Hlthir403c assessment answers

CHCDIV001

WORK WITH DIVERSE PEOPLE

LEARNER RESOURCE

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T A B L E O F C O N T E N T S

TABLE OF CONTENTS ........................................................................................................................................ 1

UNIT INTRODUCTION ....................................................................................................................................... 4

ABOUT THIS RESOURCE ...................................................................................................................................... 4 ABOUT ASSESSMENT .......................................................................................................................................... 5

ELEMENTS AND PERFORMANCE CRITERIA ....................................................................................................... 7

PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ................................................................................. 9

PERFORMANCE EVIDENCE ........................................................................................................................................ 9 KNOWLEDGE EVIDENCE ........................................................................................................................................... 9

ASSESSMENT CONDITIONS ............................................................................................................................ 12

PRE-REQUISITES ............................................................................................................................................. 12

TOPIC 1 – REFLECT ON OWN PERSPECTIVES ................................................................................................... 13

WHAT IS WORKPLACE DIVERSITY?............................................................................................................................. 13 WHAT IS DISCRIMINATION? .................................................................................................................................... 14 WHAT IS HARASSMENT? ......................................................................................................................................... 14 WORKPLACE DIVERSITY OBJECTIVES ......................................................................................................................... 15 ACCEPT OTHERS OPENLY ........................................................................................................................................ 16 BE PREPARED TO LISTEN TO OTHERS ......................................................................................................................... 16 MUTUAL UNDERSTANDING ..................................................................................................................................... 17 DEFINING CULTURAL AWARENESS ............................................................................................................................. 17 RITUALS, CELEBRATIONS AND SPIRITUALITY ................................................................................................................. 17

IDENTIFY AND REFLECT ON OWN SOCIAL AND CULTURAL PERSPECTIVES AND BIASES .................................. 19

HOW BELIEFS ARE FORMED ..................................................................................................................................... 19 THE SEED ............................................................................................................................................................ 19 WATERING THE SEEDS UNTIL THEY BECOME SOLID BELIEFS ............................................................................................. 19 HOW TO PREVENT THE FORMATION OF FALSE BELIEFS ................................................................................................... 20

WORK WITH AWARENESS OF OWN LIMITATIONS IN SELF AND SOCIAL AWARENESS .................................... 22

WHAT HVE BEEN THE BIGGEST INFLUENCES IN YOUR SOCIALISATION? .............................................................................. 22 IDENTITY ............................................................................................................................................................. 22

USE REFLECTION TO SUPPORT OWN ABILITY TO WORK INCLUSIVELY AND WITH UNDERSTANDING OF

OTHERS .......................................................................................................................................................... 24

IDENTIFY AND ACT ON WAYS TO IMPROVE OWN SELF AND SOCIAL AWARENESS ......................................... 26

TOPIC 2 – APPRECIATE DIVERSITY AND INCLUSIVENESS, AND THEIR BENEFITS .............................................. 28

VALUE AND RESPECT DIVERSITY AND INCLUSIVENESS ACROSS ALL AREAS OF WORK .................................... 28

Responding to diversity: culture .................................................................................................................. 29 Responding to diversity: age ....................................................................................................................... 29 Responding to diversity: belief and value systems ...................................................................................... 30

CONTRIBUTE TO THE DEVELOPMENT OF WORK PLACE AND PROFESSIONAL RELATIONSHIPS BASED ON

APPRECIATION OF DIVERSITY AND INCLUSIVENESS ....................................................................................... 31

USE WORK PRACTICES THAT MAKE ENVIRONMENTS SAFE FOR ALL .............................................................. 33

NON-DISCRIMINATORY ATTITUDES............................................................................................................................ 33

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LEGISLATION ........................................................................................................................................................ 35 HUMAN RIGHTS COMPLAINTS .................................................................................................................................. 35

The Australian Human Rights Commission ................................................................................................. 35 STATE AND TERRITORY HUMAN RIGHTS AGENCIES ........................................................................................................ 36 INTERNATIONAL BODIES ......................................................................................................................................... 37

TOPIC 3 – COMMUNICATE WITH PEOPLE FROM DIVERSE BACKGROUNDS AND SITUATIONS......................... 38

SHOW RESPECT FOR DIVERSITY IN COMMUNICATION WITH ALL PEOPLE AND USE VERBAL AND NON-VERBAL

COMMUNICATION CONSTRUCTIVELY TO ESTABLISH, DEVELOP AND MAINTAIN EFFECTIVE RELATIONSHIPS,

MUTUAL TRUST AND CONFIDENCE ................................................................................................................ 38

NON-DISCRIMINATORY LANGUAGE ........................................................................................................................... 38 TRIVIALISING LANGUAGE ........................................................................................................................................ 39 STEREOTYPES ....................................................................................................................................................... 39 OFFENSIVE LANGUAGE ........................................................................................................................................... 40 WHAT IS NONVERBAL COMMUNICATION AND BODY LANGUAGE? .................................................................................... 40

WHERE A LANGUAGE BARRIER EXISTS, USE EFFECTIVE STRATEGIES TO COMMUNICATE IN THE MOST

EFFICIENT WAY POSSIBLE............................................................................................................................... 42

SEEK ASSISTANCE FROM INTERPRETERS OR OTHER PERSONS ACCORDING TO COMMUNICATION NEEDS..... 44

COMMUNICATING WITH ASSISTANCE FROM A BILINGUAL PERSON ................................................................................... 44 WHY DO WE NEED INTERPRETERS? ........................................................................................................................... 44

TOPIC 4 – PROMOTE UNDERSTANDING ACROSS DIVERSE GROUPS ............................................................... 46

IDENTIFY ISSUES THAT MAY CAUSE COMMUNICATION MISUNDERSTANDINGS OR OTHER DIFFICULTIES AND

WHERE DIFFICULTIES OR MISUNDERSTANDINGS OCCUR, CONSIDER THE IMPACT OF SOCIAL AND CULTURAL

DIVERSITY ...................................................................................................................................................... 46

MAKE AN EFFORT TO SENSITIVELY RESOLVE DIFFERENCES, TAKING ACCOUNT OF DIVERSITY

CONSIDERATIONS .......................................................................................................................................... 48

NEGOTIATING CROSS-CULTURAL CONFLICT ................................................................................................................. 48 DIFFERENT INTERACTIONS REQUIRE DIFFERENT RESPONSES ............................................................................................ 49 RESPONDING TO CROSS-CULTURAL CONFLICT .............................................................................................................. 49

ADDRESS ANY DIFFICULTIES WITH APPROPRIATE PEOPLE AND SEEK ASSISTANCE WHEN REQUIRED ............ 51

PROBLEM AREAS ASSOCIATED WITH COMMUNICATION .................................................................................................. 51 HOW TO OVERCOME COMMUNICATION BARRIERS ........................................................................................................ 52 THE NEEDS AND EXPECTATIONS OF DIFFERENT CLIENTS .................................................................................................. 52 HANDLE COMPLAINTS SENSITIVELY, COURTEOUSLY AND WITH DISCRETION ........................................................................ 53 COMMUNICATING WITH A COMPLAINING CLIENT ......................................................................................................... 53 USE ACTIVE LISTENING AND QUESTIONING TO ESTABLISH NATURE OF COMPLAINT ............................................................... 55 LISTEN TO YOUR CLIENT .......................................................................................................................................... 56 ESTABLISH NATURE OF COMPLAINT ........................................................................................................................... 56 TAKE ACTION TO RESOLVE COMPLAINT TO CLIENT’S SATISFACTION ................................................................................... 57 REFER UNRESOLVED COMPLAINTS TO SUPERVISOR ....................................................................................................... 57

REMEMBER, IT IS THE LITTLE THINGS THAT MAKE THE DIFFERENCE. ............................................................. 59

TOPIC 5 - FURTHER INFORMATION ................................................................................................................ 60

WESTERN SYSTEMS AND STRUCTURES THAT IMPACT ABORIGINAL AND/OR TORRES STRAIT ISLANDER

PEOPLE AND THEIR ENGAGEMENT WITH SERVICES ....................................................................................... 60

SENSITIVE ISSUES .................................................................................................................................................. 61 IMPACT ON TRADITIONAL AUTHORITY ....................................................................................................................... 63 STOLEN GENERATIONS ........................................................................................................................................... 64 BRINGING THEM HOME .......................................................................................................................................... 65

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THE APOLOGY ...................................................................................................................................................... 66 MARALINGA ........................................................................................................................................................ 66 NATIVE TITLE ........................................................................................................................................................ 67 DEATHS IN CUSTODY .............................................................................................................................................. 68 RIGHTS ............................................................................................................................................................... 68

STRATEGIES TO EFFECTIVELY ACCOMMODATE CULTURAL DIFFERENCES IN THE WORKPLACE ....................... 70

SUMMARY ..................................................................................................................................................... 73

REFERENCES ................................................................................................................................................... 74

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U N I T I N T R O D U C T I O N

This resource covers the unit CHCDIV001 Work with diverse people

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

ABOUT THIS RESOURCE

This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.

Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.

As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.

Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.

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ABOUT ASSESSMENT

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply

to your workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.

Your assessment may be conducted through a combination of the following methods:

 Written Activity

 Case Study

 Observation

 Questions

 Third Party Report

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The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.

To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.

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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A

1. Reflect on own perspectives 1.1 Identify and reflect on own social and cultural perspectives and biases

1.2 Work with awareness of own limitations in self and social awareness

1.3 Use reflection to support own ability to work inclusively and with understanding of others

1.4 Identify and act on ways to improve own self and social awareness

2. Appreciate diversity and inclusiveness, and their benefits

2.1 Value and respect diversity and inclusiveness across all areas of work

2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness

2.3 Use work practices that make environments safe for all

3. Communicate with people from diverse backgrounds and situations

3.1 Show respect for diversity in communication with all people

3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence

3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible

3.4 Seek assistance from interpreters or other persons according to communication needs

4. Promote understanding across diverse groups

4.1 Identify issues that may cause communication misunderstandings or other difficulties

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4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity

4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations

4.4 Address any difficulties with appropriate people and seek assistance when required

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P E R F O R M A N C E E V I D E N C E A N D K N O W L E D G E E V I D E N C E

This describes the essential knowledge and skills and their level required for this unit.

PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

 Undertaken a structured process to reflect on own perspectives on diversity

 Recognised and respected the needs of people from diverse social and

cultural backgrounds in at least 3 different situations:

o Selected and used appropriate verbal and nonverbal communication

o Recognised situations where misunderstandings may arise from

diversity and formed appropriate responses

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

 Concepts of cultural awareness, cultural safety and cultural competence and

how these impact different work roles

 Concepts and definitions of diversity

 Own culture and the community attitudes, language, policies and structures

of that culture and how they impact on different people and groups

 Features of diversity in Australia and how this impacts different areas of

work and life:

o Political

o Social

o Economic

o Cultural

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 Legal and ethical considerations (international, national, state/territory,

local) for working with diversity, how these impact individual workers, and

the consequences of breaches:

o Discrimination:

 Age

 Disability

 Racial

 Sex

o Human rights:

 UNIVERSAL DECLARATION OF HUMAN RIGHTS

 Relationship between human needs and human rights

 Frameworks, approaches and instruments used in the

workplace

 Rights and responsibilities of workers, employers and clients, including

appropriate action when rights are being infringed or responsibilities not

being carried out

 Key areas of diversity and their characteristics, including:

o Culture, race, ethnicity

o Disability

o Religious or spiritual beliefs

o Gender, including transgender

o Intersex

o Generational

o Sexual orientation/sexual identity - lesbian, gay, bisexual,

heterosexual

 Key aspects, and the diversity, of Australia’s aboriginal and/or Torres strait

islander cultures, including:

o Social, political and economic issues affecting aboriginal and/or Torres

strait islander people

o Own culture, western systems and structures and how these impact on

aboriginal and/or Torres strait islander people and their engagement

with services

 Potential needs of marginalised groups, including:

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o Protective factors

o Physical, mental and emotional health issues/care needs

o Consideration of impacts of discrimination, trauma, exclusion and

negative attitudes

 Resources that support individuals and organisations to embrace and

respond to diversity

o Language and cultural interpreters

o Imagery

 Influences and changing practices in Australia and their impact on the diverse

communities that make up Australian society

 Impact of diversity practices and experiences on personal behaviour,

interpersonal relationships, perception and social expectations of others

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A S S E S S M E N T C O N D I T I O N S

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

P R E - R E Q U I S I T E S

This unit must be assessed after the following pre-requisite unit:

There are no pre-requisites for this unit.

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T O P I C 1 – R E F L E C T O N O W N P E R S P E C T I V E S

WHAT IS WORKPLACE DIVERSITY?

Workplace diversity is about acknowledging differences and adapting work practices to create an inclusive environment in which diverse skills, perspectives and backgrounds are valued. It is about understanding the individual differences in the people we work with that arise from a broad range of backgrounds and lifestyles, and recognizing the value of using those different perspectives, ideas and ways of working to enhance the quality and outcomes of work.1 -"What Is Diversity?" Web. 06 Aug. 2015 <http://www.staffingdiversity.biz/diversity.php>.

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Our diversity is shaped and informed by a variety of characteristics including:

 Age

 Ethnicity

 Gender

 Disability

 Language

 Religious beliefs

 Life stages

 Education

 Career responsibilities

 Sexual orientation

 Personality

 Marital status

Workplace diversity builds on the principles of Equal Employment Opportunity (EEO). While EEO focuses on ensuring that all people have access to employment opportunities and conditions, diversity means accepting, welcoming and valuing the differences

1 http://prsastlouis.org/content.php?page=Workplace_Diversity 2 "What Is Diversity?" Web. 06 Aug. 2015 <http://www.staffingdiversity.biz/diversity.php>.

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inherent in every individual and recognising the contribution that a diverse workforce can make to organisational effectiveness and performance.

A key aspect of workplace diversity is the contribution that we all make to a workplace that is free from discrimination and harassment. 3

WHAT IS DISCRIMINATION?

Discrimination is the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category, "in a way that is worse than the way people are usually treated." It involves the group's initial reaction or interaction, influencing the individual's actual behaviour towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.45

WHAT IS HARASSMENT?

Harassment covers a wide range of behaviours of an offensive nature. It is commonly understood as behaviour intended to disturb or upset, and it is characteristically repetitive. In the legal sense, it is intentional behaviour which is found threatening or disturbing. Sexual harassment refers to persistent and unwanted sexual advances, typically in the workplace, where the consequences of refusing are potentially very disadvantageous to the victim.67

Equality is about treating people fairly and equally. People with the same needs should be treated equally, regardless of their appearance, beliefs, age, background or lifestyle. Diversity is about recognising that there are differences between people and taking these into account when we relate to them. It is about not treating everyone as if they were the same or expecting everyone to react to situations in the same way. It is about learning to recognise that people are different and working to overcome our own personal preferences and prejudices to make sure that everyone’s views are heard and taken into account, and that everyone is treated appropriately.

3 http://prsastlouis.org/content.php?page=Workplace_Diversity 4 http://goodlawclinic.com/ 5 http://en.wikipedia.org/wiki/Social_prejudice 6 https://abracadabrasite.wordpress.com/2015/01/09/for-anyone-that-needs-to-use-self-defense- against-verbal-or-written-attacks/ 7 http://www.definitions.net/definition/Harassment

http://goodlawclinic.com/

http://en.wikipedia.org/wiki/Social_prejudice

http://www.definitions.net/definition/Harassment

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-" Equality & diversity." Web. 06 Aug. 2015 <http://www.ombudsman.morganhuntmicrosite.com/Equality-and- diversity>.

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WORKPLACE DIVERSITY OBJECTIVES

An organisation's commitment to creating a working environment that values the diversity of people will include:

 Sustaining awareness of diversity

 Demonstrating commitment to diversity

 Maintaining a safe and secure work environment

Objective 1 - Sustaining awareness of diversity

Provide information on workplace diversity to all staff and customers who enter the store. This can be done through formal training with staff to posters and flyers for customers to pick up.

Objective 2 - Demonstrating commitment to diversity

 Treat others with respect, courtesy and consideration

 Demonstrate workplace diversity in leadership

 Support flexible working arrangements

 Recruitment processes and fair selection decisions based on merit

Objective 3 - Maintaining a safe and secure work environment

 Support for employees - A network of trained Workplace Harassment Contact

Officers (WHCOs) is promoted and maintained to provide information and

support to employees who have concerns about harassment.

 Roles and Responsibilities - Employees must act in accordance with the Key

Behaviours, Values and Code of Conduct. Each staff member has an important

8 " Equality & diversity." Web. 06 Aug. 2015 <http://www.ombudsman.morganhuntmicrosite.com/Equality-and- diversity>.

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role in creating an environment where diversity is valued. In particular, we

can:

 Responsiveness - Be open minded - listen and respond to the views of others

 Ethics and Integrity - Demonstrate appropriate behaviour in all our activities

 Professionalism - Treat others with respect, courtesy and consideration and

not tolerate harassment or discrimination

 Enthusiasm - Participate in events to celebrate our diversity and Contribute

ideas and draw on our skills, knowledge and background

 Creativity - Identify and cooperatively address barriers to diversity and

participation

 Teamwork - Work to build an environment in which everyone can fully

participate

 Implementation - Responsibility for ensuring the successful implementation

of this strategy rests with all employees in the department, in particular,

senior managers.9

ACCEPT OTHERS OPENLY

There are many things you can do to become more accepting other people’s opinions and respecting the differences. You should treat others with the same level of respect as you would like to be treated. Take the time to get to know other people in your organisation. Knowing them on a personal level and not just presuming because of the colour of their skin or their accent is far better.

BE PREPARED TO LISTEN TO OTHERS

Take the time to actually listen to other’s opinions and acknowledge them. This doesn’t mean you can’t have opinions of your own. You can, and you should be able to freely express them. You don’t have to be swayed by someone else's opinion, but listening may just help you see things from a different perspective. 10

9 http://www.staffingdiversity.biz/diversity.php 10 http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html

http://www.staffingdiversity.biz/diversity.php

http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html

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MUTUAL UNDERSTANDING

It’s not about ‘winning’ and argument but about reaching a satisfactory solution that is mutually agreed to by both of you and allowing the other person to also suggest a possible compromise solution if you are both unable to reach an agreement. It’s called a compromise. If we were all the same and all thought the same way, then there would be no change. Change comes from bouncing ideas around, debating and challenging new ideas to create a better work environment.

Compromise is not a sign of weakness but a sign of maturity and, whilst you may not feel you can compromise on certain issues, most disagreements tend to be more amicably resolved if there is a little give and take on both sides.

Always remember that disagreements and conflict, whilst not always pleasant, are, however, a fundamental part of life. They are inevitable from time to time and, managed well, are often simply the mechanism which allows us to get over a particular hurdle and to move on positively.

DEFINING CULTURAL AWARENESS

Cultural awareness is developing sensitivity and understanding of another ethnic group. This usually involves internal changes in terms of attitudes and values. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others.