ASSESSMENT COVER PAGE
BSBDIV601 Develop and implement diversity policy
Please fill out the following
Department Business, Leadership and Management
Student number
Student name
Student email
Assessor name
Assessment due date
Submission date
STUDENT DECLARATION
I declare that:
• This assessment is my own work, based on my own study and research and no part of it has been copied from any other source, except where due acknowledgement/reference has been made.
• If this assessment was based on teamwork, as authorised by the trainer, I have not submitted the same final version of any assessment material as another student.
• I have not previously submitted this assessment or any part of this assessment for this or any other course/unit.
• I have kept a copy of my assessment.
• I give permission for my assessment to be reproduced, communicated, compared and archived for the purposes of detecting plagiarism or collusion and to fulfil Vibe College’s requirements as an RTO.
• Any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
• I am aware that in the event that I disagree with the assessment outcome I have the right to appeal that result. I will follow the complaints and appeals process.
Student Signature: Date:
Result 0 SATISFACTORY 0 NOT YET SATISFACTORY
FINAL OVERALL RESULT (if applicable) 0 COMPETENT 0 NOT YET COMPETENT 0 NOT APPLICABLE
FOR ASSESSOR
If final overall result not applicable, indicate what is still required.
0 Log Book 0 Workplace Observations
0 Other List:
Trainer/Assessor Signature Date:
ASSESSMENT SUMMARY SHEET
To be deemed competent students must have a satisfactory result recorded for each assessment activity. If a result is not satisfactory for any assessment task, the trainer/assessor will determine the training and assessment tasks to be completed.
ASSESSMENT TASK 1 QUESTIONS AND ANSWERS
0 SATISFACTORY
0 NOT YET SATISFACTORY
0 NOT APPLICABLE
ASSESSMENT TASK 2 WORKPLACE SKILLS AND KNOWLEDGE
0 SATISFACTORY
0 NOT YET SATISFACTORY
0 NOT APPLICABLE
Feedback to Student
The student has been given feedback and informed of the assessment result and the reasons for the decision.
Trainer/Assessor Signature
Date
Resubmission Date
Is this assessment subject to an appeals process 0 Yes 0 No
Outcome of appeal
Table of Contents
Table of Contents 1
Instructions to Learner 3
Assessment instructions 3
Assessment requirements 6
Candidate Details 7
Assessment – BSBDIV601: Develop and implement diversity policy 7
Observation/Demonstration 8
Third Party Guide 9
Third party details (required information from the learner) 9
Activities 10
Activity 1A 10
Activity 1A checklist – for assessor 11
Activity 1B 12
Activity 1B checklist – for assessor 13
Activity 1C 14
Activity 1C checklist – for assessor 15
Activity 1D 16
Activity 1D checklist – for assessor 17
Activity 2A 18
Activity 2A checklist – for assessor 19
Activity 2B-2C 20
Activities 2B-2C checklist – for assessor 21
Activity 2D 22
Activity 2D checklist – for assessor 23
Activity 2E 24
Activity 2E checklist – for assessor 25
Activity 3A 26
Activity 3A checklist – for assessor 27
Activity 3B 28
Activity 3B checklist – for assessor 29
Activity 3C 30
Activity 3C checklist – for assessor 31
Activity 3D 32
Activity 3D checklist – for assessor 33
Activity 3E 34
Activity 3E checklist – for assessor 35
Activity 4A-4D 36
Activities 4A-4D checklist – for assessor 37
Summative Assessments 38
Section A: Skills activity 39
Summative assessments: Section A checklist 41
Section B: Knowledge activity (Q & A) 42
Summative assessments: Section B checklist 43
Section C: Performance activity 44
Summative assessments: Section C checklist 45
Workplace Documentation – for learner 46
Workplace documents checklist 46
Supplementary Oral Questions (optional) – for assessor 47
Competency record to be completed by assessor 50
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed
? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? 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. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We 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 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 to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates 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 either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
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. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBDIV601: Develop and implement diversity policy
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBDIV601: Develop and implement diversity policy.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
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 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: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work based skill or task
? Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
? Performing a skill or task that is asked of you
? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation
? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to analyse existing practices and information in relation to diversity.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Describe what the conscious practice of diversity involves:
2. How would you gather information related to diversity?
3. What would you compare this information to?
4. What legislation should any practice abide by?
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify potential benefits of diversity and analyse in relation to business objectives.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Describe some potential benefits of a diverse workforce.
2. Describe some business objectives and explain how a more diverse workforce could help achieve them.
3. Explain the differences between a mission statement and a vision statement.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to consult key stakeholders about their requirements for a diversity policy.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. List key stakeholders within your organisation:
2. What information or research should stakeholders be provided with and how should they be consulted?

Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to access diversity policies from similar organisations and review for relevance to own organisation.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment) in reference to your own company:
1. When using another organisation as a research example in relation to diversity policy, what are some of the things that you should consider?
2. What qualities are you looking for in other organisations statements?

Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 1 Hour
Objective To provide you with an opportunity to draft diversity policy.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. What information should be included in a diversity policy?
2. Evaluate an existing diversity policy, preferably from your own workplace, by considering what is or should be contained in reference to each of your answers above.

Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2B-2C
Estimated Time 1 Hour
Objective To provide you with an opportunity to develop action plans for policy and to consult key stakeholders for feedback on draft policy and action plans.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Give an example of an action plan for a particular area of diversity (e.g., Recruitment, sales and distribution, training and development) and describe how it could be implemented
2. How do you determine if an action plan has been successful or not?
3. Consider the following examples of potential issues in consulting with stakeholders, and address each. Draw on times you or others may have encountered issues within your workplace.
? You may not hold the visible leadership position with which a stakeholder normally deals, i.e. the human resources manager
? The stakeholder is a major voice on cultural change impacting on diversity in their organisation
? You encounter stakeholders from different backgrounds and cultures with very strong but varying views on diversity
? You might encounter a stakeholder who thinks things are fine as they are and is resistant to change
? You may have a limited budget to conduct stakeholder analysis successfully or to the extent you see as necessary
? You feel isolated because you have limited internal support or resources for this policy

Activities 2B-2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to determine relationships and links with other related policies.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Which policies support diversity policy?
2. What qualities are you looking for in other policies to bring to your diversity policy?

Activity 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to revise policy for implementation.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Create a step-by-step guide for revising a policy
2. When discussing revision with other staff, what things should you bear in mind?
Activity 2E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to explain and interpret policy to key stakeholders.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. What are the differences between explaining and interpreting within the context of stakeholder contact?
2. What are some potential hazards of explaining policy to key stakeholders? How can you address these?

Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to promote policy across the organisation through a range of communication channels.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. What communication channels can be used to promote policy across the organisation? Describe benefits of each communication channel. Can you provide any examples from your own organisation?
2. What information would you need to include in promotions of the policy?

Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify intended and unintended impacts of policy implementation.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. What are intended and unintended impacts of policy implementation?
2. Identify the risks or consequences associated with the intended and unintended impacts of your diversity policy implementation.

Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to develop tools, benchmarks and other indicators for planning and measuring impact of policy implementation.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. How can you measure the impact of policy implementation? Give examples of how you would measure the different targets below.
Financial measures
Customer/staff satisfaction
Recruitment and work efficiency.

Activity 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3E
Estimated Time 45 Minutes
Objective To provide you with an opportunity to monitor business activities, team plans and staff performance to ensure diversity policy is effectively implemented.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Give examples of areas you would monitor to see if a diversity policy is being implemented correctly. What would you look at within these areas?
2. Design a sample survey that could be used to monitor business activities, team plans and staff performance, to ensure a diversity policy is effectively implemented.

Activity 3E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4A-4D
Estimated Time 45 Minutes
Objective To provide you with an opportunity to gather and analyse information about diversity, the policy and its implementation; consult key stakeholders to provide feedback on the policy; develop and approve recommendations for changes to the policy and; refine diversity policy in accordance with feedback and recommendations.
Activity Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Review your diversity policy:
? How would you analyse information about the implementation of the diversity policy?
? Which key stakeholders would you consult to provide feedback on the policy? Where, how and why would you do this?
? List the steps for developing and approving recommendations for changes to the policy
? How would you refine your diversity policy in accordance with feedback and recommendations going forward?

