Assessor Resource

DEFEQ001C
Work with equity and diversity

Assessment tool

Version 1.0
Issue Date: April 2024


This unit was developed for all personnel working within Defence but is applicable to any individual in the workplace where the principles of equity and diversity apply.

The environments where these principles apply include locations in which members, employees, contractors and their staff work, and include buildings, aircraft, vehicles, maritime vessels and movable structures such as tents in a field and/or base environment.

This unit covers the competency required to apply the principles of equity and diversity in the workplace.

The unit requires the member to recognise individual differences in the workplace, to value these differences and to adjust their behaviour to account for these differences.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 competency in this unit

Assessment must confirm the ability to:

work in an acceptable and non discriminatory way while establishing rapport and good working relationships with all colleagues

Assessment must also confirm the ability to:

recognise differences in the workplace

apply the principles of equity and diversity in all aspects of work

adjust communication styles to reflect the equity and diversity in workplace

Consistency in performance

Competency should be demonstrated in a range of actual or simulated work contexts.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed by observing an individual within the workplace or simulated environment in a role where the application of equity and diversity is required.

Specific resources for assessment

There are no specific resource requirements for this unit.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

apply cross cultural communications

apply interpersonal communications

apply the guidelines related to unacceptable behaviour

apply the principles of equity and diversity

encourage other team members and provide suggestions

follow instruction and report information

read and interpret job instructions, workplace forms and reports

use a variety of verbal and non verbal communication techniques including, language style, active listening

write to the level required to complete workplace forms and reports

Required Knowledge

composition of teams and roles and responsibility of team members

Defence equity and diversity policies and practices terrorising

equity and diversity principles and legislation

non operational and operational communication processes

principles of team work and teams aims and objectives

techniques for giving and receiving feedback in a constructive manner

techniques for supporting others/team members

unacceptable behaviour guidelines

verbal and non verbal communication techniques including, language style, active listening

written communication to a level required to complete workplace forms and reports

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.

Differences may include:

Age, gender, ethnicity, cultural background, language, sexual orientation, physical differences, political or religious belief, family or carer responsibility, education level, expertise, work experience, working style, socio economic background, personality profile, geographic location, marital status, interests

Colleagues may include:

peers

subordinate staff

senior staff

internal stakeholders

external stakeholders/clients/customers

Equity and diversity principles may include:

Consulting people on policies and decisions that affect them

Eliminating artificial, unfair and inappropriate barriers to workplace participation

Making judgements genuinely based on fairness and merit

Providing appropriate means to monitor and address discrimination and harassment

Providing opportunities for flexibility when meeting organisational requirements

Recognising all people as individuals and valuing differences

Treating each other with respect and dignity

Using the different contributions that people can make to the team

Workplace requirements may include:

Any location in which members, employees, contractors and their staff work, and include buildings, aircraft, vehicles, maritime vessels and movable structures such as tents in a field and/or base environment

Requirements may also include:

working without supervision

working under general guidance on progress and outcomes

supervision of others

guiding and facilitating teams

responsibility for and limited organisation of the work of others

Legislative and statutory requirements may include:

The following legislation:

Racial Discrimination Act 1975

Sex Discrimination Act 1984

Human Rights and Equal Opportunity Commission Act 1986 Privacy Act 1988

Work health and safety (Commonwealth Employment) Act 1991

Disability Discrimination Act 1992

Workplace Relations Act 1996

Public Service Act 1999

The following Defence instructions:

PERS 12–1 General Scope of Legal Assistance Provided to Service Personnel and Legal Aid to Australian Defence Force Members Overseas

PERS 19–2 Work health and safety (Commonwealth Employment) Act 1991 Implementation within the Australian Defence Force

PERS 26–2 ADF Policy on Religious Practices of ADF Members

PERS 32–1 Employment of Women in the ADF

PERS 32–2 Defence Equity Adviser Network

PERS 34–1 Redress of Grievance – TriService Procedures

PERS 34–2 Complaints of Discrimination and Harassment through the Human Rights and Equal Opportunity Commission

PERS 34–3 Inquiries by the Commonwealth Ombudsman and the Defence Force Ombudsman affecting the Department of Defence and the Australian Defence Force

PERS 35–2 Application of the Sex Discrimination Act to the ADF

PERS 35–3 Discrimination, Harassment, Sexual Offences, Fraternisation and other Unacceptable Behaviour in the Australian Defence Force

PERS 36–3 Inherent Requirements of Service in the Australian Defence Force

PERS 42–1 ADF Family Support Policy

PERS 44–1 ADF Policy Regarding the Avoidance and Elimination of Racial Discrimination and Racist Behaviour

PERS 45–1 Jurisdiction under the Defence Force Discipline Act – Guidance for Military Commanders

PERS 49–2 Variable Working Hours for Australian Defence Force Members

PERS 50–1 Equity and Diversity in the Australian Defence Force

PERS 51–1 Australian Defence Force Policy for Inter-Service Couples

other departmental instructions related to equity and diversity

Personal behaviour may include:

Overt and implicit behaviour

Available support may include:

Chaplains

Defence equity advice lines

Defence equity organisation website

Equity advisers

Family liaison officers

Legal officers

Medical officers

Psychologists

Social workers

Supervisors in the chain of command

Training materials

Communication styles may include:

Written, verbal and non-verbal cues

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Differences between colleagues are acknowledged in accordance with workplace equity and diversity principles. 
Equity and diversity principles are applied in accordance with workplace requirements. 
Legislative and statutory requirements are identified and applied in accordance with workplace requirements. 
Personal behaviour shows sensitivity to the differences between colleagues in accordance with workplace requirements. 
Personal conduct complies with an awareness of workplace equity and diversity in accordance with workplace requirements. 
Available support is identified and accessed in accordance with workplace requirements. 
Communication styles are adjusted to reflect equity and diversity in accordance with workplace requirements. 

Forms

Assessment Cover Sheet

DEFEQ001C - Work with equity and diversity
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

DEFEQ001C - Work with equity and diversity

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: