BSBHRM615 Learner Workbook

BSBHRM615 Contribute to the development of diversity and inclusion strategies Learner Workbook

Table of Contents Assessment instructions ........................................................................................ 2 Assessment requirements ..................................................................................... 4 Candidate Details ........................................................................................................ 5 Assessment – BSBHRM615 - Contribute to the development of diversity and inclusion strategies ................................................................................................ 5 Assessment Task 1 - Knowledge Assessment ....................................................... 6 Assessor’s feedback for Assessment Task 1 - Knowledge Assessment ............ 12 Assessment Task 2 - Skill Assessment ................................................................. 15 Case Study A: APPLE INC ..................................................................................... 15 Activity 1A ............................................................................................................ 16 Assessor’s feedback for Activity 1A ..................................................................... 18 Activity 1B ............................................................................................................ 19 Assessor’s feedback for Activity 1B ..................................................................... 22 Activity 1C ............................................................................................................ 24 Assessor’s feedback for Activity 1C ..................................................................... 26 Case Study B: APPLE INC’s Diversity and Inclusion Policy (Human Rights Policy) ................................................................................................................................. 27 Case Study C: Workplace Behaviors (The extract of APPLE INC’s Business Conduct Training) .................................................................................................... 32 Activity 2A ............................................................................................................ 34 Assessor’s feedback for Activity 2A ..................................................................... 43 Activity 2B ............................................................................................................ 45 Assessor’s feedback for Activity 2B ..................................................................... 48 Competency record to be completed by assessor .............................................. 49 References ................................................................................................................ 51 Page 1 of 57

 Handing in assessments markedly similar to or copied from another learner  Presenting the work of another individual or group as their own work  Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency. Confidentiality The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary Page 3 of 57

consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website. Recognised prior learning Learners will be able to have their previous experience or expertise recognised on request. Special needs Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately . Assessment requirements Assessment can be:  Direct observation  Product-based methods e.g. reports, role plays, work samples  Portfolios – annotated and validated  Questioning. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. Page 4 of 57

Candidate Details Assessment – BSBHRM615 - Contribute to the development of diversity and inclusion strategies Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBHRM615 - Contribute to the development of diversity and inclusion strategies Name: _____________________________________________________________ LearnerID: ______________________________________________________________ Email: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced Page 6 of 57

documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Assessment Task 1 - Knowledge Assessment Knowledge Evidence The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: KE 1.0 organisational workforce diversity and inclusion policies including:  regulatory requirements  rationale for workforce diversity within an organisation  policies that promote the leveraging of diversity  issues that can be linked to diversity KE 3.0 common planning methodologies KE 4.0 workforce trends affecting workforce planning methodologies Page 7 of 57

D) The issues that are mainly related to diversity are not providing equal pay to other individuals, thinking that another person has got less capable of working, or any kind of harassment within the organisation on the basis of race, skin colour, ethnicity, religion, or factors such as that. Page 9 of 57

Question 2 Provide and explain two (2) examples of common planning methodologies. Planning methodology constitutes a tool where an individual is required the communication of a strategic plan (Bulturbayevich, et al., 2020). It helps in communicating the details of high-level in the business in order to facilitate something easy to understand. ANSWER: The two examples of common planning methodologies are given below: - Operational planning – It primarily modifies internal operational practises to ensure the management of strategic objectives. Strategic planning – It helps in changing the strategies of the organisation, which helps in the fulfilment of organisational goals, and the communication of strategies is done aligning with the business. Question 3 Provide two (2) examples of workforce trends affecting workforce planning methodologies. ANSWER The two examples of workforce trends affecting workforce planning methodologies are as follows:- Use of AI and automation in the workplace – Many workers need to manage a lot of work together because the automated cloud-computing software is making it possible to merge several departments (Burghate, 2018). Therefore, collaboration and teamwork are one of the workplace planning methodologies, and also, the multitasking to a greater extent. Focus on the mental well-being of employees – The workforce planning methodology constitutes not provide work stress to a high level so much that it Page 10 of 57

 gender and gender identity Gender is the physical characteristics of being a male or a female, whereas gender identity is the mental idea of whether an individual considers oneself to be a male or a female (Díaz-García, et al., 2013). There are several individuals who might be physically and mentally of different genders, and due to this reason, they face discrimination in the workplace.  ability Ability is defined as the capacity or the skills of an individual concerned with a particular job, and more often, higher-skilled people tend to discriminate against people with lower skills without helping them in achieving their goals (Brooks & Normore, 2015).  sexual orientation Sexual orientation is the likeness of an individual or the attraction of an individual, and the people who are attracted to the opposite sex are called straight, whereas the people who are attracted to the same sex are considered homosexual (De Saá‐ Pérez, et al., 2017). However, homosexual people often face discrimination within the workplace to a huge extent.  religious belief Religious belief is the faith of an individual in God or the supreme power, and there are several religions in the world (Brooks & Normore, 2015). However, when individuals face discrimination due to their faith in a particular religion, it is known as religious discrimination.  Language An individual's native language is their mother tongue, and their total academic qualification is determined by their schooling.  education Individual worker salary is favourably connected to educational diversity. Workers benefit from a broader range of colleague education and, as a result, from being part Page 12 of 57

of a work group that includes workers with a variety of vocational and academic backgrounds. Page 13 of 57

3. Did the learner provide two (2) examples of workforce trends affecting workforce planning methodologies? Yes         No (Please circle) 4. Did the learner briefly explain each diversity characteristic in their word:  cultural background and ethnicity  age  gender and gender identity  ability  sexual orientation  religious belief  language  education Yes         No (Please circle) Comments Provide your (assessor’s) comments here: Page 15 of 57

The learner’s performance was: Not satisfactory Satisfactory Page 16 of 57

o Personal Apple computers – MacBook o Personal Apple computers – MacBook Currently, Apple has employed 132,000 people in the company. Apple Inc. has made a profit of US$59.531 billion in the year 2018. With the successful products that you saw in the marketplace by Apple. Activity 1A Performance Criteria PC 1. 1 Review current organisational practices for recruiting, training, and promoting staff Instructionand Guideline : Research methodology is recommended in case some information cannot be directly found through APPLE INC’s website. Learners could alternatively analyse information from reliable sources such as journal article, blog etc. Question 1 Review and identify the following organisational practices based on APPLE INC. A. Current organisational practices for recruiting. B. Current organisational practices for training C. Current organisational practices for promoting staff Answer: A) The present organisational policy of recruitment in Apple Inc. is that the prospective candidates are required to submit an online application, which is also known as the Apple Online Application. It mainly constitutes the question of why the candidate wants to join Apple Inc. and also why the candidate prefers the job role to a greater extent. Once the candidate is shortlisted in the online application, the Apple Telephone Interview takes place, and then Apple takes an assessment, and the final interview is conducted. There are so many rounds of interviews in Apple just to select the actual talented candidate for the position. Page 18 of 57

B) The organisational policies of training at Apple Inc. mainly constitute the Business Conduct Training, which mainly trains the employees about how to behave properly within the organisation. It also helps the people in understanding the ways by which the collaboration with other employees is expected to be done by the management. Also, Apple provides Continuous Performance Training, which helps in the development of technological progress, and helps in the development of training in a proper way. C) The promotion of staff or the appraisal system of Apple Inc. is done by following three specific categories, which constitute innovation, teamwork, and results. The employees are made to create something innovative and do a certain kind of collaboration with other team members along with the overall show of results. In this context, innovation provides development in connection with the development, and teamwork helps in achieving together with the right behaviour. When all these criteria get fulfilled and become better with time, the staff gets a promotion for work. Page 19 of 57