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Evidence Guide: CHCCS310A - Support inclusive practice in the workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCS310A - Support inclusive practice in the workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Recognise and value individual differences

  1. Explore diversity to identify attributes that may be of benefit to the organisation, clients and colleagues
  2. Assist colleagues and clients to acknowledge and use their diverse attributes to contribute to work teams and delivery of services
  3. Use work practices that are inclusive and benefit service delivery outcomes, community relationships and the work environment
  4. Identify and respond to client diversity in accordance with legislation, policy and guidelines
Explore diversity to identify attributes that may be of benefit to the organisation, clients and colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist colleagues and clients to acknowledge and use their diverse attributes to contribute to work teams and delivery of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use work practices that are inclusive and benefit service delivery outcomes, community relationships and the work environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respond to client diversity in accordance with legislation, policy and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the principles and practices of inclusivity in work with colleague and client diversity

  1. Develop and use a range of communication styles to respect and reflect the inclusive practices of the organisation
  2. Comply with the requirements of legislation, policies and guidelines relating to workplace diversity to demonstrate inclusive practice through personal conduct in the workplace
  3. Seek and act upon feedback from colleagues and supervisors to continuously improve personal effectiveness in working to maintain inclusivity
Develop and use a range of communication styles to respect and reflect the inclusive practices of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with the requirements of legislation, policies and guidelines relating to workplace diversity to demonstrate inclusive practice through personal conduct in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and act upon feedback from colleagues and supervisors to continuously improve personal effectiveness in working to maintain inclusivity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Consistency in performance should consider the range of clients and situations encountered in the workplace

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to:

appropriate workplace where assessment can take place or simulation of realistic workplace environment for assessment

relevant organisation policy, protocols and procedures relating to inclusive practice

legislation, regulations, policies and guidelines

definitions and benefits of workplace diversity

organisation's values and codes of conduct for inclusive practices

organisation's procedures and protocols

current information on diversity issues

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Requirements of anti-discrimination legislation

Principles and practices of inclusivity

Understanding of the benefits of diversity of the organisation

Principles and practices of cultural awareness and cross-cultural communication

How to locate legislation, policies and guidelines related to diversity and inclusivity

Direct and indirect discrimination, such as dress codes that exclude certain groups (e.g. requiring male staff to be clean shaven would indirectly discriminate against Sikhs)

Own cultural assumptions and their effect on work practices and behaviour

Legislative definitions of diversity and inclusivity

Principles and practices of cultural awareness and cross-cultural communication

Equal employment opportunity, equity and diversity principles

The benefits of workplace diversity and inclusivity

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use a range of communication styles to suit different audiences and purposes

Communicate effectively with people from diverse backgrounds

Respond to diversity, including gender and disability

Seek feedback and act upon it

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Access and read formal documents such as legislation and polices related to educational work environments

Access legislation and codes of conduct electronically or in hard copy

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Observations about client may include:

Orientation to person, place, time

Level of coherence

Ability to communicate

Unusual behaviour/communication

Aggression - physical or verbal

Signs of physical injury/distress

Levels of personal distress and anxiety

Diversity may include:

Age

Cultural background

Disability

Educational level

Ethnicity

Expertise

Family responsibilities

Gender

Interests

Interpersonal approach

Language

Learning styles

Life experience

Marital status

Personality

Physical capability

Political orientation

Race

Religious belief

Sexual orientation

Sexual identity

Socioeconomic background

Thinking styles

Work experience

Working styles

Colleagues may include:

Peers

Trainees

Support staff

Work experience personnel

Supervisors and management

External stakeholders including parents, community groups etc.

Legislation, policy and guidelines may include:

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

Public sector management acts

Workplace diversity guidelines

Codes of conduct/ethics

The organisation's plans strategies and policies relating to diversity

Community guidelines, policy and practices that may exist within specific cultural or ethnic communities

Communication styles may include:

Pace of delivery varied to audience needs

Clear articulation

Checking that the message is understood

Use of eye contact or no eye contact, dependant on the situation

Non-verbal communication techniques e.g. gestures, facial expressions, signing, positioning

Written communication in a language other than English

Speaking in a language other than English

Use of telephone translation services

Use of Braille materials

Use of pictures/diagrams