reviewed
☐
OBA
3.
☐
The Student showed respect for diversity in their communication with other people in three different situations
☐
Reflection Entry (c) Reviewed
☐
OBA
4.
☐
The Student used verbal and non-verbal communication constructively to support relationships through mutual trust and confidence
☐
Reflection Entry (d) Reviewed
☐
OBA
5.
☐
The Student used effective strategies to communicate as efficiently as possible where a language barrier exists
☐
Reflection Entry (e) Reviewed
☐
OBA
6.
☐
The Student sought assistance from an interpreter or ☐
OBA
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#
Date
Task/Activity (tick when observed and Reflection Entry reviewed)
Workplace Supervisor Comments - Optional
(OBA to be selected if the demonstration was observed by the TAFE NSW Assessor)
another person or described how they would access this in the workplace if there was a need
☐
Reflection Entry (f) Reviewed
7.
☐
The Student made an effort to sensitively resolve a difference or misunderstanding taking into account social and
cultural diversity considerations
☐
Reflection Entry (g) Reviewed
☐
OBA
8.
☐
The Student sought assistance to resolve any issues from their supervisor
☐
Reflection Entry (h) Reviewed
☐
OBA
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Third-Party Verification Report (To be completed by a
Workplace Supervisor, or delegate, that observes and/or sights workplace skills and knowledge outlined below).
Third-Party Verification Report (To be completed by a Workplace Supervisor, or delegate, that observes and/or sights workplace skills and knowledge outlined below).
Assessor record of the conversation with Workplace Supervisor
(comments in this section will record general conversation feedback and details of any clarification required)
Date:
Comments:
Assessor grading:
Note: Assessment outcome determination is based on
the detailed criteria set out for Assessors by NSW TAFE.
☐
S ☐
NS
Workplace Supervisor
Signature:
Date:
Comment:
Assessor Signature:
Date:
Comment:
Student Signature:
Date:
Comment:
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External resources – Links and URLs Long URLs and permalinks are provided for access to content when the assessment is not used digitally, for example, not clickable. Table 14 External resources - Links and URLs
Link
URL
Learning Bank
https://share.tafensw.edu.au/share/items/d36df03f-9651-4d43-8c9d-
a299699e8585/0/?attachment.uuid=fed43101-626e-4112-8bc8-
3d5534d1194d
Assessment Guidelines for TAFE NSW (WDETG18411)
https://tafensw.sharepoint.com/sites/Int-PolicyHub/Documents/
Forms/AllItems.aspx?id=%2Fsites%2FInt-PolicyHub%2FDocuments
%2FAssessment Guidelines%2Epdf&parent=%2Fsites%2FInt-PolicyHub
%2FDocuments
Video recording instructions (pdf)
https://share.tafensw.edu.au/share/items/744af7d4-a241-45e2-adb0-
0e13f2fe4950/0/?attachment.uuid=01c3c87a-4599-48c2-91f0-
68a00b5bbb4c
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Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Assessor name, signature and date
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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