CHCDIV001 Work with diverse people

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CHC33015 Certificate III in Individual Support (Ageing)
Advance College
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WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks and other learning materials.
• Access to a computer and the Internet (if you prefer to type your responses).
• Access to a copy of the Universal Declaration of Human Rights.

WHEN DO I DO THIS TASK?

• You will do this task in your own time.
• Write in the date of submission as advised by your assessor: ____________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.

Instructions to students:

Provide answers to each of the questions.

QUESTION 1

Answer the following questions.

1. In your own words explain the concepts and definition of ‘diversity’.

1. In your own words, explain the concepts of ‘cultural awareness’. Consider the work roles in your preferred industry and write down how an understanding of cultural awareness can be of benefit to relationships with others in the workplace.

1. In your own words, describe the concepts of ‘cultural competence’ and its impact on those employed in community services.

1. List two ways in which an organisation and its staff can demonstrate cultural competence.

1. In your own words, describe the concepts of ‘cultural safety’ and its impact on community service workers.

1. What ways could an organisation and its staff develop cultural competence? Provide at least three strategies.

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QUESTION 2

1. a) Describe the legislative and ethical rights and responsibilities of employees, employers and clients to ensure a culturally safe and diverse work environment and care experience. List in your answer the types of requirements that must be adhered to.

What actions can a client take if they feel an organisation is being discriminatory and not taking due care to meet their cultural needs?

QUESTION 3

Terese is an elderly lady whose family has decided to put her into care with some reluctance – the matriarch is generally cared for by the family, but unfortunately Terese’s sons and daughters cannot manage with the high level of care she now requires.

Terese speaks only a limited amount of English but can mostly understand what is being said to her. Her family has always communicated to others for her, and have previously taken her to all doctor appointments, specialist appointments and even banking and other daily needs.

1. a) Explain the role of a language interpreter and how it differs from a cultural interpreter. Explain which interpreter is required in this scenario and how it will help Terese.

Terese’s family has given permission that the services of an interpreter can be used. Use the Internet to locate an interpreting/translation services provider in your own local area. (You can choose Terese’s cultural background to locate specific translation/interpretation services.) Write down their name, address and telephone number.

QUESTION 4

A group of aged care workers are planning a social night out. Their manager is organising dinner at a local pub, and advises staff they are welcome to bring a friend or partner and to respond via email of their acceptance and if they will bring someone.

A new employee, Tom, is keen to attend – it’s a great opportunity to social and get to know his new colleagues in a more relaxed environment. He decides he will bring his partner of 5 years, Dave.

Tom responds to the email invite his manager has sent out, saying in the body of the email that Dave will attend too.

The next day, the date of the dinner changes due to ‘a number of staff being unable to attend’ . Tom accepts the new date. Two days later it changes again. He is unable to attend this time, Dave has his own work function and Tom always attends them.

A couple of days later, Tom is in the lunch room telling a colleague about Dave’s work function and how much of a good time they had. Two staff get up and leave the kitchen during this chat.

The colleague tells Tom it’s fantastic that Dave’s work is so accepting, and rolls their eyes in the direction of those who departed the room.

Tom discovers that some people in the department were uncomfortable with the idea of Dave going to the dinner, and that the manager kept changing the dates with the hope that Tom would be busy, and that the rest of the staff could still come.

1. a) Identify the type of legislation and types of workplace procedures that have been breached and how.

Explain how this situation can impact the cultural safety of the workplace.

1. Explain how this situation can impact Tom socially and professionally. Consider in your response the impact on his relationships with others in the workplace and his relationship with Dave.

1. Explain actions that Tom could take in this situation. Imagine that his workplace does not handle the situation and Tom continues to be excluded. What could he do next?

QUESTION 5

1. Describe the purpose of the Universal Declaration of Human Rights.

1. Do human rights necessarily cover all human needs? Explain your answer in one paragraph and provide an example.

1. Apply the Universal Declaration of Human Rights to Tom’s situation at Question 4 above. What fundamental rights has Tom been refused?

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1. List at least three effective strategies that could encourage effective communication in a situation where there is a language barrier.

1. List two strategies you could use if you were involved in a cross-cultural conflict with a work colleague and needed to sensitively resolve it.

1. Describe the effectiveness of visual imagery when communicating information to diverse audiences.

1. Provide at least three examples of universal imagery or colours used within the workplace (you may draw examples where required).

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1. Explain how diversity has impacted Australia’s ever-changing economic, employment, social, cultural and political landscape. Write at least one paragraph for each area.

1. Using at least three paragraphs, now write about how Australia’s diverse community has been impacted (consider both positives and negatives) by the changing economic, employment, social, cultural and political landscape.

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1. Key areas of diversity have been listed below. Provide answers to each question. Note: remember to be sensitive and respectful in your definitions and responses.

1. For each group, identify one way that the group’s characteristics inform how you provide care and services to them.

QUESTION 9

Martin, 58, is sitting in a conference room being interviewed for a job. It is all going well, but then one interviewer asks how old he is, as his date of birth wasn’t indicated on his resume.

Martin refuses to give his age – he states that his age is not an indicator of whether he can do the job well, but his work experience, knowledge and strong references should be what proves his abilities.

Martin does not get the job. A friend who works in the organisation tells him that they employed a 25-year-old female because they felt a ‘younger person with a soft approach’ would be best for the position.

1. Answer the following questions about Martin’s situation.
   • What breach has the workplace committed?

What could be the consequences of this scenario?

• What do you think would be the impact on Martin in this situation?

Giovanni has a guide dog. One day he is out with his carer, Cathy, who suggests they stop by one of her favourite cafés for something different. As Giovanni’s guide dog is working, it is harnessed.

They approach a table and start to sit down. An employee quickly meets them and quietly asks them to leave. Cathy is taken aback and asks why. The employee states that pets are not permitted inside.

Cathy says that Giovanni’s ‘pet’ is clearly a guide dog and they are allowed in the premises – health regulations have exemptions for guide dogs.

The employee says their manager has requested they leave and they cannot do anything more for them.

1. Answer the following questions about Giovanni and Cathy’s situation.
   • What breach has the café committed?

What could be the legal consequences of this scenario?

• What do you think would be the impact on Giovanni and Cathy in this situation?

Umair has finished his Certificate IV in Ageing Support. He has passed all his assessments and the feedback from his trainers has been very positive.

Umair is very excited to get a job – he enquires at his placement organisation, but unfortunately, they do not have any jobs available at the moment. The manager promises to let him know if any jobs are going to be advertised, as she was very impressed with his work.

Umair finds that a lot of his job applications do not lead to any interviews. With the urging of his friends, he decides to call the last workplace his applied to and ask why he wasn’t considered for an interview. He is put through to someone called Bri, who says, ‘Oh Umair, that’s right. I heard about you. Yes, the manager didn’t want to put your application through further because they thought some of our elderly clients might be unsettled by a Muslim on the staff.’

Umair hangs up in shock – he can’t believe what he has just heard!

1. Answer the following questions about Umair’s situation.
   • What breach has the workplace committed?

What could be the consequences of this scenario?

• What do you think would be the impact on Umair in this situation?

1. Review the Universal Declaration of Human Rights and identify Article/s that are being breached in Umair’s story.

QUESTION 10

1. Explain why some people experience marginalisation.

1. Explain how those in marginalised groups may be impacted by trauma, discrimination, negative attitudes and exclusion. In your response, refer to the needs of:
   • people with disability
   • those who are ageing
   • those with mental health/emotional issues.

1. List three protective factors that can help those in marginalised groups to cope.

QUESTION 11

In a short paragraph, describe at least three cultural biases or social expectations which may exist when working with:

1. Someone of an older generation.

1. A person with a disability.

QUESTION12

Access the National Disability Standards at https://www.dss.gov.au/our-responsibilities/disability-andcarers/standards-and-quality-assurance/national-standards-for-disability-services

In the following table list, each of the Standards and provide for each an example of a possible impact on a client if a standard was breached. The first one has been completed as an example.

ASSESSMENT TASK 2: CASE STUDIES

TASK SUMMARY:

Complete the questions that follow each case study.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks and other learning materials
• Access to a computer and the Internet (if you prefer to type your responses).
• Access to a copy of the Universal Declaration of Human Rights.

WHEN DO I DO THIS TASK?

• You will do this task your own time.
• Write in the date of submission as advised by your assessor: ____________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

• Answer the questions that were incorrect in writing and resubmit entire assessment.
• Answer the questions that were incorrect verbally.

INSTRUCTIONS:

1. There are a range of issues that are causing difficulties within this work team. List each one you can identify. For each issue you identify, indicate the cultural differences that are being misunderstood among the team members.

2. What could you suggest to help this team resolve their differences in a culturally sensitive manner? List at least one strategy.

3. Imagine Barry complains to management about the time Ahmed takes to pray. Ahmed puts forth a suggestion that his prayer time is taken as break times, and he still works a full day – just a longer one than his colleagues. Management refuses the suggestion as if he gets special treatment, everyone will want special treatment.

What further issue has now occurred in this workplace?

4. Now let’s imagine Ahmed’s suggestion is successful. However, Barry continues to complain and encourages others to make fun of Ahmed during his time of prayer. Julia is very uncomfortable about what is happening.

As an employee, what is Julia’s responsibility in this situation?

5. Review the Universal Declaration of Human Rights. What Article/s are being breached in this scenario?

1. As a client, what rights does Fadi have that are being breached?

2. What process should be undertaken to investigate this complaint in a culturally sensitive manner?

3. Suggest three strategies that might solve Fadi’s problem.

1. Using your knowledge of Aboriginal culture, explain:
   • Why Hani’s opinion of Joan’s approach to communication is incorrect and inappropriate.

• Why Joan was caring for her Auntie.

• Sorry Business and how Joan, her family and community would mourn.

• Why Joan’s community has a tradition to not say the name of the deceased for some time.

2. What impact is Hani’s behaviour having on Joan? What did Joan mean about feelings of shame?

3. How do you think that Elise is contributing to a culturally safe and culturally competent workplace?

4. How should the workplace support Joan in terms of her absences?

ASSESSMENT TASK 3: CULTURE RESEARCH

TASK SUMMARY:

You are to undertake a research project on a number of different cultural groups living in Australia.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks, learning materials and the Internet for research.

WHEN DO I DO THIS TASK?

• You will do this task in your own time.
• Write in the date of submission as advised by your assessor: ____________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

• Answer the questions that were incorrect in writing and resubmit entire assessment.
• Answer the questions that were incorrect verbally.

INSTRUCTIONS:

Answer each the questions below.

1. Research each of the three cultures below and the one of your choice.

What things are of specific importance in these cultures that would need to be considered when providing health and community services? List at least four items of importance for each culture listed. Consider in your response spirituality and/or religion and cultural customs.

• Italian culture.
• Vietnamese culture.
• Sudanese culture.
• A culture of your choice that is different to your own.

2. Now research Aboriginal or Torres Strait Islander culture and answer the following questions.
   • Which culture did you research? (Tick the appropriate box.)

¨ Aboriginal culture ¨ Torres Strait Islander culture

• Research the social, political and economic issues that are affecting Aboriginal or Torres Strait Islander people and write at least two paragraphs about each issue you identify and its impact.
• Research at least three important cultural customs for Aboriginal or Torres Strait Islander people, and write at least one paragraph about each. For example, you may like to research Men’s and Women’s Business, Dreaming, smoking ceremonies, the importance of kinship and so on.
• Consider how Western society and culture has affected Aboriginal or Torres Strait Islander people. Provide five examples.

• Identify two issues that impact Aboriginal or Torres Strait Islander people and describe what programs and projects have been developed by the Australian government or other stakeholder groups to address the issues. You may like to use the table format below to present your responses.

• What are four issues that Aboriginal or Torres Strait Islander people face when engaging with health and community services?

3. Did your perspective or opinion of each of these cultural groups change due to the information you learned during this research task? If yes, explain what you learned and how your perspective has changed. If no, explain why you feel your perspective has remained the same.

Explain how your learnings will help you appreciate and value diversity in your day-to-day work activities (if you are not currently employed, consider how you will demonstrate this once you are working).

ASSESSMENT TASK 4: CULTURAL REFLECTIONS

TASK SUMMARY:

You are to write a reflective report on your own experience of culture and diversity in your workplace environment.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks, learning materials and the Internet for research.
• Workplace policies and procedures on working with diversity

WHEN DO I DO THIS TASK?

• You will do this task in your own time.
• Write in the date of submission as advised by your assessor: ____________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

• Answer the questions that were incorrect in writing and resubmit entire assessment.
• Answer the questions that were incorrect verbally.

INSTRUCTIONS:

For this task, you are required to reflect on your own attitudes, beliefs and perceptions of cultural diversity in the workplace (if you are a classroom-based student, think about your experiences so far while undertaking your work placement, or your experiences when working in a previous role).

You are to write a reflective report that covers each item below. You can use the headings provided below to separate your discussions. You must cover each bullet point.

Remember that cultural sensitivity and competence is not just shown in how you speak and interact with others, but how you write about different cultures and your opinions and perspectives.

1:YOUR OWN CULTURE

• Discuss your cultural/social background and that of your family. What language, policies/structures and customs are relevant to your own culture? How do you think your own background impacts on people from backgrounds/cultures different to your own?
• How do your cultural beliefs, values and experiences affect your own behaviour, your relationships with others and your social expectations of others from different cultures?
• How do you think your culture has impacted Australian society – consider now and its impacts in the future? Do you think there has been positive change?
• What changing practices to Australia’s political, economic and social landscape do you believe have directly impacted your culture?
• Consider what you have learned during this unit of competency. What cultural biases or assumptions did you have before undertaking this unit?

2:DIVERSITY IN THE WORKPLACE

Note to the student: where you refer to specific colleagues, supervisors or clients, do not identify them by name. You may like to use ‘Colleague A’ or ‘Client 1’ or similar.

• Provide some detail about your workplace (or the service you are doing your placement at). How diverse is this workplace in terms of staff and client base? Consider race, gender, sexual identity, religious and spiritual beliefs and other areas that define diversity in your response.
• How do you, in your day-to-day work activities, show that you value and respect people from different cultures and backgrounds to your own? Provide at least three examples.
• How culturally competent is your workplace? Give a reason for your ratings.
• How do you think your ability to build professional relationships with your colleagues and clients encourages a culturally safe work environment?
• How does your own cultural background affect your communication style and delivery in the workplace? Have you been involved in a cross-cultural misunderstanding with anyone in the workplace, or experienced a difficult situation that stemmed from diversity?

If yes, explain the situation and the strategies you used to bring it to a respectful, sensitive resolution.

If no, explain a situation you have either seen occur between others in the workplace, or have heard about. Discuss the strategy used to deal with the situation – do you agree with the way in which it was handled, or would you have done it differently?

• What is one limitation or barrier you feel you have when working with people from backgrounds or cultures different to your own? What do you think you can do to remove the barrier or address the limitation?
• What frameworks, approaches and instruments are used in your workplace to not only champion human rights, but to also adhere to legislative and ethical requirements? In your response, ensure you are also referring to frameworks and procedures that deal with discriminatory practices and behaviours.
• What interpreter services does your workplace use or make available to its staff and clients? What is the process used? How does your workplace ensure that the situation requires an interpreter, and that the person’s communication needs are met?
• What imagery is used in your workplace to assist with a culturally competent and culturally safe workplace?

ASSESSMENT TASK 5: WORKPLACE OBSERVATIONS

TASK SUMMARY:

You are to be observed by your assessor communicating with people from diverse social and cultural backgrounds in your workplace, in at least three different situations.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to your workplace (or placement service if you are a classroom-based student) Access to clients or colleagues from different social and cultural backgrounds.

WHEN DO I DO THIS TASK?

• This task will be done during your assessor’s visits to your workplace service.
• Write in the visit dates as advised by your assessor: ____

INSTRUCTIONS:

For this task, your assessor will observe you during their workplace visit as you communicate and work with people in your workplace from diverse social and cultural backgrounds, helping to meet their needs (these will vary according to the situation, and may include care needs, information needs or workplace needs).

You will need to demonstrate your effective communication skills and cultural competence in three differentsituations. During each situation, you may be responding or working with one person or multiple people.

This observation may be undertaken in any situation that is relevant to your workplace. For example, you could be assisting a client with activities, greeting a client’s family, providing information to a client about services, working with a colleague, meeting with a supervisor and so on.

Following each interaction/situation, your assessor will ask you a series of verbal questions.

You should discuss the arrangements for this assessment with your assessor and supervisor to make sure that a suitable variety of situations will be available for you during your assessor’s visit. In some cases, your supervisor and assessor may need to organise for appropriate situations to occur so you can demonstrate your skills across the three required occasions.

Where you are going to be observed working with clients, you must obtain permission from the client for the observation to occur. Make sure the permission forms located at the end of this task are signed and submitted to your assessor.

Your assessor will be looking to see that you can:

• Work and communicate in a manner that shows respect for clients, colleagues and others you interact with who are from diverse social and cultural groups
• Build and maintain professional relationships with clients and colleagues that are based on appreciation, respect, trust and confidence
• Demonstrate inclusive work practices
• Contribute to and promote a culturally safe work environment
• Demonstrate use of effective verbal and non-verbal communication appropriate to each socially or culturally diverse situation
• Deal sensitively and appropriately when encountering language barriers to ensure clear and respectful communication
• Seek assistance from colleagues or your supervisor as required if you have difficulties in any situations (note that a verbal question will be asked where this is not able to be demonstrated).

Your assessor will also ask you some verbal questions after the observations are complete.