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.
Strategic advantages of workplace diversity may include:
a workplace reflective of local demographics
being an employer of choice
cultural enrichment
economic benefits
equity and fairness
facilitation of attainment of organisation goals
greater capacity for flexibility and responsiveness to change
harmonious, inclusive, supportive work culture
improved community public relations
improved service delivery
increased people management skills
innovative, creative staff
less staff turnover
positive relationship with the community
responsive and valued client service
social benefits
wide competency pool for meeting the organisation's future skill needs
wide pool of talent for recruitment, selection and promotion
wider circulation of agencies' services through informal diversity based networks
Diversity may include:
age
cultural background
disability
educational level
ethnicity
expertise
family responsibilities
gender
interests
interpersonal approach
language
learning styles
life experience
marital status
not fitting the dominant paradigm of the organisation
personality
physical capability
political orientation
race
religious belief
sexual orientation
socio-economic background
thinking styles
work experience
working styles
Matters related to human resources may include:
preparation of duty statements and selection criteria
recruitment and selection
learning and development
performance management
performance appraisal
promotion and retention of staff
employment status
remuneration
employment conditions
work allocation
job design and re-design
organisational restructures
job rotations
acting opportunities
work-life balance
Diversity education may include:
specific training programs for middle and senior managers
core organisational training for a diverse workforce
necessary support programs for a diverse workforce
Public sector legislation and policies (relating to diversity) may include:
Commonwealth 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
State/Territory legislation addressing diversity issues, such as Victoria's Racial and Religious Tolerance Act
public service/public sector management acts
workplace diversity guidelines
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)
Stakeholders may include:
all those individuals and groups both inside and outside the organisation that have some direct interest in the organisation's behaviour, actions, products and services, including:
employees at all levels of the organisation
other public sector organisations
community organisations
non-government organisations
union and association representatives
boards of management
government
Ministers
Equity and 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
sidelining staff from diverse backgrounds to 'diversity roles' rather than the opportunity to pursue what interests them, or where they add most value
workplace systems or practices that don't allow a balance between work and family responsibilities
inequitable access to acting opportunities, workplace training and development
inappropriate supervisory treatment of equity group members
culturally inappropriate workplaces
making reasonable adjustment to work processes
quality of service delivery to clients from diverse backgrounds
enabling access to buildings to people with a disability
people from recognised diversity groups not choosing to be identified through usual statistical collection methods
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
Strategies to communicate with stakeholders may include:
oral advice and guidance
one-on-one meetings
small group meetings
telephone contact and/or electronic mail
information presentations
written documentation
use of plain English
policy and procedure statements
guides
information brochures and pamphlets
online resources

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:
PSPETHC701A Lead and influence ethical practice in the public sector
PSPHR703A Provide leadership in strategic human resource management
PSPMNGT701B Provide strategic direction
PSPMNGT703A Lead and influence change
PSPMNGT704A Undertake enterprise risk management
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 the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)
influence on and shaping of diversity management in a range of (2 or more) contexts (or occasions, over time)
Resources required to carry out assessment
These resources include:
information on diversity leadership and management in the context of public sector management
public sector legislation, regulations, standards, instructions, policies, practices or procedures that underpin or impact on diversity management in the organisation
case studies and workplace scenarios to capture the range of situations likely to be encountered when influencing and shaping diversity management
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 in a workplace, including coping with difficulties, irregularities and breakdowns in routine
influence on and shaping of diversity management in a range of (2 or more) contexts (or occasions, over time)
a variety of strategic leadership contexts (2 or more) such as providing strategic direction to the organisation, providing strategic leadership in human resources management
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
portfolios
projects
questioning
scenarios
authenticated evidence from the workplace and/or training courses
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