Posted: February 12th, 2025

CHCDIV001 Guide: Working with Diverse People in Workplace Assessments and Roleplays

References and Reading Materials

• Stahl, G. K., & Maznevski, M. L. (2021). Unraveling the effects of cultural diversity in teams: A retrospective of research on multicultural work groups and an agenda for future research. Journal of International Business Studies, 52(1), 4-22. Available on Google Scholar.
• Ng, E. S., & Sears, G. J. (2020). Walking the talk on diversity: CEO beliefs, moral values, and the implementation of workplace diversity practices. Journal of Business Ethics, 164(3), 437-450. Available on Google Scholar.
• Mousa, M., Ayoubi, R. M., Massoud, H. K., & Chaouali, W. (2021). Workplace fun, organizational inclusion and meaningful work: An empirical study. Public Organization Review, 21(3), 393-408. Available on SpringerLink.
• Leslie, L. M. (2019). Diversity initiative effectiveness: A typological theory of unintended consequences. Academy of Management Review, 44(3), 538-563. Available on Google Scholar.
• Roberson, Q. M. (2019). Diversity in the workplace: A review, synthesis, and future research agenda. Annual Review of Organizational Psychology and Organizational Behavior, 6, 69-88. Available on Annual Reviews database

• Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and model. Human Resource Management Review, 28(2), 176–189.https://doi.org/10.1016/j.hrmr.2017.07.003

• Mor Barak, M. E. (2017). Managing diversity: Toward a globally inclusive workplace (4th ed.). SAGE Publications.
  → A leading textbook that explores the intersection of global diversity, organizational culture, and social responsibility. It provides practical tools for professionals working with culturally diverse populations in education, health, and community services.
  Available via SAGE Publications

  How Do I Choose the Right Writer For My Paper?

  We carefully match you with a writer based on your subject, academic level, and project requirements. You may also request a preferred writer if you’ve worked with someone before. Our platform allows you to browse profiles, review experience, and select the best fit. Every writer is thoroughly vetted for expertise, ensuring your paper is always in professional hands.

• Pless, N. M., & Maak, T. (2018). Building an inclusive diversity culture: Principles, processes and practice. Journal of Business Ethics, 174(2), 379–391.

CHCDIV001 – Work with Diverse People

Workplace Project Task

Student name

Student email address

Unit Code and Title

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CHCDIV001 – Work with diverse people

Understanding cultural diversity in the workplace is essential for fostering inclusive environments. This assessment helps students develop skills in reflecting on personal biases and communicating effectively with diverse groups. By completing this task, you’ll gain practical insights into promoting respect and understanding in professional settings.

About this Assessment

This assessment requires you to complete two (2) parts. Embracing diversity starts with recognizing our own viewpoints and how they shape interactions. You must complete the following parts, which also consists of roleplays. You will need other people (other party) to participate in the roleplay who can be your friends, family members, colleagues, etc.

Part 1: Guided Reflection

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Part 2: Practical Demonstration

Assessment Resource Requirements

To complete this Workplace Assessment, you must ensure you have: Access to the appropriate resources: Computer, printer, internet, and email software. Navigating these tools can make the process smoother and more efficient for everyone involved.

Microsoft Word or a similar program

A real or simulated workplace environment

Access to the supporting templates and supporting documents

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Access to Workplace Supervisor or other participants to complete the roleplays. Having reliable support ensures the roleplays reflect real-life situations accurately.

Instructions for the Student

You are required to demonstrate the ability to complete the following: Undertaken a structured process to reflect on own perspectives on diversity. Taking time to ponder these aspects can lead to deeper personal growth.

Recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations: Selected and used appropriate verbal and non-verbal communication. Recognised situations where misunderstandings may arise from diversity and formed appropriate responses.

Building empathy through these demonstrations strengthens team dynamics in any setting.

Instructions for the Workplace Supervisor/Other Party

You are required to follow instructions and read through the material given by the student. Supporting the learner in this way creates a positive and collaborative experience.

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You must support the student while performing the roleplay, but you cannot help/assist/prompt the student during the task.

It’s encouraged that you perform parts in all three (3) roleplays with the student for consistency and continuity within the assessment tasks. Maintaining this approach helps in achieving fair and reliable outcomes.

Please note: A qualified trainer and assessor will review and assess all the submitted comments, observation checklists, and assessment evidence to determine the students’ competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Task Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. Replicating real scenarios prepares you better for actual professional challenges.

Part 1: Guided Reflection

Task overview

For this part of the assessment, you must express and document your perspective on diversity. Sharing these thoughts openly can inspire others to do the same.

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You must read the task instructions provided below and complete the assessment.

Please note: This task must be completed before you commence Part 2 of this Workplace Project Task. You may complete this task in your own time. Planning ahead allows for more thoughtful responses.

Instructions

To complete this task, you will need to: Ensure that you use Part 1 Reflection Journal template to guide you in demonstrating your perspectives on diversity. This template serves as a helpful framework to organize your ideas clearly.

Ensure that you submit the following evidence: Completed Part 1 Reflection Journal

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Task resource requirements

Access to a real or simulated workplace environment

Part 1 Reflection Journal

Part 1 Reflection Journal

1. Prompts and knowledge questions

Examining your own beliefs and values is a process. Everyone goes through moments of introspection that reveal surprising insights about themselves.

The following questions are structured as a guide to assist you in reflecting on your own perspectives on diversity. The questions will assist you in gaining awareness of your own values and beliefs.

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Imagine that you have been transported to a place in the world where the culture, language, traditions, values, beliefs and practices, food, dress, gender roles, religious beliefs, individual rights, family roles, and child-rearing practices are completely different to your own. Adapting to such changes often brings a mix of excitement and challenges.

You are required to live in this place for six months without any contact with your home or family.

1. Describe how you might feel and what you would miss most.
2. What assistance would you like from your new community to help you settle in and feel safe? Welcoming gestures from locals can make all the difference in feeling at home.
3. Describe how you might translate this self-reflection to your work with customers and colleagues from a culture other than your own.

In your own words, define and explain the concept of diversity.

Reflecting on your own background, experiences, and beliefs, answer the following questions regarding your perspective on diversity.

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1. How would you describe your social and cultural perspectives and/or biases? Explain how and why you have developed these beliefs? Life experiences shape these views in unique ways for each person.

1. Identify two (2) limitations in your own self and social awareness.
2. How can you use self-reflection to support your ability to work with inclusive practices and to become more understanding of others? Regular practice of this can transform how we connect with others daily.

What are the benefits of self-reflection? List five (5) benefits.

Identify and plan for ways to improve your own self and social awareness.

Part 2: Practical Demonstration

Scenario 1

You work as an Education Support Worker at Acorn College. Gracie is a parent of one of the students at Acorn College. Approaching such meetings with patience ensures everyone feels heard and valued.

She is a South Asian woman and does not understand or speak English very well. She, along with her family member, Amber, has come to attend a meeting with you as her son needs special assistance during class, and they would like to discuss the needs and requirements of her child.

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The purpose of your interaction would be to explain how the staff at Acorn College would take care of the needs of her child and provide the best assistance required. Clear explanations build trust in these important discussions.

Scenario 2

Danielle is the office administrator of the primary side of a large school in the city. She is the only female staff member at the management level. Gender dynamics like this can sometimes highlight underlying biases that need addressing.

The Principal (who is significantly older than her) often refers to her as the “office mum”, although no males at the management level are ever referred to as “office dads”.

He expects Danielle to handle staff birthdays and always asks her to organise coffee for him and the Deputy Principal each morning. Danielle is becoming frustrated with these requests and the “office mum” label.

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She tells the Principal of her concerns, and he responds by telling her that she is “overly sensitive”. Open dialogues are key to resolving such frustrations effectively.

Scenario 3

In the staff room at the school, a colleague (Jan) is reading the paper. After reading an article about increases in funding for health and housing for Aboriginal and Torres Strait Islander people, Jan makes a comment about Aboriginal and Torres Strait Islander people “expecting Government handouts” and says that they “should stop living in the past”.

Jan always prefaces these comments with “I’m not a racist, but ….” Moments like these call for gentle education to foster better understanding.

You notice that another colleague, whom you know to be from an Aboriginal background, become upset and leave the room.

You know these are opinions that Jan has expressed before and that it seems to be deeply ingrained. Nobody else seems to mind this behaviour, and you are also aware that several other colleagues also agree with these views, even if they avoid saying it out loud in the presence of others.

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Sometimes, the staff room discussions get quite heated, with people using derogatory terms when making comments about Aboriginal and Torres Strait Islander people. You are working in a situation where you and your colleagues frequently work with Aboriginal and Torres Strait Islander students and families.

Some of the staff are also of Aboriginal and Torres Strait Islander descent. Promoting respect in these environments benefits everyone involved.

Part 2 Instructions

For this part of the assessment, you are required to read the three (3) scenarios provided and complete the practical demonstration. Engaging fully in these activities builds confidence in handling real situations.

During the role play task, you must engage with people from diverse backgrounds (as specified in the scenario) in three (3) different scenarios.

For Scenario 1: You will need to roleplay the meeting with Gracie and her family member Amber and discuss the child’s requirements and how Acorn College will accommodate these needs.

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You must ensure communication between all parties is clear and assists Gracie’s understanding. You will need two (2) participants to play the roles of Gracie and Amber. Choosing participants who can immerse in the roles enhances the learning.

For Scenario 2: You will need to roleplay a meeting with Danielle and the Principal acting as a neutral third-party mediator between them.

You will need to explore the social and cultural differences that have led to the misunderstandings. You need to have two (2) participants to conduct this roleplay meeting.

For Scenario 3: You will need to roleplay a meeting with Jan and explore the social and cultural differences that can lead to misunderstandings and cause offence to individuals that are of Aboriginal and Torres Strait Islander descent.

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You may discuss options for improving their cultural sensitivity and understanding. You will need one (1) participant to play the role of Jan. Reflecting on feedback from these sessions can refine your skills further.

All participants will be required to complete a Participant Form.

Roleplay Participant Instructions

Once you complete the roleplay with the student, you will need to complete the Participant Form. Providing honest input helps the student grow in their abilities.

You will need to read through this form and check off all the items that you believe the student was able to display during the roleplay. You will need to provide a short summary of overall feedback.

You will need to submit the completed Participant Form to the student so they may submit this to the assessor to review. The assessor may contact you to verify the student’s performance during the roleplay.

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Task resource requirements

Access to a real or simulated workplace environment

Access to individuals for the role play

Part 2 Participant Forms x5

Part 2 Participant Forms (Scenario 1)

Participant 1

All areas are required to be completed by a participant after the roleplay has taken place. Completing this thoughtfully contributes to accurate assessment.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address (This is only used for verification purposes and kept confidential)

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Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

The student explained the purpose of the meeting

• Yes
• No

Uses work practices to make environments safe for all by: Ensuring that communication is respectful

Valuing all contributions

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Sharing knowledge

Avoiding stereotypical thinking and prejudice etc. Creating safe spaces encourages open and honest exchanges.

• Yes
• No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities. Fostering transparency builds lasting trust among team members.

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Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

• Yes
• No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

• Yes
• No

Identifies and responds appropriately to different situations where communication constraints were present. This may include but is not limited to:

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams. Visual aids often clarify points that words alone might miss.

• Yes
• No

Arrange and utilise interpreters or other persons, if required, e.g. when English is very limited. This may include but is not limited to:

Using family member as an interpreter to ensure correct information is understood

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Ensuring the information delivered is accurately translated

• Yes
• No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

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Treating others fairly and respectfully.

Providing equal access to opportunities and resources. Equality in access empowers all individuals to thrive.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

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Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

• Yes
• No

Seek assistance from appropriate people in resolving misunderstandings by (Select at least one):

Obtaining supervisor assistance if they are unable to confront the situation directly.

Requesting assistance or advice in addressing or working through an issue.

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Consulting with family members, other workers or meditators. Involving mediators can bring fresh perspectives to tricky situations.

• Yes
• No

Identifies and develops a sense of own self and social awareness and ways in which to improve. This includes the following:

Conducting a debriefing session after meeting and discuss ways to improve own approaches

Discussing strategies with others to increase self-awareness. E.g., improving listening skills, identifying the needs of people from various cultural backgrounds, paying attention to the interaction of different people

• Yes
• No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

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Date

Participant 2

All areas are required to be completed by a participant after the meeting has taken place. Your observations play a vital role in the evaluation process.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address (This is only used for verification purposes and kept confidential)

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Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

The student explained the purpose of the meeting

• Yes
• No

Uses work practices to make environments safe for all by: Ensuring that communication is respectful

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No surprises here! Our pricing is transparent—your quote includes all services, with optional add-ons clearly listed before you confirm. We believe in fair and upfront pricing for every order.

Valuing all contributions

Sharing knowledge

Avoiding stereotypical thinking and prejudice etc. Respectful dialogue sets the foundation for positive interactions.

• Yes
• No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person. Nonverbal cues often speak louder than words in building connections.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

• Yes
• No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

• Yes
• No

Identifies and responds appropriately to different situations where communication constraints were present. This may include but is not limited to:

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams.

• Yes
• No

Arrange and utilise interpreters or other persons, if required, e.g. when English is very limited. This may include but is not limited to:

Using family member as an interpreter to ensure correct information is understood

Ensuring the information delivered is accurately translated. Accurate translation prevents potential confusions down the line.