Activities 4A-4D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills activity
The skills activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge activity (Q & A)
The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance activity
The performance activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
? Reading
o identifies, analyses and evaluates complex information to determine business requirements
o monitors reported information to determine efficiency of policy
? Writing
o develops detailed procedural material according to organisational and legislative requirements
o records and collates feedback from stakeholders
o prepares factual and informative documentation to suit purpose and audience
? Oral communication
o presents information and opinions using language and non-verbal features appropriate to audience
o participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
? Navigate the world of work
o works autonomously making high level decisions to achieve and improve organisational goals
o develops and implements strategies that ensure organisational policies, procedures and regulatory requirements are being met
o monitors and reviews the organisation’s policies, procedures and adherence to legislative requirements in order to implement and manage change
? Interact with others
o adapts personal communication style to build a positive working relationship and show respect for the opinions, values and particular needs of others
o plays a lead role in situations requiring effective collaborative skills, demonstrating high level negotiation skills and ability to influence others
o shares knowledge, information and experience openly as an integral part of the working relationship
? Get the work done
o develops plans for complex, high-impact activities with strategic implications for the organisation
o gathers and analyses data and seeks feedback to improve plans and processes
o makes high-impact decisions in a complex and diverse environment, using input from a range of sources
o identifies key factors that impact on decisions and their outcomes, drawing on experience, competing priorities, and decision making strategies where appropriate
Answer the activity in as much detail as possible, considering your organisational requirements.
1. List three documents/sources of information you would identify, review and analyse when determining business diversity requirements.
2. Detail three proposals for diversity procedure according to specific legislative requirements that affect your organisation.
3. In front of a small group of at least three people, demonstrate your ability to communicate information using language and non-verbal features appropriate to the audience.
4. List three ways of improving diversity.
5. Based on three types of feedback, develop a plan for a new procedure that could improve organisational strategy.

Summative assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section B: Knowledge activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Explain business operations that can be linked to diversity
? Identify potential benefits of diversity to the organisation
? Describe diversity within the business environment, including:
o cultures
o beliefs
o traditions and practices
? Describe contemporary theory about diversity and its potential contribution to business advantage
? Outline legislation, codes of practice and national standards as they apply to development of diversity policy
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. List three conscious practices a business can encourage to improve diversity.
2. List three benefits of a diverse workplace.
3. Explain, in one paragraph, what is meant by diversity.
4. Explain why fostering diversity in the workplace can benefit businesses.
5. List five pieces of legislation that relate to diversity in the workplace.

Summative assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section C: Performance activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
? Analyse information about diversity from a range of internal and external sources to identify:
o existing practices
o potential benefits of diversity and its fit with business objectives
? Develop a comprehensive diversity policy with details of an implementation strategy and how the policy will be monitored and reviewed
? Implement, evaluate and change the diversity policy based on recommendations for improvement
? Consult with relevant stakeholders during development, implementation and review of the diversity policy and procedures
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Produce a brief (one-two page) report detailing your organisation’s diversity policy, its level of success (how diverse the organisation actually is), areas for improvement and the potential benefits of improving diversity. You should base your report on your organisation’s existing policies and practices and statistical data, as well as your own observations and opinions.
2. Develop a new diversity policy; explain why it is needed and how it could be implemented, monitored or reviewed. Then, carry out the implementation of this policy within your organisation or a simulated environment. The policy could be a new business practice, a new diversity mission statement, or a new method that would seek to improve diversity in the company (such as introducing a quota for foreign employees, or employees who speak more than one language, or who have experience working in other cultures.)
3. Canvass opinions and recommendations from three key stakeholders on how best to change diversity policy. Record these recommendations and then implement the change with the most potential benefit.
Stakeholders may include:
? Customers and clients
? Heads of business units
? Managers and supervisors
? Organisation executives
? Staff working in a range of job roles and functions.

Summative assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature