STUDENT- RESEARCH REPORT ASSESSMENT TASK 1
Task Number 1 of 3 Task Name
National unit/s code CHCDIV003
CHCMGT003
PSPGOV506A National unit/s title Manage and promote diversity
Lead the work team
Support workplace coaching and mentoring
National qualification code CHC62015 National qualification title Advanced Diploma of Community Sector Management
RMIT Program code C6147WIDI RMIT Course code BUSM7990C
BUSM8747C
BUSM6502C
Table of Contents
Information 2
Learner Instructions 3
Assessor Instructions 3
Assessment Conditions 3
Required Resources 4
Task Summary 4
Procedure 4
Part A - Data collection and Research 4
Part B – Write a Report 6
Part C – Create a Coaching and Mentoring Plan 7
Marking Guide 10
Appendices 13
APPENDIX 1 – Sample data collection form 13
APPENDIX 2 – Sample legislation information table 15
APPENDIX 3 – Sample Report Structure 16
APPENDIX 4 – Coaching and Mentoring Criteria 17
APPENDIX 5 – Coaching and Mentoring Framework Example 21
Information
Information on preparing, conducting and marking assessment
Learner Instructions
In this report assessment task, the learner will conduct research into the impact of their company’s organisation and diversity policies and programs. The learner will explore the impact of these policies and procedures on employee interaction, client experience, coaching and mentoring opportunities, and how any improvements to the policies and procedures could increase the positive application of diversity and engagement. The learner will research legislation, codes of practice and other workplace documents to create a diversity report and training plan to promote and increase diversity positively in the workplace.
The learner will investigate existing coaching and mentoring programs and create a coaching and mentoring strategy, framework, implementation and monitoring plan that will create opportunities for team members to be trained as coaches and mentors and offer diversity coaching and mentoring to interested employees.
The learner will present their findings, recommendations, and coaching and mentoring framework and implementation plan in a comprehensive written report, and present group meetings to develop team goals and delegate team activities.
Assessor Instructions
The assessor must guide the learner through the processes of data collection and the writing of reports and training plans. If diversity, coaching, and mentoring documentation is not available at their workplace, access to the Prime Care virtual organisation resources must be provided. The assessor MUST guide the learner with the importance of completing works outside class time.
The assessor is required to assess the learner’s ability to collect and interpret data, as well as their understanding and comprehension of the application of the units of competency in the workplace
If the participant has an Equitable Learning Plan (ELP) you will be required to apply and adhere to the reasonable adjustments that are outlined within.
The participant must arrange with you at least two weeks prior to the assessment due date if they require special allowances or special consideration.
Each participant is provided with a copy of the participant version of this assessment task in the first week of starting this unit cluster.
Assessment Conditions
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.
The following conditions must be met for this assessment:
• presence of situations that allow interaction with other people in a leadership role
• Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Required Resources
• legislation, policy, procedures, and protocols relating to workplace coaching and mentoring
• workplace documentation, policies, procedures, and other information regarding diversity, coaching, and mentoring
• current theory and practice for workplace coaching and mentoring
• case studies and workplace scenarios to capture the range of situations likely to be encountered when supporting coaching and mentoring in the organisation
• Staff members, clients, key stake holders, and target groups that help provide information on the organisation and its commitment to diversity, coaching, and mentoring.
• Access to the Prime Care virtual organisation if necessary
Task Summary
This assessment task is comprised of three parts. Each part must be completed in succession and must be completed satisfactorily to achieve a result of competent for the cluster.
Report/Coaching and Mentoring Plan Requirements
The report and coaching and mentoring plan you create can take on any form you choose. While there are no specific requirements for word count, the focus of the assessment is centred around addressing content. The documents you submit must be organised and professional, should include a table of contents, be in a file format specified by your assessor, and may include components such as visual presentations, audio clips, graphs, charts, diagrams, and other media.
