Elements and Performance Criteria

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.
Diversity may include:
age
cultural background
educational level
ethnicity
expertise
family responsibilities
gender
interests
interpersonal approach
language
life experience
marital status
not fitting the dominant paradigm of the organisation
personality
physical ability
political orientation
religious belief
sexual orientation
socio-economic background
thinking/learning styles
work experience
working styles
Workplace diversity issues may include:
equal employment opportunity issues such as:
direct and indirect discrimination - discriminatory systems and practices
harassment
racism
under-representation of equity groups in the public sector
employment of equity groups concentrated at lower levels in the public sector
women making up more than half of the public sector workforce but disproportionately represented at lower salary levels
barrier (or glass ceiling) that prevents equity group members progressing to higher salary levels
disproportionate representation of equity group members in non-permanent, casual or contract positions
inappropriate supervisory treatment of equity group members
culturally inappropriate workplaces
enabling access to buildings to people with a disability
making reasonable adjustment to work processes.
quality of service delivery to clients from diverse backgrounds
sidelining staff from diverse backgrounds to 'diversity roles' rather than the opportunity to pursue what interests them, or where they add most value
people from recognised diversity groups choosing not to be identified through usual statistical collection methods
workplace systems or practices that don't allow a balance between work and family responsibilities
inequitable access to acting opportunities, workplace training and development
questioning/disregarding the dominant paradigm of the organisation
inappropriate treatment of those who don't fit the dominant paradigm of the organisation
risks associated with diversity not managed
different values:
uncertainty avoidance
collectivist/individualist
power/distance
masculine/feminine
resolving communication issues
developing cultural competence
negotiating commonalities
resolving conflict
negotiating difference
Benefits of diversity may include:
improved client service - internal and external
improved service delivery
promotion of equity and fairness
improved access for clients from diverse backgrounds to government services and programs
improved relationship with the community
wider sources of recruitment
greater responsiveness to change
cultural enrichment
promotion of creativity
creation of a harmonious and supportive work environment
retention of staff
facilitation of attainment of organisation goals
increased skills and experience added to the workplace
a workforce representative of the client base
a balanced workforce in terms of age, gender, race and culture
Promotion of training and awareness programs may include:
word of mouth
memos
emails
flyers
intranet
Legislation, policy and guidelines may include:
Commonwealth and State/Territory legislation addressing diversity issues for example:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Workplace Relations Act 1996
Privacy Act 1988
Human Rights and Equal Opportunity Commission Act 1984
Equal Opportunity for Women in the Workplace Act 1999.
public service/public sector management acts
workplace diversity guidelines/program
national and international codes of practice and standards
the organisation's plans, strategies and policies relating to diversity
policies relating to language services
government policy mandating equal employment opportunity and/or workplace diversity requirements, such as:
Managing diversity in the Western Australian public sector, August 1995
Valuing cultural diversity, State of Victoria, 2002.
public sector ethics/values/codes of conduct
public sector management standards (subordinate law)
Commissioner's directions/instructions
community guidelines, policy and practices (such as those within Aboriginal and Torres Strait Islander communities)
Communication styles may include:
plain English
language in active rather than passive voice
simple sentence structure even though content may be complex
lack of jargon and acronyms
culturally appropriate body language
oral or written
use of graphics and illustrations
use of colour
reader-friendly layout
effective paragraphing
different languages
interpreting and translating
use of different media e.g. online

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.
Units to be assessed together
Pre-requisite units that must be achieved prior to this unit:Nil
Co-requisite units that must be assessed with this unit:Nil
Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:
PSPETHC401A Uphold and support the values and principles of public service
PSPLEGN401A Encourage compliance with legislation in the public sector
PSPGOV402B Deliver and monitor service to clients
PSPGOV411A Deal with conflict
PSPGOV412A Use advanced workplace communication strategies
PSPGOV414A Provide workplace mentoring
PSPGOV418A Develop internal and external networks
PSPGOV419A Work with interpreters
PSPPOL404A Support policy implementation
Overview of evidence requirements
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit
the skill requirements of this unit
application of Employability Skills as they relate to this unit
valuing diversity in a range of (3 or more) contexts (or occasions, over time) such as upholding and supporting public service values, providing input to change, contributing to policy development and implementation, administering contracts
Resources required to carry out assessment
These resources include:
definition and benefits of workplace diversity
statistics on community diversity
public sector values and codes of conduct
organisational procedures and protocols
legislation, regulations, policies, procedures and guidelines relating to/impacting on workplace diversity
Where and how to assess evidence
Valid assessment of this unit requires:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered, including coping with difficulties, irregularities and breakdowns in routine
valuing diversity in a range of (3 or more) contexts (or occasions, over time) such as upholding and supporting public service values, providing input to change, contributing to policy development and implementation, administering contracts.
Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
people in rural and remote locations.
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:
case studies
demonstration
observation
portfolios
projects
questioning
scenarios
simulation or role plays
authenticated evidence from the workplace and/or training
For consistency of assessment
Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments