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Elements and Performance Criteria

  1. Identify potential for cultural diversity
  2. Develop processes to include culturally diverse groups
  3. Communicate potential and support for culturally diverse groups

Evidence Required

What evidence is required to demonstrate competence for this standard as a whole

Competence in developing approaches to include cultural and human diversity requires evidence that culturally diverse groups have been identified and appropriately consulted and involved in programs The skills and knowledge required to develop approaches to include cultural and human diversity must be transferable to a range of work environments and contexts For example this could include different groups cultural protocols and perspectives

What specific knowledge is needed to achieve the performance criteria

Knowledge and understanding are essential to apply this standard in the workplace to transfer the skills to other contexts and to deal with unplanned events The knowledge requirements for this unit are listed below

Sources of culturally relevant materials and verbal information

Understanding of Indigenous peoples and history

Cultural protocols and perspectives

Relevant legislation and guidelines

Principles of equal opportunity and affirmative action

Current relationships between culturally diverse groups in the area

Understanding of the role of various sections of the community in historical and relationship terms

What specific skills are needed to achieve the performance criteria

To achieve the performance criteria some complementary skills are required These skills include the ability to

Apply flexible communication procedures

Identify and modify procedures and processes

Adjust written materials to audience

Be flexible in the application of program guidelines and policy

Resolve conflict

Negotiate

What processes should be applied to this competency standard

There are a number of processes that are learnt throughout work and life which are required in all jobs They are fundamental processes and generally transferable to other work functions Some of these are covered by the key competencies although others may be added The questions below highlight how these processes are applied in this competency standard Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where not required perform the process perform and administer the process and perform administer and design the process

How can communication of ideas and information be applied

By discussing cultural and human diversity at meetings or formally in writing with clients and stakeholders

How can information be collected analysed and organised

Through consultation with others and research of existing resources

How are activities planned and organised

Activities are planned and organised by applying flexible communication procedures

How can team work be applied

Through development and management of work teams to achieve outcomes

How can the use of mathematical ideas and techniques be applied

Not applicable

How can problemsolving skills be applied

Through dealing with conflict situations relating to cultural and human diversity

How can the use of technology be applied

Not applicable

Are there other competency standards that could be assessed with this one

This competency standard could be assessed on its own or in combination with other competencies relevant to the job function

For information about assessing this competency standard for consistent performance and where and how it may be assessed refer to the Assessment Guidelines for this Training Package

Range Statement

Range of Variables

The Range of Variables defines the different contexts, work environments and parameters governing the performance of this competency standard. The variables chosen in training and assessment will need to reflect local industry and regional contexts

How would information on population be obtained?

From personal knowledge, government statistics, information on region and cultures held in libraries and other files, people with established knowledge, other cultures and government departments, especially those in contact with immigrant and Indigenous groups.

Which groups are included in cultural diversity?

Indigenous peoples, immigrant peoples of overseas birth, people born in Australia who conform with overseas cultures, practices and beliefs in part or in full, and male and female perspectives in the communities.

Which programs may be included?

Commonwealth Government community programs under the Natural Heritage Trust, Rural Industry Programs, business programs and State Government community programs related to the environment.

What program promotional materials may be relevant?

Government or government agency written materials describing program (Commonwealth, State, Territory or Local), local group written materials, brochures and guidelines, advertising and explanatory booklets.

What is included in cultural protocols?

Beliefs and worldviews, practices, concepts of family and community, family and community leadership and relationships between community members and sexes.

Which are the relevant enterprise guidelines for this standard?

All relevant legislation, agency guidelines, program guidelines and community group guidelines.

Which sections of the community may be included?

Migrants, Indigenous peoples, women (including affirmative action), men and disadvantaged people. Approach to these groups includes legislative requirements but exceeds these to demonstrate equity principles.

Which approaches are adjusted in this standard?

Program promotions and personal approaches to individuals, groups and communities.

Which areas of legislation are included?

Equal opportunity, anti-discrimination and protection of places and items of cultural heritage.

What levels of literacy are included?

Redrafting materials into plain English, some understanding of works and phrases used in other languages, and catering for the viewpoints of both sexes.

What forms of communication may be relevant?

Use of restricted vocabulary according to listeners, use of culturally appropriate body language in conjunction with spoken language, modified sentence structures in spoken language, use of diagrams, pictures and plain English for Indigenous and other groups, and communication with people who have disabilities.

For more information on contexts, environment and variables for training and assessment refer to the Sector Booklet.