Unit of competency Outline

Date retreived
22/07/2026 12:15 PM AWST

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Promote and respond to workplace diversity

Promote and respond to workplace diversity

Unit of competency
National Code
CHCCS506A
State Code
D2352
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
14/07/2014
Field of Education
080303 - Human Resource Management
Original Release Date
14/07/2014
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required to value, promote and respond to diversity in the workplaceIt enables the worker to identify and understand the role, benefits and challenges of diversity in their workplace, and to contribute to organisation diversity policies and processes
Notes
Elements and Performance Criteria
1. Research diversity in the workplace
  • 1.1 Collect and analyse quantitative and qualitative workplace diversity data
  • 1.2 Identify and analyse potential benefits of diversity in relation to the workplace objectives
  • 1.3 Share research outcomes with colleagues and include them in practice where appropriate
2. Promote an appreciation for diversity workplace
  • 2.1 Integrate principles of diversity into work duties in the workplace
  • 2.2 Identify and adapt professional development opportunities to address the needs of a diverse workforce in accordance with diversity objectives and resource constraints
  • 2.3 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy
  • 2.4 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace
  • 2.5 Value and encourage the experience of working with diverse clients and colleagues
3. Communicate within a diverse workplace
  • 3.1 Manage barriers to inclusivity to facilitate full participation of all members of the workplace and client group
  • 3.2 Use a range of communication strategies to meet the diverse needs of individuals within the workplace
  • 3.3 Implement tailored communication strategies for targeted individual and group needs
  • 3.4 Identify and/or develop and use resources that facilitate effective communication in the workplace
  • 3.5 Reflect upon use of communication strategies with regard to workplace diversity
4. Contribute to workplace diversity policies and procedures
  • 4.1 Develop diversity strategies in consultation with stakeholders including people from key target groups
  • 4.2 Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures
  • 4.3 Develop measures of effectiveness to evaluate the outcomes of workplace strategies, policies and procedures for diversity
  • 4.4 Report upon workplace diversity strategies within appropriate context
RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Quantitative and qualitative workplace diversity data may include:
Distribution of equity groups
Barriers to access and participation
Employment status
Comparison of client and staff data
Comparison with the rest of the community


Diversity may refer to difference related to:
Age
Cultural background
Educational level
Ethnicity
Expertise
Gender
Interest
Interpersonal approaches
Languages
Life experiences
Not fitting the dominant paradigm of the organisation
Personality
Physical ability
Religious/spiritual belief
Socioeconomic background
Thinking/learning styles
Working styles


Analysis of data may include:
Comparison with historical data
Comparison with local and national data
Desegregation and cross referencing of data on the basis of gender, disability, ethnicity and age (to identify intersections)


Potential benefits of diversity may include:
Social justice
Improved client outcomes
Improved relationships
A culture of respect and tolerance
Cultural identity and awareness
Acknowledgement of human rights
Promotion of equity and fairness
Improved access for community, clients and staff from diverse background
Greater responsiveness to change
Cultural enrichment
Abilities/difference vs deficit model
Creation of a harmonious and supportive work environment


Principles of diversity include:
Respect for others
Valuing difference
Access
Equity
Respect for the law and system of government
Social justice
Human rights
Difference vs deficit


Inclusivity refers to:
Attitudes and environments in which all persons are treated equitably


Communication strategies may include:
Written - electronic, letters, memos
Verbal and non-verbal
Presentations
Discussions
Conflict management
Critical listening and questioning
Constructive and supportive feedback
Use of translators
Use of languages other than English


Key target groups may include:
Older people
People in rural and remote locations
Aboriginal and/or Torres Strait Islander people
People with English as a second language
People with a disability
A group of people that is prescribed by regulation
Women
Young people


Advocate may include:
Speaking or taking active support of another person or group


Measures of effectiveness may include:
Statistical data
Anecdotal records
Policy sign off
Changes in data collection over time
Change in behaviour
Reduction in grievances
Reduction in workplace conflict
Enhanced relationships
EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
The candidate must provide evidence of a high level of experience in the workplace
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
relevant workplace or simulated realistic workplace setting where assessment may take place
legislation, regulations, policies and procedures
workplace values and codes of conduct
workplace profile and current information on diversity issues


Method of assessment:
Assessment may include observation, questioning and evidence gathered from a work environment
Replaced By
State Code National Code Title Type
AVC07 CHCDIV003 Manage and promote diversity Unit of competency