• Yes
• No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness. Celebrating uniqueness adds vibrancy to any group.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

• Yes
• No

Seek assistance from appropriate people in resolving misunderstandings by (Select at least one):

Obtaining supervisor assistance if they are unable to confront the situation directly.

Requesting assistance or advice in addressing or working through an issue.

Consulting with family members, other workers or meditators.

• Yes
• No

Identifies and develops a sense of own self and social awareness and ways in which to improve. This includes the following:

Conducting a debriefing session after meeting and discuss ways to improve own approaches

Discussing strategies with others to increase self-awareness. E.g., improving listening skills, identifying the needs of people from various cultural backgrounds, paying attention to the interaction of different people. Active listening opens doors to better empathy.

• Yes
• No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

Using simple words.

Avoiding jargon or Australian slang.

Speaking at a normal speed, not overly slowly or quickly.

Backing up verbal explanations and instructions with written information or diagrams

Signature

Date

*Note to Workplace Supervisor/Other Party 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. Ensuring authenticity maintains the integrity of the process.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System – rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Part 2 Participant Forms (Scenario 2)

Participant 1

All areas are required to be completed by a participant after the meeting has taken place. Your detailed responses aid in fair evaluations.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address (This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

Selects and uses verbal and nonverbal communication constructively and appropriately in identifying the specific client needs by: Engaging in clear, open communication without bias.

Tone, pitch, and intonation of voice is suitable for the specific client and in establishing needs.

Using body language appropriately – cues, eye contact, gestures, posture, and facial expressions for each client.

Implementing socially and culturally appropriate communication methods for working with each client, e.g. adjusts style to accommodate differences. Adjusting styles shows adaptability and respect for differences.

Exhibiting a calm and patient manner.

• Yes
• No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?” Asking preferences personalizes the interaction warmly.

• Yes
• No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

• Yes
• No

Recognises issues that are likely to cause challenges or misunderstandings in communication. This may include but is not limited to:

Generational gaps.

Lack of awareness of different lifestyle practices.

Prejudice, biases or negative cultural or social stereotypes.

Language barriers or communication styles.

Disabilities and the correct terminology to use when referring to different aspects of disabilities. Proper terminology promotes dignity and accuracy.

• Yes
• No

Considers the impact of social and cultural diversity when difficulties or misunderstandings occur, e.g. difficulties may result from religious beliefs or work ethics.

• Yes
• No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences. Respecting skills enriches the entire team.

• Yes
• No

Sensitively and appropriately responds when misunderstandings. This may include but is not limited to:

Responding with consideration to the diverse backgrounds of those involved in the situation.

Identifying the misunderstanding or encouraging those involved in the situation to express where they think the misunderstanding occurred.

Seeking to understand the possible cause of the situation.

Developing and implementing strategies to resolve the issue.

Observing and describing the outcome of the strategies.

• Yes
• No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Participant 2

All areas are required to be completed by a participant after the meeting has taken place. Feedback like yours supports continuous improvement.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address (This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

Selects and uses verbal and nonverbal communication constructively and appropriately in identifying the specific client needs by: Engaging in clear, open communication without bias.

Tone, pitch, and intonation of voice is suitable for the specific client and in establishing needs.

Using body language appropriately – cues, eye contact, gestures, posture, and facial expressions for each client.

Implementing socially and culturally appropriate communication methods for working with each client, e.g. adjusts style to accommodate differences.

Exhibiting a calm and patient manner. Patience allows for deeper understanding in conversations.

• Yes
• No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

• Yes
• No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

• Yes
• No

Recognises issues that are likely to cause challenges or misunderstandings in communication. This may include but is not limited to:

Generational gaps.

Lack of awareness of different lifestyle practices.

Prejudice, biases or negative cultural or social stereotypes.

Language barriers or communication styles. Identifying barriers early prevents escalation of issues.

Disabilities and the correct terminology to use when referring to different aspects of disabilities.

• Yes
• No

Considers the impact of social and cultural diversity when difficulties or misunderstandings occur, e.g. difficulties may result from religious beliefs or work ethics.

• Yes
• No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

• Yes
• No

Sensitively and appropriately responds when misunderstandings. This may include but is not limited to:

Responding with consideration to the diverse backgrounds of those involved in the situation.

Identifying the misunderstanding or encouraging those involved in the situation to express where they think the misunderstanding occurred.

Seeking to understand the possible cause of the situation. Genuine curiosity helps uncover root causes.

Developing and implementing strategies to resolve the issue.

Observing and describing the outcome of the strategies.

• Yes
• No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

Part 2 Participant Forms (Scenario 3)

Participant 1

All areas are required to be completed by a participant after the meeting has taken place. Sharing your perspective ensures the assessment captures true performance.

Name of volunteer participant

Role played by volunteer participant

Contact phone number and email address (This is only used for verification purposes and kept confidential)

Phone:

Email:

Please indicate below whether you agree with the following statements. During the meeting, the student demonstrated the following:

Selects and uses verbal and nonverbal communication constructively and appropriately in identifying the specific client needs by: Engaging in clear, open communication without bias.

Tone, pitch, and intonation of voice is suitable for the specific client and in establishing needs.

Using body language appropriately – cues, eye contact, gestures, posture, and facial expressions for each client.

Implementing socially and culturally appropriate communication methods for working with each client, e.g. adjusts style to accommodate differences.

Exhibiting a calm and patient manner.

• Yes
• No

Establish rapport and build inclusive relationships with a diverse range of people. This may include any two (2) of the following:

Please indicate from the list below the methods of communication used by the student. At least two (2) must be selected.

Communicating in a socially and culturally appropriate manner for each person

Meeting client or colleagues needs

Being consistent and reliable.

Creating an open and transparent environment where staff and customers are fully informed of their rights and responsibilities. Transparency nurtures a sense of security for all.

Using a range of nonverbal communication, including cues, eye contact, gestures, posture, and facial expressions appropriate for each specific person.

Discussing the person’s practices and preferences, e.g. “Would you like to be addressed by your first name or last name?”

• Yes
• No

The student used appropriate non-verbal communication E.g., maintained eye-contact, appropriate facial expressions

• Yes
• No

Recognises issues that are likely to cause challenges or misunderstandings in communication. This may include but is not limited to:

Generational gaps.

Lack of awareness of different lifestyle practices.

Prejudice, biases or negative cultural or social stereotypes.

Language barriers or communication styles.

Disabilities and the correct terminology to use when referring to different aspects of disabilities.

• Yes
• No

Considers the impact of social and cultural diversity when difficulties or misunderstandings occur, e.g. difficulties may result from religious beliefs or work ethics. Cultural impacts influence how we perceive actions.

• Yes
• No

Contributes to the building of workplace and professional relationships which are respectful of diversity and inclusiveness. This may include any two (2) of the following:

Please select from the list below the strategies you have observed the student implement in the workplace (with clients and colleagues). At least two (2) must be selected.

Sharing their own diverse background.

Learning about others. Focuses on the person, not the demographic.

Treating others fairly and respectfully.

Providing equal access to opportunities and resources.

Enabling everyone to participate equally.

Valuing others’ uniqueness.

Participating in mentoring inside the team or organisation.

Recognising and respecting the skills and abilities of people from diverse backgrounds and experiences.

• Yes
• No

Sensitively and appropriately responds when misunderstandings. This may include but is not limited to:

Responding with consideration to the diverse backgrounds of those involved in the situation.

Identifying the misunderstanding or encouraging those involved in the situation to express where they think the misunderstanding occurred.

Seeking to understand the possible cause of the situation.

Developing and implementing strategies to resolve the issue. Strategies tailored to the context yield better results.

Observing and describing the outcome of the strategies.

• Yes
• No

Overall feedback

Please provide a comment to describe your experience and feedback on the student’s performance (required):

Signature

Date

*Note to Workplace Supervisor/Other Party 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.

*Trainer and Assessor details and marking may be completed using the internal Learning Management System – rather than signing the paper-based copy.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Submission checklist

EVIDENCE SUBMISSION CHECKLIST

General instructions for the student:

Ensure that all signatures/initials in your submissions must be dated

Complete the assessment sub-tasks in the order given

You must ensure that you read all instructions carefully before the task begins. Careful reading prevents oversights and saves time.

You MUST submit all the evidence as specified below

Should you have any concerns, please contact the Assessor at Foundation Education

The student has completed the Workplace Project Tasks and submitted the evidence for each Part and/or Task as specified below: Please tick mark against each evidence submitted by the student.

Tick mark against each evidence submitted by the student.

Part 1: Guided Reflection

Part 1 Reflection Journal Template

Part 2: Practical Demonstration (Singular Demonstrations)

Part 2 Participant Forms x 5

Submission Instructions

Please proofread your work and save a copy of your assessment to keep in your own records. Keeping backups protects your hard work from unexpected issues.

Save the document to include your name in the file for example: CHCDIV001 – Workplace Project Task – Your Name

Submit your completed assessment for marking by your assessor.

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date

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