32507B/02 Knowledge T est – Short answer questions E1141
Diploma of Community Services
Module 1
This is Assessment 2 of 3
1. Background/Overview
Leaders in the Community Services sector have a responsibility to foster diversity within the workplace. Research and analysis of diversity data is an important skill to use when developing workplace diversity strategies that support inclusiveness. The ability to develop contingencies to address weaknesses or negative impacts of strategies is also a required skill.
2. Brief
In this assessment, you will investigate how to promote workplace diversity and develop communication strategies to support this for the not-for-profit organisation, CareShore (as described in the activity scenario).
You will demonstrate this knowledge by:
• researching and gathering qualitative and quantitative data
• analysing that data to develop workplace diversity and communication strategies
• considering potential barriers and possible solutions to those barriers
• discussing the potential benefits of diversity to CareShore’s workplace objectives
• demonstrating the positive and negative impacts of diversity practices for self and others.
Some of the questions in this assessment have multiple parts to the them, so please make sure you answer all the parts and pay attention to the numbers of examples required (where indicated) and the required word counts (where provided).
Deliverables
Answer the questions, complete the tasks in this document and submit it.
To do list:
1. Write your name and student ID at the top of this page.
a) Read the background/overview and brief sections of this document.
b) Read the questions and answer in the tables provided or where it is displayed 'click here and type your answer'.
c) Save the Word document using the naming convention: [your student number]_[assessment]_[assessment number].doc. For example: “12345678_31135_01.doc.”
d) Upload your document in Open Space using the relevant Assessment Upload link in this Module.
e) Use the assessment rubric (at the end of the document) to provide a guide to the assessment criteria.
3. Activities
Investigation
Scenario
You are working as a Case Manager at CareShore, a not-for-profit organisation delivering various programs to a diverse community involving case work and group activities. Your Community Services Manager mentions how CareShore has grown considerably in the last few years and that, in the last few months, new staff have been employed from a variety of diverse backgrounds. Due to considerable growth, CareShore has assessed the need for reframing their organisational communication procedures and protocols to meet local community needs.
One of the key challenges for CareShore is to ensure that their communication strategic plan reflects the diversity of their staff and community. Your Community Services Manager has requested you to temporarily join the administration team to analyse and review the current communication strategies to develop and implement a communication plan that addresses diversity.
Your tasks will be:
1. Research your own community to identify the most common ethnic groups within your area.
2. Determine the communication needs of the diverse community and staff.
3. Determine organisational strategic plans to communicate with diverse clients and staff.
Using the links below, locate your local community within your state/territory to retrieve statistics on the diversity of your community, then perform the tasks and answer the questions as part of the analysis. Alternatively you can use Australian Bureau of Statistics Census 2011 report for a quick view.
State
Local Government Directory
Western Australia (WA) http://www.dlgc.wa.gov.au/
South Australia (SA) http://www.lga.sa.gov.au/
Victoria (VIC) http://www.knowyourcouncil.vic.gov.au/
New South Wales (NSW) http://www.olg.nsw.gov.au/
Queensland (QLD) http://www.dilgp.qld.gov.au/
Northern Territory (NT) http://www.dlgcs.nt.gov.au/
Tasmania (TAS) http://www.dpac.tas.gov.au/
Austrailian Capital Territory (ACT) http://www.communityservices.act.gov.au/
1. Analyse community diversity and present the information in meaningful way
a) Identify the population percentage, population numbers and socio-economic factors impacting each target group. Socio-economic factors are the social and economic experiences of individuals in the society. Examples: Income and occupation, place of residence, ethnicity & culture.
Chosen community within your state/territory (include URL link)
Name of the chosen geographical area: City of Parramatta
URL link: https://profile.id.com.au/parramatta?BMACOIID=10
Target group Population percentage Population numbers Socio-economic factors impacting this group (at least 2 examples, 25 words each)
Non Australian Born 100% 112,203 1. A high level of unemployment or low participation rate. A community of recent migrants with difficulties adjusting to economic life in Australia, and in some cases with a reliance on government benefits.
2. overseas-born they are likely to be related to the age and year of migration (younger age groups are more likely to have qualifications generally), and also to the level of skilled migration in the area.
Australian Born (Non Aboriginal and Torres Strait Islander) 58.2% 16,506 1. As an Australian citizen, you have the right to be part of Australian politics and democracy. You can contest an election and have the right to choose your representative in the democratic process.
2.
Aboriginal and Torres Strait Islander 1.9% 32 1. Indigenous populations are usually younger than the total population ie. For remote areas, the availability of tertiary education and in some cases secondary education may also be a factor.
2. ATSI shows that there was a lower proportion attending primary school, a lower proportion attending secondary school, and a higher proportion engaged in tertiary level education.
