STUDENT ASSESSMENT WORKBOOK RIILAT402E Provide leadership in the supervision of diverse work teams Student Name Student ID Unit commenced (Date) Unit Completed (Date) I hereby certify that I have undertaken these assessment tasks utilising my own work without assistance from any other parties. I have not knowingly plagiarised any work in completing these assessment activities. Student Signature Knowledge Assessment (Written Tasks) 1. How can Individual differences in colleagues and clients be recognised? 2. How can you demonstrate that you have respect for yourself and others? 3. What guidelines should be set in place to ensure behaviour is consistent with legislative requirements? 4. How can you use non-verbal communication effectively? 5. What are 5 examples of technical skills? 6. What are 5 examples of transferable skills? 7. What are 5 examples of personal skills? 8. When holding a group interview, what 4 points should you keep in mind when looking for leaders? 9. What are 6 key valuing diversity behaviours? 10. A person's culture and race are the same. True or false? (a) True (b) False 11. Diversity is the overall consequence of the individual differences present in the workforce. True or false? (a) True (b) False 12. Showing sensitivity means- (a) being aware of your own assumptions and prejudices and challenging them (b) ignoring cultural norms and practices when you work with others 13. Communication includes speaking, listening, use of body language and written communication. True or false? (a) True (b) False 14. Cultural differences can include (a) different ideas about movies (b) reading body language differently 15. All barriers to communication come from our belief systems. True or false? (a) True (b) False 16. Anti-discrimination legislation identifies the grounds and types of prohibited discrimination and areas of activity in which discrimination is prohibited. True or false? (a) True (b) False 17. Diversity is (a) an asset in the workforce (b) detrimental to the workforce 18. Those organisations that use people-oriented strategies that recognise diversity are likely to experience (a) higher staff morale (b) higher incidents of workplace conflict 19. Cultural traits tend to have a genetic base. True or false? (a) True (b) False 20. How would you go about overcoming mistrust and tension? 21. What is the impact of workplace bullying? Assessment Outcome Question Correct (?) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Assessed by _________________________ Assessor Signature_______________ Date _________ Skills Assessment (Practical Tasks) ASSESSOR NOTE These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements. This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. What happens if your result is Not Yet Competent for one or more assessment tasks? The assessment process is designed to answer the question has the participant satisfactorily demonstrated competence yet? If the answer is Not yet, then we work with you to see how we can get there. In the case that one or more of your assessments has been marked NYC, your Trainer will provide you with the necessary feedback and guidance, in order for you to resubmit/redo your assessment task(s). What if you disagree on the assessment outcome? You can appeal against a decision made in regards to an assessment of your competency. An appeal should only be made if you have been assessed as Not Yet Competent against specific competency standards and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of the unit you are appealing against the assessment of. You can request a form to make an appeal and submit it to your Trainer, the Course Coordinator, or an Administration Officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the form. What if I believe I am already competent before training? If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your Trainer, as you may be able to apply for Recognition of Prior Learning (RPL). Credit Transfer Credit transfer is recognition for study you have already completed. To receive Credit Transfer, you must be enrolled in the relevant program. Credit Transfer can be granted if you provide the RTO with certified copies of your qualifications, a Statement of Attainment or a Statement of Results along with Credit Transfer Application Form. (For further information please visit Credit Transfer Policy) Task 1 Lead cultural diversity You are required to complete all parts of this assessment task. Part 1 Cultural norms and practices are the behaviour patterns and attitudes that arise from our cultures. Differences often arise when an individual has a different set of cultural practices to those followed by the dominant culture. List some of the characteristics and differences in the people you work with on a daily basis. List them in a table such as the one below. Keep a copy of this table in your portfolio for future reference. As you move through this unit you may want to add to the table. What is the dominant culture in your workplace? What are the subcultures? Person Characteristic Difference Riza Deeply religious Needs to take regular breaks from work to pray Person Characteristic Difference Part 2 As people communicate, norms and rules evolve around introductions and greetings, respect for position and status, gift giving and building networks. Protocols appropriate to different cultures should be dealt with sensitively. Consider your own workplace (or one that you have access to). What cultural norms and rules impact on it? What are some of the issues you have to deal with. How sensitive are people in the workplace to the differing expectations of behaviour and communication? When one person does not show sensitivity to another's preferences regarding communication, the second person may feel some discomfort and be distracted. The message may not be communicated. What is your own communication style and what are your preferences? What communication styles cause you to feel uncomfortable? Think about your own belief system. Are there any beliefs or fears that you hold that will prove a barrier to communication? Part 3 Some new positions have been created in Jennifer's unit. Everyone has been encouraged to apply for them. Jennifer has lots of experience and skills and wants to apply for a project manager's position. She has spoken to her line manager, who told her that the job would probably be too demanding, as she has three children and is "too preoccupied with other things right now". Jennifer believes that if she applied for the job she would not be successful as that person is on the selection panel. What should Jennifer do? What policies and procedures in your department or agency cover this situation? Part 4 Choose three people and identify their individual characteristics and the way in which they benefit the organisation. Think about their qualities and their backgrounds. Record them in a table such as the one shown below: This person is an individual because. This benefits the organisation because He was born in Vietnam and speaks English, French and Vietnamese fluently languages fluently. He can communicate with some of our clients in their own language. He understands what it is like to emigrate to another country and can empathise. He knows a lot about childcare and has good feedback to offer on our policies and processes. He's an older person and has a lot of life experience that the younger members of staff can learn from. She has right sided haemoplegia and needs a wheelchair to move around. She is a member of many womens' groups She is very assertive She has a wonderful sense of humour etc She has really strong telephone communication skills. She is very good at handling difficult clients on the phone and we can learn a lot from her. She would be a good role model for some of our younger women. etc For each of them, consider how they are, or might be encouraged to use their skills and knowledge to benefit the organisation. This person is an individual because. This benefits the organisation because Part 5 Choose a policy, procedure or program within your workplace that demonstrates your organisation's recognition of diversity as an asset. Discuss the principles that underpin it. Describe how you may best support it in your work. Describe how your team can address the issues it raises. Part 6 This part requires you to participate in an observed role play within your practice environment. The role play will simulate a diverse workplace and will include participating in a health and safety toolbox meeting (short 10 minute meeting to discuss a specific health and safety issue). At the completion of the meeting and role play, answer the following: What measures did you utilize to recognise and respect individual differences in colleagues, clients and customers? What were the issues based on diversity, such as cultural differences, that had to be addressed? What communication barriers were encountered? How were communication barriers resolved? How did you ensure behaviour is consistent with legislative requirements and enterprise guidelines? How did you ensure that all meeting participants were equally involved? How was each participants contribution to the meeting recorded? Observation Checklist Observation Criteria S NS Completed Part 1 Completed Part 2 Completed Part 3 Completed Part 4 Completed Part 5 Completed Part 6 Obtained, interpreted and confirmed work requirements Accessed, interpreted and applied documentation required to provide leadership in the supervision of the diverse work teams Determined the scope and boundaries of the supervisory role in line with organisation policies, procedures and objectives in the employment and supervision of diverse work teams Identified the strengths and support requirements of diverse work teams Established realistic expectations and conditions with stakeholders through negotiation Discussed the benefits of mentoring with stakeholders and establish agreement on relationships and conditions Identified and explored cultural factors, obligations and potential conflict using appropriate networks to effectively support and lead work group Applied a framework for performance expectations consistent with the organisation objectives, values and practices Applied strategies to gain diversity in selecting and recruiting staff Used a range of strategies to support, report on and promote the development of diverse team members in the work role and environment according to workplace procedures Developed work practices that acknowledge diversity, identify unconscious bias and encourage team members to develop empathy, respect, and collaboration Provided encouragement and advice to support decision making which is consistent with personal and workplace goals and career development Used appropriate networks to provide assistance to team members Provided information, guidance and constructive feedback incorporating reflective practice to enhance engagement in the workplace Addressed cultural differences, and personal and workplace barriers consistent with maintaining positive support and relationships Provided planning guidance and support in a form and style to suit team member and workplace requirements Provided regular and consistent feedback on progress towards achieving agreed expectations and personal and workplace goals Recognised and negotiated changes in behaviour, expectations and outcomes with appropriate stakeholders Recognised potential and experienced tension and conflict and sought advice and support to provide resolutions according to workplace procedures Consulted with team, other supervisors, mentors, and management to ensure corporate, workplace, team and individual goals are achieved Addressed allegations of harassment, discrimination, bullying and complaints according to established organisational procedures Identified the benefits of a diverse work team and promote diversity within the workplace Contributed to the identification or practices and approaches that achieve individual and organisational diversity objectives Shared ideas and suggestions on the challenges and barriers for supporting diverse work teams and improving individual and organisational outcomes Monitored and reviewing the performance and development of diverse team members Addressed barriers to progress Applied health and safety processes Recognised and documented knowledge, skills and experience of others in relation to team objectives Encouraged colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes Ensured relations with customers and clients demonstrate that diversity is valued by the business Outcome ? Satisfactory ? Unsatisfactory Comments: Date ______________________ Signed _____________________________ (Assessor) Signed ______________________________(Student) RIILAT402E Provide leadership in the supervision of diverse work teams Assessment Outcome Record In order to be deemed competent in this unit, the candidate must answer all written questions correctly and satisfactorily complete all practical tasks. In order to complete all practical tasks, all Observation Criteria need to be satisfied, i.e. demonstrated and marked as an 'S'. The task summary outcome must be noted as satisfactory to note the demonstration of a satisfactory outcome for each practical task requirement. Student Name Not Yet Competent Competent Comments Assessor (Name) Assessor Signature Date Student Feedback Form Unit RIILAT402E Provide leadership in the supervision of diverse work teams Student Name: Date Assessor Name: Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent. There is no need to sign your name as your feedback is confidential. Strongly Disagree Agree Strongly Agree I received information about the assessment requirements prior to undertaking the tasks 1 2 3 4 5 The assessment instructions were clear and easy to understand 1 2 3 4 5 I understood the purpose of the assessment 1 2 3 4 5 The assessment meet your expectation 1 2 3 4 5 My Assessor was organised and well prepared 1 2 3 4 5 The assessment was Fair, Valid, Flexible and Reliable 1 2 3 4 5 My Assessor's conduct was professional 1 2 3 4 5 The assessment was an accurate reflection of the unit requirements 1 2 3 4 5 I was comfortable with the outcome of the assessment 1 2 3 4 5 I received feedback about assessments I completed 1 2 3 4 5 The pace of this unit was: Too Slow Great Pace Too Fast Comments: Please return this completed form to Reception once you have completed this unit of competency.

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