Procedure
Part A - Data collection and Research
*NOTE: During your research, you may discover that your organisation does not have a set of coaching and mentoring policies and procedures. This discovery is an important part of the research process as it will guide the creation of a coaching and mentoring plan in Part C.*
Steps
1. Research, gather and collect workplace data:
a. Access your workplace’s policies and procedures around diversity, coaching, and mentoring procedures, and collect and evaluate quantitative and qualitative data. You can use the template forms in Appendix 1 – Sample data collection form to record and organise the information you collect.
b. Identify and collect data about specific diversity objectives and initiatives in the workplace. You can use the template forms in Appendix 1 – Sample data collection form to record and organise the information you collect
c. Research and gather specific data on the organisation’s coaching and mentoring framework with specific reference to the inclusion or exclusion of diversity and inclusion considerations across protected traits, industry specific codes of ethics and codes of conduct.
i. Organise data across categories such as staff, target groups, key stakeholders, and clientele
d. Gather and record information on the current state of coaching and mentoring programs in the organisation and focus specifically on changes of improvements to the existing programs you may take on.
e. Use research skills to investigate legislation, codes of practice, industry specific ethical and human resource considerations and their connection to coaching/mentoring, diversity, freedom of information and privacy. You can use the template form in Appendix 2 – Sample legislation information table to record and organise the data you collect. Examine and record specific existing workplace policies and procedures that refer to protected traits and rights such as:
• Culture, race, ethnicity
• Disability
• Religious or spiritual beliefs
• Gender, including transgender
• Intersex
• Generational
• Sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual
• Equal employment opportunities, equity and diversity
f. Investigate and record policies procedures and codes of practice within the organisation that guide and dictate how information is communicated including:
i. Staff intranet
ii. Staff training resources
iii. Staff mentoring resources
iv. Training sessions and workshops
v. Emails
vi. Cross-communication and strategies.
g. Collect and tabulate quantitative and qualitative data around workplace diversity, training programs, and coaching and mentoring initiatives. Include data such as timeframes, enrolments, completion rates, and participant satisfaction.
2. Personal interviews
a. Engage in conversation and communication with key staff members, clients, target groups, and stakeholders around the topics of diversity in the workplace.
b. Gather data from each interview and record it in a ‘Key staff, stakeholder, client, and target group interview record
3. Gather organisation operational, mission, values, and philosophical information. Take notes and gather data on;
a. Mission, values, philosophy, strategic goals and direction/plan
b. Organisational structure including a copy of an “Org Chart”
c. Rostering and timetabling
d. Sources of stress and conflict around diversity in the workplace
e. The roles of leaders and managers in encouraging and promoting diversity in the workplace
f. The staff recruitment process with a specific focus on;
i. Staffing and resourcing needs
ii. Recruitment diversity
iii. Recruitment processes
iv. Collaboration and interaction with external service providers
v. Training and development of new staff
vi. Confidentiality during the recruitment process
4. Organise and bring together all research material and data in a portfolio to use as reference material to write your report.
Part B – Write a report
Steps
Create a document entitled “Diversity, Communication, Coaching and Mentoring Report”
1. Collate and summarise research data to;
a. Identify and report on the current state of coaching and mentoring in the organisation
i. Identify and comment on the potential for coaching and mentoring within the organisation
ii. Comment and report on the benefits and drawbacks of the current coaching and mentoring policies, procedures, and program
iii. Develop and describe ideas for promoting and increasing diversity in the workplace
iv. Create achievable objectives that could be implemented to actively promote workplace diversity
v. Explain how properly designed and implemented diversity practices and experiences impact on personal behaviour, interpersonal relationships, perception and social expectations in the workplace.
vi. Suggest a varied range of different coaching and mentoring models that would best suit the diverse needs of the organisation
b. Identify and compare the current coaching and mentoring framework in the workplace with human resource strategies, and their alignment to the organisation’s values, mission and philosophy.
i. Summarise and comment on the role of leaders, managers, and other staff members in the encouraging and implementation of diversity and diversity practices in the workplace
ii. Explain how legislation and human resources directives such as WHS, anti-bullying legislation, and the work environment will impact (positively or negatively) on the delivery and experience of coaching and mentoring
c. Analyse and report on the impact of diversity and the promotion of diverse experiences on personal behaviour, interpersonal relationships, in the workplace, and create recommendations and suggestions on changes to policies and procedures that will bring positive organisational change
d. Create updated professional development opportunity ideas that expand on existing opportunities to address the needs of a diverse workforce and client base, with respect to protected traits and characteristics.
e. Identify existing communication strategies and comment on their effectiveness:
i. Examine and evaluate the effectiveness of communication methods and their relation to the diverse needs of staff, clients, key stakeholders, and target groups
f. Form and propose methods to monitor and track the implementation of all initiatives to promote and manage diversity and communication in the workplace.
g. Critically assess and examine all diversity, inclusivity, communication, and coaching and mentoring practices and initiatives from a legal and ethical viewpoint.
i. Use information researched on international, national, and state/territory legislation pertaining to protected traits and characteristics:
• age
• disability
• racial
• sex
• equal employment opportunity (EEO)
• human rights
• rights and responsibilities of workers, employers and client
• Culture, race, ethnicity
• Disability
• Religious or spiritual beliefs
• Gender, including transgender
• Intersex
• Generational
• Sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual
h. Analyse and define the concepts of discrimination (both direct and indirect), diversity, cultural awareness, cultural safety, and cultural competence and the impact they have on management and leadership in the organisation.
i. Summarise existing problems, barriers and constraints that hinder effective work practices and explain possible solutions.
Part C – Create a Coaching and Mentoring Plan
*NOTE: The coaching and mentoring plan you create must be individualized across four key divisions. There is a difference between coaching and mentoring that must be considered, and your plan must account for these differences. Use Appendix 4 – Coaching and Mentoring Criteria as benchmark criteria for creating your coaching and mentoring plan. *
*NOTE: The coaching and mentoring plan you create must be collated and presented in a professional written document. It will be submitted in conjunction with the research report from Part B. There is no minimum word count, however, the document you submit must adequately address all assessment criteria sufficiently to achieve an satisfactory outcome. You may include any attachments you create including; visual presentations, multimedia additions, audio clips, interview transcripts or recordings.
Steps
1. Create a new document entitled “Diversity Coaching and Mentoring Plan.”
2. Using the research and analysis information from Part A and the report you created in part B, design, to create and submit a coaching and mentoring plan:
a. Summarise your training and assessing plan.
b. Outline and explain a framework that identifies procedures and actions to be implemented across four key divisions while considering the differences between coaching and mentoring listed in Appendix 4 – Coaching and Mentoring Criteria:
i. Staff interested in being coaches
ii. Staff interested in being coached
iii. Staff interested in being mentors
iv. Staff interested in being mentored
c. Develop and explain a strategy that promotes the coaching and mentoring framework AND links directly to other organisational human resource strategies.
3. Describe and explain in detail, the components of the coaching and mentoring plan. Remember, each component of your coaching and mentoring plan must be adapted to each of the four divisions:
a. Establishing the coaching and mentoring framework
i. Explain the consultative process and how meetings and collaboration will promote cooperation, teamwork, and effective evaluation of the coaching and mentoring plan and process.
ii. List the benefits of coaching and mentoring to all involved parties, with a specific focus on alignment with organisational philosophy and goals.
iii. Explain and argue why the implementation of a coaching and mentoring program based around how new diversity strategies will benefit the organisation
iv. Argue the new coaching and mentoring strategies against existing policies and procedures.
v. Report on the new roles of managers, coaches, and mentors in work practices and service delivery
vi. Consult with key stakeholders and gather ideas to aid in the creation of processes and procedures that will maximise performance and work outcomes.
vii. Develop implementation and training timelines and milestones applicable to the coaching and mentoring plan with stakeholders and involved parties.
viii. Define the stages of the coaching and mentoring plan, and indicate where and how flexibility can be built into an individual plan
ix. Define and describe the different coaching and mentoring methodologies and strategies that will be used in the new coaching and mentoring plan. Attach separate summaries and explanations as required.
x.
b. Implementing and supporting the coaching and mentoring plan
i. Define ground rules required for each division of the coaching and mentoring plan. A range of models appropriate to the organisation’s needs must be identified:
• Staff interested in being coaches
• Staff interested in being coached
• Staff interested in being mentors
• Staff interested in being mentored
ii. Define protocols for how participants in coaching and mentoring development will be matched with their respective coaches and mentors
iii. Develop and explain new work practices:
• Explain how newly developed work practices in the training and mentoring plan will focus on accepting and encouraging diversity in the workplace.
iv. Compare staffing needs and resources and how recruitment will be adjusted to meet the needs of the business.
v. Identify and explain communication strategies, including cross cultural communication, and how they will align with the coaching and mentoring plan, accounting for the specific diversity needs of individuals and target groups within the workplace.
vi. Identify or develop a series of communication resources that will enable all employees to communicate effectively and respectfully.
vii. Suggest techniques and practices for resolving diversity and interpersonal difficulties, disputes, and grievances, and identify procedures to resolve these issues according to the organisation’s existing policies.
viii. List possible sources of assistance and referrals to support alignment with organisational policies and procedures.
ix.
c. Monitor coaching and mentoring agreements
i. Explain how plans, performance, and progress will be monitored at regular intervals throughout the coaching/mentoring experience.
ii. Define possible changes and improvements to the coaching and mentoring plan if issues are identified. Make specific reference to how the changes and improvements will be implemented with guidance from organisational policies and procedures.
iii. List the criteria for achievements and progress for each division
iv. Create forms and documents to monitor and report on progress, outcomes of coaching, mentoring and professional development activities
v. Create and explain coaching and mentoring contracts that align with the new coaching and mentoring strategy
d. Consolidate opportunities for further coaching and mentoring
i. Identify and report on the effectiveness of new workplace diversity strategies, commenting specifically on any additional changes or inclusions that should be made.
ii. Identify how the, achievements, contributions of individuals will be celebrated, acknowledged and rewarded at the individual and organisational level
iii. Develop a system of continuous evaluation of the entire coaching and training plan will occur, and how further opportunities for coaching and mentoring will be identified, discussed, and implemented.
iv. Identify how positive change accomplishments will be recognised, celebrated, and rewarded within the organisation.
Submission Checklist
• Research report
• Coaching and mentoring program
• All extra attachments
Information on recording and retaining assessments and dealing with assessment appeals can be found in the RMIT Assessment Processes document
Approval by Program Manager Signature:
Name:
Date this assessment was developed/modified
Person/s who developed/modified assessment
3. Assessment Task 1 – Marking Guide
Below is a checklist for how this assessment task will be judged as satisfactory or not satisfactory
The Learner: Satisfactory Not Satisfactory Comments
The learner collected qualitative and quantitative data on workplace diversity ?
?
The learner evaluated qualitative and quantitative data on workplace diversity and compiled results ?
?
The learner conducted research on the organisations performance and achieving of diversity objectives and explained their findings ?
?
The learner researched and identified inclusion barriers in the organisation ?
?
The learner researched and reported on inclusivity and its relation to planning and work practice ?
?
The learner researched and reported on the potential for coaching and mentoring in the workplace
The learner compared current organisational diversity practices with workplace objectives ?
?
The learner clearly identified professional development opportunities that align directly with identified workplace diversity needs ?
?
The learner developed a set of new work practices and procedures that promote and encourages respect for workplace diversity ?
?
The learner argued for an update to organisational diversity policies and procedures ?
?
The learner clearly identified how updated diversity policies and procedure will benefit the organisation ?
?
The learner contributed new ideas and justifications to the development of new workplace diversity policies and procedures ?
?
The learner assessed and examined the organisations policies and procedures against key diversity characteristics, including
• age
• disability
• racial
• sex
• equal employment opportunity (EEO)
• human rights
• rights and responsibilities of workers, employers and client
• Culture, race, ethnicity
• Disability
• Religious or spiritual beliefs
• Gender, including transgender
• Intersex
• Generational
• Sexual orientation/sexual identity – lesbian, gay, bisexual, heterosexual ?
?
The learner outlined the role of managers, coaches, and mentors in delivering service and work practices within the new diversity framework ?
?
The learner explained the impact of properly designed and implemented diversity practices in the workplace. ?
?
The learner suggested and explained updated, effective and equitable activities to a diverse client base ?
?
The learner identified and explained a range of different coaching and mentoring models appropriate for the organisation’s goals ?
?
The learner identified support networks to be engaged during coaching and mentoring within the organisation ?
?
The learner explained techniques, practices and referral procedures to be implemented in conflict resolution situations ?
?
The learner clearly defined the concepts of coaching and mentoring and how each are to be carried out in the new coaching and mentoring plan ?
?
The learner created communications strategies that align and support the diversity needs of the individual in the workplace ?
?
The learner created communications strategies that align and support the diversity needs of target groups within the workplace. ?
?
The learner identified or developed a series of resources that will allow all employees to communicate effectively and respectfully ?
?
The learner identified and explained clear implementation timelines in collaboration with key stakeholders ?
?
The learner identified the benefits of diversity in the workplace to staff, management and clients ?
?
The learner identified and suggested cross-cultural communication strategies and how they could be implemented and integrated into current organisational operations ?
?
The learner created a strategy that promotes the implementation of coaching and mentoring in line with human resource strategies in the organisation ?
?
The learner clearly outlined the benefits of coaching and mentoring to the entire organisation ?
?
The learner identified coaching and mentoring alignment to the philosophy and goals of the organisation ?
?
The learner created and included ground rules for coaching and mentoring in the organisation ?
?
The learner gathered organisational support for the strategy in line with organisational procedures ?
?
The learner created coaching and mentoring contracts and agreements including monitoring criteria ?
?
The learner created and explained matching protocols for participants engaged in coaching and mentoring ?
?
The learner created and explained protocols for dealing with difficulties, disputes and grievances in conjunction with organisational policies and procedures ?
?
The learner made recommendations for improvements to the coaching and mentoring plan when identified ?
?
The learner outlined and explained an acknowledgement, celebration, and rewards program to recognise the positive achievements of individuals ?
?
The learner identified and explained potential opportunities for further coaching and mentoring in line with individual and organisational requirements ?
?
Comments, declaration and signature
Assessor comments
Assessor name
Assessor declaration I declare that all requirements in Assessment Task 1 have been satisfactorily completed and verbally authenticated if required.
Assessor signature Date
Learner name
Learner declaration I declare that I have been informed of and accept the results of this part of my assessment.
Learner signature Date
Appendices
APPENDIX 1 – Sample data collection form
Diversity Data Collection Form
Use this form to record details of the research you gather from your workplace on diversity and inclusion data.
Research Focus (diversity dimensions/factors)
1. [Text]
2. [Text]
Relevant Diversity Dimension/Factor Data Type/Data Set Qualitative/Quantitative Source/Location Date Accessed
1. Example
Disability
Key notes/observations:
• [Text]
• [Text]
Evaluation: [Text]
Alignment to organisational mission, philosophy:
Describe how the diversity data aligns with the current organisation mission and philosophy, if not suggest where improvement could be introduced to support the collation and management of this data set/information.
Details of relevant parties consulted: [Text]
Relevant Diversity Dimension/Factor Data Type/Data Set Qualitative/Quantitative Source/Location Date Accessed
2. Example

Key notes/observations/findings:
• [Text]
• [Text]
Evaluation: [Text]
Alignment to organisational mission, philosophy:
Describe how the diversity data aligns with the current organisation mission and philosophy, if not suggest where improvement could be introduced to support the collation and management of this data set/information.
Details of relevant parties consulted: [Text]
*Copy and paste additional tables as needed and delete this message once finished.

APPENDIX 2 – Sample legislation information table
Relevant Legislation
Title Version Purpose/relates to Location/source Date accessed
Example
Public Administration Act 2004 079
(ACT NUMBER 108/2004) A framework for good governance in
the Victorian public sector and in public
administration generally in Victoria and establish the Victorian Public Sector
Commission https://www.legislation.vic.gov.au/in-force/acts/public-administration-act-2004/079
20/09/2021
[Text] [Text] [Text] [URL] [DD/MM/YYYY]
[Text] [Text] [Text] [URL] [DD/MM/YYYY]
[Text] [Text] [Text] [URL] [DD/MM/YYYY]
[Text] [Text] [Text] [URL] [DD/MM/YYYY]
*Add additional rows as needed and delete this message once finished.

APPENDIX 3 – Sample Report Structure
Research Report
1. Introduction and summaries
2. Organisation background
3. Coaching and mentoring, framework, policies and procedures
o Current coaching and mentoring framework, policies and procedures
o Identified issues in coaching and mentoring framework, policies and procedures
o Possible solutions to issues in coaching, and mentoring framework, policies and procedures
o Suggested new coaching and mentoring framework
4. Diversity initiatives, policies and procedures
o Existing diversity initiatives, policies and procedures
o Identified issues in existing diversity initiatives, policies and procedures
o Possible solutions to issues in existing diversity initiatives, policies and procedures
o Suggested improvements/inclusions to diversity initiatives, policies and procedures
5. Communication strategies, policies and procedures
o Existing communication strategies, policies and procedures
o Identified issues in existing communication strategies, policies and procedures
o Possible solutions/improvements/inclusions to issues in existing communication strategies, policies and procedures
6. Data analysis summary
7. Supporting documentation
8. Summary
9. Recommendations
10. Conclusions

APPENDIX 4 – Coaching and Mentoring Criteria
Coaching and mentoring are two very different processes that have very different criteria. Below is a list of actions, benefits, and ground rules that are important to the coaching and mentoring process. Use this information in the research and formation of your coaching and mentoring plan.
Coaching: ? has a focus on the acquisition of job skills and knowledge and is generally short-term
? is a defined relationship to enhance performance
? is results oriented
? is performance or goal directed
? emphasises action or improved performance in a specific area
? requires good interpersonal relations
? is identified on personal learning and development plans
? is provided by a coach who:
? provides learning opportunities
? monitors performance
? provides constructive feedback
? maintains confidentiality
? may have undertaken training/development to undertake the role
? is not necessarily hierarchical
Mentoring: ? generally has a longer-term focus on personal growth and learning
? includes a wide range of learning oriented to:
? exchange of wisdom
? support
? guidance in personal or professional growth.
? is a relationship, not just a procedure or activity
? is one person professionally assisting the professional development of another
? is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude
? is provided by a mentor who:
? facilitates the growth of the person being mentored and professional development
? provides information, guidance and constructive comments
? evaluates the plans of the person being mentored, decisions, goals and objectives
? supports, encourages and, where necessary, highlights shortfalls in agreed performance
? maintains confidentiality in the relationship
? does NOT take over problems and try to solve them
? does NOT give advice, criticisms or solutions, but supports the person being mentored to make their own decisions
? is not the direct manager of the person being mentored
Other human resource strategies may include: ? performance management
? learning and development
? succession planning
? career management
Benefits may include: ? for the organisation:
? increased productivity
? new competencies available
? more committed, involved and responsible personnel at all levels
? personal and trusting developmental relationships
? knowledge sharing
? safeguarding investment in high potential people
? culture change
? for the person being coached or mentored:
? empowerment
? opportunity to acquire competencies and professional experience
? insights into the organisational culture, attitudes, protocols and expected behaviours
? increased potential for career mobility and promotion
? a supportive environment in which successes and failures can be evaluated
? internal and external networking opportunities
? development of professional abilities and self-confidence
? recognition and job satisfaction
? mutual respect
? for the coach/mentor:
? renewed enthusiasm for the role (if an experienced employee)
? challenging discussions with people who may have fresh perspectives
? satisfaction from contributing to another's development
? opportunities to reflect upon and articulate the role of coach/mentor
? improved ability to share experiences and knowledge
? opportunities to test new ideas
? being of service to others
? increased self-esteem
Ground rules may include: ? relationship is voluntary, although the requirement to participate in coaching may not be
? mentoring partners should not be in the same chain of command
? supervisors of both partners must approve, if in-house rather than out-sourced arrangement
? guidance and counsel from a coach/mentor does not supersede that of the supervisor in work-related matters
? training for coaching and mentoring partners
? a formal agreement
? active involvement of both partners in the process
? commitment from the organisation and both parties to the arrangement
? effectiveness measures
? requirements to monitor/evaluate and report on outcomes
? provision for either party can end the relationship any time for any reason, or no reason

APPENDIX 5 – Coaching and Mentoring Framework Example