Totals 160.1% 160,709
b) In the table below identify the percentage and numbers of those who speak English as a first language, as opposed to those who speak English as a second language in your local state/territory. Refer back to your research links. Examples of English as a second language are individuals from culturally and linguistically diverse (CALD) backgrounds who perhaps live in areas where their native, non-English language is commonly spoken at home or in the community.
Target group Population percentage Population numbers
English as a first language 41.7% 18,299
English as a second language 51.9% 92,736
Totals 93.6% 111,035
c) Based on the data you have researched, identify at least two possible barriers or restraints that affects communication and suggest possible solutions of how you would address these barriers in your communication strategy.
Possible barriers or restraints
(50 words each) Posssible solutions
(50 ords each)
1. There are billions of people in the world who do not understand English or cannot communicate in English properly. Not speaking properly can cause various misunderstandings and be a barrier to communication. use translation service
• Accepting and adapting the different culture
• Understand the context of communication
• Avoid Stereotyped notions
• Promote positive reception of cultural divergences
• Learn about other cultures and their norms
2. Non-verbal communication cannot be relied upon in communication between people from different cultures as that is also different like language. Signs, symbols and gestures varies in different cultures. • Avoid frame of reference
• Use mutual language and signs
• Ask questions when in doubt
• Provide space for mutual respect
Below is the CareShore staff profile and workplace objectives relating to diversity.
Please review the information and then answer the questions that follows
CareShore Staff Profile
Korean 2
African (not disclosed) 2
Vietnamese 1
Aboriginal and Torres Strait Islander 2
Arabic 10
Lebanese 2
Indian 2
Pakistan 1
Bangladesh 1
Nepalese 1
Afghanistan 1
Australian 10
European (not disclosed) 5
Russian 1
Chinese 2
People with disability 3 (Hearing or vision impairment)
Mature-aged workers (65+) 2
CareShore’s workplace objectives
Key outcomes
Increasing the diversity of our workforce
CareShore is committed to increasing the ratio of staff it employs from the following diversity groups:
• Aboriginal and Torres Strait Islanders
• People with disability
• Mature age workers
• People from diverse cultural and linguistic backgrounds.
An Employee Plan for each of these groups will be developed during the first 12 months of this strategy. In addition, specific recruitment strategies will also be developed for Aboriginal and Torres Strait Islanders and people with disability. These documents will outline how CareShore will increase the ratio of staff employed from these diverse groups. Given the organisation’s Closing the Gap agenda, CareShore has continued to work towards a target of 5% for Aboriginal and Torres Strait Islander staff in the next 12 months. Targets for other groups may be developed in the plans over the next 12 months.
Committing to action
CareShore is committed to workplace diversity and inclusion that reflects the significant diversity of the community we serve and ‘empowering people to actively engage and participate in their community.’ The actions our organisation will implement to ensure we achieve this goal are outlined within this strategy.
Celebrating workplace diversity and inclusion
We will take the time to acknowledge workplace diversity and inclusion and embrace the diversity each person brings to our workplace. A calendar of key dates has been included within this strategy which highlights opportunities for our organisation to reinforce the importance of workplace diversity and inclusion. These events will be acknowledged and celebrated within our organisation.
Monitoring and reporting our performance
CareShore will release an annual workplace diversity and inclusion report which summarises key achievements and areas for improvement against this strategy.
(adapted from the Department of Human Service’s Workplace Diversity and Inclusion Strategy 2011-2015)
d) Based on the CareShore staff profile, list 3 (three) potential benefits of a diverse workforce and describe how they contribute to meeting CareShore’s diversity and inclusion strategy.
Diversity Examples: Disability, culture, gender, etc.
Meeting CareShore’s inclusivity objectives through a diverse workforce
Potential benefits of a diverse workforce Contribution to CareShore's diversity and inclusion strategy
1. We aim to retain our mature age employees and recognise the wealth of corporate knowledge they bring to the workplace and the important role they play in passing on this knowledge to support improved performance and succession planning in the department. We will actively encourage mature age people to apply for the department’s vacancies, promote the department as a flexible workplace and ensure our recruitment policies and practices are age-friendly.
2. When create a workplace which is fair, safe and inclusive of all people regardless of their sexual orientation, gender identity or intersex status. We will promote days of significance such as International Day Against Homophobia and Transphobia (IDAHOT), Wear it Purple Day and Intersex Awareness Day.
We will review the Preventing and Resolving Workplace Bullying toolkit to ensure support is available to LGBTI employees with bullying, harassment or discrimination concerns in the workplace
3 We aim to increase the representation of people from culturally and linguistically diverse (CALD) backgrounds in our workforce and to value and embrace their skills, perspectives and experiences for the benefit of providing culturally appropriate and improved services to the Australian community. Cultural and linguistic diversity refers to those parts of our identity which stem from where our parents were born and the languages they speak, where we were born and the languages we speak, our ancestries and our religious identity. For data purposes the definition is usually people whose first spoken language was not English
e) Reflect on CareShore’s current diversity practice in relation to the objective of ‘Increasing the diversity of our workforce.’ In the table provide 2 (two) examples of each of the strengths, opportunities, weaknesses and threats to achieving CareShore’s objectives. (Refer to CareShore’s workplace objectives above)
Strengths
(possible benefits for staff and clients) Weaknesses
(possible areas for improvement for staff)
1. Experience senior staff, has good knowledge 1.
2. 2.
Opportunities
(possible benefits for the organisation) Threats
(possible barriers to implementation)
1. 1.
2. 2.
f) Part of your role as a community services manager or team leader is to promote and foster diversity. In the table there are a number of strategies that can help achieve this. Provide an example of the work practices or resources that you could use to implement these strategies. (20 words per strategy)
Strategy Work practice/s or resource
Role modelling
Coaching
Mentoring
Professional development of staff
Consultation
Collaboration
Provision of resources/information
Creating a supportive work environment
Implementing diversity policies and procedures
g) Depending on the quality of diversity work practices, clients and staff can experience both positive and negative impacts. In the table identify both a positive and negative impact for each experience.
Experiences Positive impact of quality diversity practices Negative impacts of poor diversity practices
Example:
Management Staff will work cohesively and provide quality services to the clients Staff will have prejudices towards team members and clients and this will impact on service delivery
Personal behaviour Create a welcoming envoirment there is legislation that aids in ensuring that prejudice and unfair treatment of other which may influence personal behaviour - such as name calling
Interpersonal relationships increased diversity and acceptance of other cultures had increased relationships between people of different cultures, which further reduces stigma and prejudice and increases understanding Client may not want a particular staff to support him/her due to their cultural backgrounds
Perception of self
Social expectations of self
Social expectations of others
Additional resources:
Australian Human Resources Institute - diversity https://www.ahri.com.au/resources/ahriassist/diversity-and-inclusion/
Gender equality - https://www.wgea.gov.au/
Diversity - http://www.hcamag.com/hr-resources/diversity/
Diversity Council Australia - https://www.dca.org.au/
Department of Human Services - https://www.humanservices.gov.au/organisations/about-us/annual-reports/annual-report-2014-15
Google search for best practice diversity policy Australia - https://www.google.com.au/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=best%20practice%20diversity%20policy%20australia
4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge are satisfactory or unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the column that is titled ‘Satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully answered the question to the correct standard.
Criteria
Satisfactory
Not yet satisfactory
Question 1a
The student is able to correctly and sufficiently identify the population percentage, population numbers and socio-economic factors impacting each of the three target groups in the table provided. The student is not able to correctly and sufficiently identify the population percentage, population numbers and socio-economic factors impacting each of the three target groups in the table provided.
Question 1b The student is able to correctly and sufficiently identify the percentage and numbers of those who speak English as a first language, as opposed to those who speak English as a second language in their local state/territory. The student is not able to correctly and sufficiently identify the percentage and numbers of those who speak English as a first language, as opposed to those who speak English as a second language in their local state/territory.
Question 1c The student is able to correctly and sufficiently identify at least two possible barriers or restraints and possible solutions of how they would address these barriers in their communication strategy. The student is not able to correctly and sufficiently identify at least two possible barriers or restraints and possible solutions of how they would address these barriers in their communication strategy.
Question 1d The student is able to correctly and sufficiently list 3 (three) potential benefits of a diverse workforce
And
The student is able to correctly and sufficiently describe how they contribute to meeting CareShore’s diversity and inclusion strategy. The student is not able to correctly and sufficiently list 3 (three) potential benefits of a diverse workforce
And/or
The student is not able to correctly and sufficiently describe how they contribute to meeting CareShore’s diversity and inclusion strategy.
Question 1e The student is able to correctly and sufficiently provide 2 (two) examples of each of the strengths, opportunities, weaknesses and threats to achieving CareShore’s objectives.
The student is not able to correctly and sufficiently provide 2 (two) examples of each of the strengths, opportunities, weaknesses and threats to achieving CareShore’s objectives.
Question 1f The student is able to correctly and sufficiently provide an example of the work practices or resources that they could use to implement each strategy in the table provided. (20 words per strategy) The student is not able to correctly and sufficiently provide an example of the work practices or resources that they could use to implement each strategy in the table provided. (20 words per strategy)
Question 1g The student is able to correctly and sufficiently identify both a positive and negative impact for each experience in the table provided. The student is not able to correctly and sufficiently identify both a positive and negative impact for each experience in the table provided.
Overall assessment requirements
Word count
As per tasks.
Plagiarism
All or most of the work is original and sourced material (if any) is properly cited.
Referencing
Appropriate referencing conventions are used.
5. Units of Competency
This assessment contributes to the overall competencies for the following unit(s) of competency:
CHCDIV003 Manage and promote diversity
CHCCOM003 Develop workplace communication strategies
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