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Table of Contents
ASSESSMENT INFORMATION 1
ASSESSMENT EVENT 1 – KNOWLEDGE QUESTIONS 2
QUESTION 1 2
QUESTION 2 2
QUESTION 3 2
QUESTION 4 2
QUESTION 5 3
ASSESSMENT EVENT: FUSION MARKETING SIMULATION 4
TASK 1: RESEARCH DIVERSITY 4
1.1 Analyse existing practices and information relating to diversity 4
1.2 Identify potential benefits of diversity and analyse in relation to business objectives 4
1.3 Access diversity policies from similar organisations and review for relevance to own organisation 4
1.4 Consult key stakeholders about their requirements for a diversity policy 4
TASK 2: DRAFT POLICY 5
2.1 Determine relationships and links with other related policies 5
2.2 Draft policy 5
2.3 Develop Action Plan for policy implementation 5
2.4 Identify intended and unintended impact of policy implementation 5
2.5 Consult key stakeholders for feedback on draft policy and Action Plan 5
2.6 Revise policy for implementation 5
TASK 3: IMPLEMENT DIVERSITY POLICY 6
3.1 Promote policy across the organisation through a range of communication channels 6
3.2 Explain and interpret policy to key stakeholders 6
TASK 4: REVIEW DIVERSITY POLICY 7
4.1 Gather and analyse information on the implementation of the policy 7
4.2 Consult key stakeholders to provide feedback on this policy 7
4.3 Develop and approve recommendations for changes to the policy 7
4.4 Refine diversity policy 7
APPENDIX A: WOMEN TRADIES AUSTRALIA SIMULATION 8
SIMULATION BACKGROUND 8
SIMULATION PHASES 10
YOUR ROLE IN THE SIMULATION 11
Phase 1 11
Phase 2 11
Phase 3 11
SIMULATION SETUP 12
ASSESSMENT CONDITIONS FOR THE OBSERVATIONS 14
APPENDIX B: OBSERVATION CHECK SHEET 15
OBSERVATION CHECK SHEET 1 (TASK 1.4) 15
OBSERVATION CHECK SHEET 2 (TASK 3.2) 17

Assessment Information
Welcome to your Student Assessment Guide for BSBDIV601 Develop and Implement Diversity Policy. This Guide provides you with information on the assessment particularly what you have to do and to what level of performance.
This assessment has the following Assessment Events:
Assessment Event 1 – Knowledge Questions
There are five questions that will provide us with the evidence of your knowledge and understanding with key practices in diversity policy development.

Assessment Event 2 – Simulation: Women Tradies Australia
You will complete a number of tasks that will provide us with evidence of your skills with planning and developing organisational policy on diversity. These tasks will be based on your role as a Policy Officer for an organisation that employs women tradespeople in construction and additional repair work.
To complete the Simulation, you will need to refer to the following resources:
• Risk Assessment Template to be used in Task 2.4 when undertaking a risk management process.
• Organisational Documents Folder contains three policies and procedures to be used throughout the simulation.
• Results Template contains information to be used in Task 4.1.
Remember, you do not type your responses in this Student Assessment Guide, but use the Student Assessment Workbook, which is a separate document. This document is simply a guide to explain what you are required to do, and by doing so, this will assist you to perform at your best.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format Presentation Plan includes the following:
• outcomes
• needs of the audience
• context.

Full sentence format When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
• complete all of the questions and tasks listed in the Student Assessment Workbook
• meet all the requirements listed in this Student Assessment Guide
• your responses to the questions and tasks must be relevant, accurate and specific
• submit your completed Student Assessment Workbook to your Assessor within the set timeframes
• your work must be in your own words
• where you use an external source of information, you must provide citation.

Assessment Event 1 – Knowledge Questions
The information contained in this assessment event lists the questions that you will need to develop a written response. These questions are theoretical and provide evidence of your understanding of diversity within a business environment.
Each question includes the requirements which indicate what you have to do and the depth of your response to achieve a satisfactory result.
Question 1
Explain business operations that can be linked to diversity.
R 1. explain four business operations and their relevance to diversity including:
• different types of diversity for each operation
• examples of distinct business operations
R1. word count is approximately 250 words in total.
Diversity in business operations describes the individual and group differences whereby, different experiences and personalities are considered as they all work towards the organisational goals in an effective and successful way manner. Diversity is evident in various business operations including the hiring process/recruitment, training of the recruits and other employees, financial planning, and inter-departmental consultation.
Hiring- diversity in the hiring process may build the reputation of an organisation. The reputation around hiring graduates and retaining the talent works well for an organisation because there will always be growth in that talented people will like to work for the business. Having the best talent around, secures an organisation a place at the top.
Training the recruits and other employees- diversity in training at the workplace is very important because it makes the organisation ready for changes hence any assimilation process is successful.
Financial and management planning- for a workplace environment to be diverse, planning e.g. financial planning and management planning needs to be top-notch. Planning helps the organisation to come up with better ways of doing business and utilising the available talents.
Interdepartmental consultation- Diversity at the workplace encourages employee engagement at all levels, therefore, the range of ideas increase. It encourages creativity, which means an employee in finance can help an employee in marketing solve a problem. Different perspectives are brought together which is beneficial for everyone including the senior management because there will be reduced employee turnover.
Question 2
Using the table below, identify potential benefits of diversity to an organisation.
R 1. list five contexts of diversity in an organisational setting
R 2. for each context, explain its potential benefits to an organisation
R 3. word count is approximately 50 words per explanation.
Context Explanation of Benefit to the Organisation

1. race Bringing together people of different races in an organisation helps the business to grow and become competitive in the contemporary business world. Therefore, there is increased innovation, greater adaptability to different business environments as well as improvement in social cohesion within the organisation.
2. socio-economic status Allowing people of different education levels and financial status to work in an organisation is important for a business to thrive. Making the employees financially stable within the organisation reduces turnover costs and increasing their productivity.
3. religion Diversity in bringing people of different religions together and encouraging good employee interaction at the workplace ensures higher productivity. Tolerating all religious views at the workplace helps them work together. For example, accommodating people of various religions at the workplace translates to accommodating people of various religions as your customers.
4. gender Hiring, paying and promoting people of all genders equally means that the organisation is growing. It improves the financial performance within the organisation, improve the decision-making process, and capture a diverse customer base.
5. sexual orientation Being inclusive of the different sexual identities within an organisation ensures that there is evolvement or progression which is good for business operations. Managing the all people in a good way reduces turnover costs which means more profits for the organisation because workers will be satisfied and committed.
   Question 3
   Describe diversity within the business environment including culture, beliefs, traditions, and practices.
   R 1. describe ten current trends with diversity within the Australian workplace
   a) Increasing gender diversity- gender diversity in on the rise in the Australian workforce. Businesses are hiring female workers than ever before when the workforce was dominated by male workers. By diversifying gender at the workplace, businesses are able to have a variety of talents at their disposal which makes business operations easier and more productive.
   b) Demand for flexible working arrangements- more flexible working arrangements are on the rise which a good way of shifting away from the traditional ways of employment that only allowed full-time roles. Today, part-time and contract workers are recruited into businesses which indicates that employers are open to changes in the business landscape.
   c) Demand for multiple skill sets- employers in Australia are now hiring people who have a lot to offer in the business environment. People who can offer technical and no-technical services at the workplace are highly valued to steer the business in the right direction e.g. contractors who are exposed to a wide range of business environments.
   d) Use of technology- the use of technology like the Artificial Intelligence in the business world is something that helps reduce or eliminate unconscious bias. AI can be used when hiring in order to choose the best without any form of discrimination.
   e) Testing diversity initiatives with data- data collection is the best way of increasing workplace diversity by helping employers know how to steer their businesses effectively.
   f) Standardizing the recruitment process- it can be done by subjecting interviewees to the same questions and then hiring depending on merit. Standardization helps in eliminating bias in the recruitment process.
   g) Recruiting in a job seeker’s market- employers should retain their employees by workforce development.
   h) Adopting a better definition of diversity- organisations are now defining diversity away from the ethnicity and gender narrative.
   i) Paid leave- this has increased diversity in the workforce, not only in Australia but in other countries too.
   j) Sourcing candidates with non-traditional credentials- talents are sought through tools that assess the best candidates in terms of skills and not degrees.

R 2. describe five cultural differences in the workplace covering their beliefs, traditions, and practices
a) social values- ideas about work ethics, personal growth as well as wealth vary between different cultures.
b) Religious practices- some religions engage in prayers during the day or on specific days of the week.
c) Religious dress- some cultures can only wear certain clothes and may have additions like turbans or headscarves. The clothes are worn throughout and it makes them easy to differentiate.
d) Customs- different cultures have different ways of doing things. For example, some cultures cannot eat certain foods or have specific ways of preparing their food.
e) Family obligations- certain cultures prioritize family issues which can sometimes cause them problems at the workplace.

R 3. word count is approximately 300 words in total.

Question 4
Describe contemporary theory about diversity and its potential contribution to business advantage.
R 1. explain the theory of Productive Diversity
The theory of productive diversity was adopted in the early 1990s with the purpose of increasing Australian business success in trading with diverse markets, both domestic and export, through the highly productive and multicultural Australian labour market.
R 2. discuss five ways that it can contribute to the Australian workforce
a) The theory can be used in the identification of talents and skills that are undervalued in the workforce and use them as a stepping stone towards dominating the markets.
b) The theory can help in eliminating discrimination in terms of gender in the labor market to promote a diverse and highly productive workforce.
c) The theory facilitates the positive management of diversity at the workplace which increases the success of the Australian workforce.
d) The theory can be used by businesses to take advantage of the multicultural and diverse Australian workforce to become competitive in the modern business landscape.
e) The theory can be used to support the business operations in the modern business landscape, therefore, making the Australian workforce a competitive one in the global business environment while giving the businesses a global outlook.

Question 5
In the table below, outline legislation, codes of practice, and national standards as they apply to development of diversity policy.
R 1. explain the application of each item in a workplace diversity context
R 2. word count is approximately 50 words per explanation.
Regulatory Requirement Application in the Workplace
Australian Human Rights Commission Act 1986 People of different religions, different political opinions, nationalities, social origin and different national extraction are protected from discrimination, bullying and harassment at the workplace.
Age Discrimination Act 2004 Employers should not higher people according to age because the assumptions that older people are resistant to change while younger people are irresponsible, can have grievous outcomes in terms of poor workplace environments. Discrimination during the hiring process should be avoided and offer everyone equal employment opportunities.
Disability Discrimination Act 1992 People with various forms of disabilities should be treated equally with other people at the workplace. Being supportive and interacting with them increases their productivity hence the business becomes competitive in the modern business landscape.
Racial Discrimination Act 1975 No one should be treated less fairly than anyone one else with the same issue because of their colour, race, descent or ethnicity. At the workplace, employment opportunities, training programs, promotions or other conditions should be offered equally to all people regardless of their ethnicity, colour or race.
Sex Discrimination Act 1984 Discrimination on the basis of sexual identity, marital status, pregnancy, or possibility of pregnancy is not allowed at the workplace. No one should be sexually harassed or dismissed from work due to family responsibilities. Sex discrimination prevents women from achieving greatness or realising their full potential at the workplace. Sexually hostile work environments contribute towards the failure of an organisation due to job dissatisfaction and employee turnover.
Fair Work Act 2009
Fair Work Regulations 2009 Terms and conditions are provided on the rights and responsibilities if employers, employees and employee organisations in relation to a certain employment. Workplace rights are important because when everybody understands their rights and responsibilities, they will not be subjected to any form of discrimination at the workplace. That means that the working environment will be conducive for everyone and the productivity increases.

Assessment Event 2: Women Tradies Australia (WTA) Simulation
In this assessment, you will undertake a number of tasks associated with planning and developing policy on diversity. In this simulation, you will perform the following actions:
• plan and research issues on diversity
• consult with stakeholders on diversity issues and options
• develop policy
• launch and revise policy.
Please ensure that you familiarise yourself with this set of requirements that underpin this simulation. This includes understanding the background of the simulation and the criteria you will be assessed on. These are located in the Appendix of this document.
Task 1: Research Diversity
In this task, you will review the current trends with diversity in the external marketplace followed by a review of the potential benefits to organisations. You will then identify polices on diversity from similar organisations and then make recommendations to stakeholders on the priority areas for policy development.
1.1 Analyse existing practices and information relating to diversity
R 1. identify and explain seven internal facts in relation to diversity within WTA
R 2. identify and explain seven external facts in relation to diversity in the Australian workplace
R 3. word count is approximately 150 words per explanation.
1.2 Identify potential benefits of diversity and analyse in relation to business objectives
R 1. list three benefits of a diverse workforce:
• outline these benefits
• explain how these benefits will support WTA business objectives
R 2. word count is approximately 250 words in total.
1.3 Access diversity policies from similar organisations and review for relevance to own organisation
R 1. identify two external policies on diversity:
• provide a summary of the organisation
• summarise the content of the policies
• explain how these policies relate to WTA
R 2. word count is approximately 250 words for each policy.
1.4 Consult key stakeholders about their requirements for a diversity policy
R 1. deliver a session to two key stakeholders on:
• current situation with diversity
• impact of this situation
• recommendations on priority areas for policy development
R 2. actions must meet all criteria in the Observation Check Sheet 1 in Appendix B
R 3. the session has a duration of 30 minutes.

Task 2: Draft Policy
In this task, you will commence the production of the draft policy document. This process starts with a review of the current policies held by WTA along with the research on legislation to guide the development. Then on its completion, a Policy Action Plan will be drafted prior to the consultation with the organisation.
2.1 Determine relationships and links with other related policies
R 1. list and describe three issues with current WTA policies/procedures
R 2. identify and summarise three legislations that can have impact on WTA
R 3. word count is approximately 250 words in total.
2.2 Draft policy
R 1. develop a policy document containing a minimum of eight policy items
R 2. word count is approximately 750 words in total.
2.3 Develop Action Plan for policy implementation
R 1. create a Policy Action Plan:
• list five strategies
• each strategy must contain a minimum of three actions
• actions must contain performance indicators, roles, and timeframes
R 2. present in a table format.
2.4 Identify intended and unintended impact of policy implementation
R 1. populate the Risk Assessment Template provided:
• identify four risks
• enter the required information in accordance to the template’s legend
R 2. word count is not critical.
2.5 Consult key stakeholders for feedback on draft policy and Action Plan
R 1. Send the drafts to the CEO (your Assessor)
• attach the draft policy and Action Plan
• email must contain summary of each draft document
• request feedback
• this email must be clear, relevant, and concise with a professional outlook
• word count is approximately 100 words
R 2. attach a copy of this email exchange to your Student Assessment Workbook.
2.6 Revise policy for implementation
R 1. review feedback received from CEO and adjust draft Policy and Action Plan where appropriate
R 2. attach a copy of this email exchange to your Student Assessment Workbook.

Task 3: Implement Diversity Policy
In this task, you will implement your policy on diversity to WTA. You will do this by developing information to be used in communication to all employees. This will consist of a poster as well as a message for the intranet. In addition, you will hold a training session with two team members to demonstrate how to use the policy on diversity.
3.1 Promote policy across the organisation through a range of communication channels
R 1. develop content for release using both of the following methods:
• announcement on company intranet
• poster for staff noticeboard
R 2. word count is approximately 150 words in total.
3.2 Explain and interpret policy to key stakeholders
R 1. deliver a session to the stakeholders:
• explain background
• present policy
• discuss implementation
R 2. actions must meet all criteria in the Observation Check Sheet 2 in Appendix B
R 3. the session has a duration of 30 minutes.

Task 4: Review Diversity Policy
In this task, you will monitor results being achieved with the roll out of the policy. You will analyse this information and then make recommendations to the CEO to address the emerging issues followed by modification to the policy document.
4.1 Gather and analyse information on the implementation of the policy
R 1. analyse the results and develope a key potential factor in the template provided for:
• business activities
• staff performance
• team plans
R 2. word count is approximately 150 words in total.
4.2 Consult key stakeholders to provide feedback on this policy
R 1. send an email to the CEO (your Assessor):
• attach the Results Template
• summarise results being achieved, contributing factors, and the next step in roll-out
• request feedback
• word count is approximately 150 words
R 2. attach a copy of this email exchange to your Student Assessment Workbook.
4.3 Develop and approve recommendations for changes to the policy
R 1. analyse the results with the potential factors and develop recommendations for:
• business activities
• staff performance
• team plans
R 2. word count is approximately 150 words in total.
4.4 Refine diversity policy
R 1. review the completed Results Template:
• identify two areas that will require changes to your policy document
• provide a rationale for these changes
• with each identified area, develop refinements to the policy
R 2. word count is not critical.

Appendix A: Women Tradies Australia Simulation
Simulation Background
The simulation centres on an organisation called Women Tradies Australia, a relatively new entrant into the services market for building repairs. This has been traditionally a male dominated work environment but with the changing demographics in cities and socio-cultural values, new providers have entered the market that offer all-female qualified tradespersons.
The reason for this change in the service market is that many decision-making customers in need of building repairs are now women and research has shown that a significant number of these would prefer to have a woman servicing their apartment/house. This is due to a number of factors particularly safety and that women ‘tradies’ are perceived to be more methodical with their work, more reliable and they even clean up after the job is finished.
Women Tradies Australia (WTA) entered the market at the start of 2016 and growth has exceeded expectations with all targets being achieved at the end 2018. The company is expanding to meet the demand in the market and is anticipating a major recruitment drive in the next few months to achieve an ambitious set of business objectives for the calendar year of 2019 of:
• revenue stream of $50,000,000
• net profit before tax of $14,000,000
• recognised in the media and by the customer base as a diverse team of committed specialists that provide a timely quality service to all those in need of building maintenance.
The CEO has concerns. Though impressed with the branding associated with gender-specific tradespeople, the CEO does have an issue that community values may question the discriminatory practice of hiring only women tradespeople. On further analysis, it is noted that:
• the company has no employees over the age of 35 (except the CEO)
• there is nobody with a disability
• 90% of the employees are from English speaking backgrounds.
The CEO prides herself on being a good corporate citizen that is leading the way as a diverse innovative workplace.
As a result, she was considering setting targets to get more equity with the diversity of her workforce. However, based on preliminary research, she has become aware that targets have been questioned by other organisations, where they focus their attention on the development and implementation of sound policy and procedures rather than achieving indicators based on numbers. These other organisations argue that there are too many variables at play that impact on the achievement of targets.
To support this new direction, the organisation now requires a policy on diversity to validate this commitment to equity for all, not matter what individual differences an employee may have. The CEO is surprised to note that the organisation has not developed a range of comprehensive policies to support their operations. The focus had been on WHS and technical protocols for each of the trades. The organisation does have a policy on performance management with some accompanying procedures but there is no policy for diversity.
You have been employed as a Policy Officer to develop a diversity policy that will enable the company to carry out its role as a corporate citizen that prides itself in equity for all. Listed below is information and data that will be useful for the development of this policy.

Information on the organisation
Macro environmental forces:
Customer base:
• qualified women tradespeople are at approximately less than 2% (carpentry, electrical) yet women ownership of property is over 35%
• in addition, decisions makers with selecting a trades person is carried out equally by women
• most property owners are over 50
• well over half of these women have informally been surveyed as saying they would prefer to use a woman for servicing their property.
Competition:
• there currently are only a very small number of female trade businesses serving the market
• there is also only a small number of trade businesses with women as their service representatives
• there are no businesses using the pitch of seniors as their frontline.
Job market:
• only 13% of women make up trade apprentices in NSW
• most of these are in the catering and hairdressing area
• only 3% of women are doing jobs such as carpentry, electrical, painting, plumbing, car repairs, etc.
• over 210,000 people are over 50’s are now living off unemployment benefits in Australia
• employers are less likely to hire a senior in comparison with a younger person in the perception that they will be less flexible with fitting into the organisational culture, require more sick days as a result of preexisting medical conditions and general health, and not prepared to do less challenging work
• the potential for an applicant to achieve a job interview if they have a non-English sounding name is approximately six times as difficult for a similar applicant with a foreign name
• labour participation rates for disabled people is low with rates 47% of disabled people unable to find work
• over 77% of all senior managers and CEO’s across organisations are Anglo Celtic 76%, European 19%, Non-European 4.7%, Indigenous 0.4%.
Political:
• the Governments in States and Territories are committed to increasing the number of women working in male dominated trades
• strategies include the formation of partnerships with organisations such as SALT (supporting and linking tradeswomen) that have the aim of increasing the representation of women
• the Government is looking for ways to promote self-sufficiency by encouraging people to continue to work for as long as possible
• the Government has a number of funding incentives for organisations to hire people over the age of 50 such as Restart
• the Government is rolling out the National Disability Insurance Scheme which will provide incentives for the employment of the disabled.
Women Tradies Australia:
Policies and procedures:
• the company currently only have policy and procedures for harassment, bullying and discrimination, and performance management
• these are not in great depth and don’t provide sufficient guidance
• there are no policies for diversity in the workplace.
Management direction:
• management would like to diversify their services by including male tradies for customers who like a balance or male only
• employees consist of mainly age groups of 19 – 35, but they would like to have equal representation with older age groups of 50 plus
• management in the recruitment drive want to focus on employing people from different nationalities and cultures
• management in the recruitment drive want to create an environment that is conducive for disabled employees.
Culture:
• the values of the business are foundered on team work, ethics, continuous improvement, customer first, and safety
• the workforce is not multi-cultural and strongly represented by employees with Anglo Celtic traditions and practices
• there is significant job satisfaction with high morale
• it is perceived as a good employer
• there are social norms that are biased in favour of women with graffiti in the bathrooms such as “women are better workers”, “if it’s worth doing well bring in a woman”, etc., in fact the majority of staff favour the slogan for the vans “we repair what your husband fixed’.
Capability (current knowledge, skills and attitudes of staff):
Recent surveys implemented in the organisation showed that staff were strong on vocational technical competencies but less so with people skills as follows:
• there has been no formal training undertaken in people skills development such as managing conflict
• there is a limited understanding of the advantages of a diverse workforce
• limited experience with problem solving in a team environment
• limited experience with strategies to support others in a team
• no experience with understanding and respecting staff capability and contributions.
Operations:
• revenue has been on an upward trajectory with profitability at 9% above targets set for 2017 and 2018
• services include; carpentry, plumbing, electrical, painting/decorating, and landscaping to the domestic market
• currently these trades are represented by qualified tradeswomen totaling 27
• there are five administration officers
• one supervisor in administration
• one supervisor in each of the five trades areas of carpentry, plumbing, electrical, painting/decorating, and landscaping
• there are a fleet of fully equipped vans totaling 17.
Simulation Phases
This simulation is divided into the following phases:
Phase 1: you will research diversity and then share findings with stakeholders.

Phase 2: you will develop a draft policy.

Phase 3: you will implement and finalise the policy.
Your Role in the Simulation
Your roles and responsibilities throughout the simulation are as follows:
Phase 1
Phase 1 occurs in Task 1. In Phase 1, your main duties in the organisation are as follows:
• research micro and macro environment
• analyse findings
• present and discuss findings in collaboration with key stakeholders.
Note that in Task 1.4, you will have a 30-minutes session with two stakeholders to get feedback on the need for policy. These stakeholders will be role played by staff external to your class. Your Assessor will observe your interaction with these stakeholders and document their observation using the Observation Check Sheet 1 at the end of this document. You must familiarise yourself with the criteria in this check sheet as your performance will be assessed based on them.
Phase 2
Phase 2 occurs in Task 2. In Phase 2, your main duties in the organisation are as follows:
• research issues with policy
• write a draft policy
• write an action plan
• consult on drafts.
Phase 3
Phase 3 occurs in Tasks 3.1 to 4.4. In Phase 3, your main duties in the organisation are as follows:
• train employees on policy
• monitor results in implementation
• make adjustments to the policy.
Note that in Task 3.2, you will have a 30-minutes session with two stakeholders to ensure they understand the policy. These stakeholders will be role played by staff external to your class. Your Assessor will observe your interaction with these stakeholders and document their observation using the Observation Check Sheet 2 at the end of this document. You must familiarise yourself with the criteria in this check sheet as your performance will be assessed based on them.

Simulation Setup
The simulation chosen is to give you the opportunity to provide evidence that demonstrates your ability to research, plan, and develop policy to meet the needs of the organisation. We have tried to make this simulation as real as possible within a classroom setting through using scenarios that are typical of a workplace.
To carry out your role in this simulation will require you to follow these steps:
Step 1. At the commencement of the unit, your Assessor will overview the assessment with you. You will then sign the declaration of your understanding located in the Student Assessment Workbook (Pre-Assessment Checklist).

Step 2. Your Assessor will select the appropriate stakeholders who are external to your class with a sound understanding for workplace diversity. You will engage with these stakeholders in Task 1.4 and Task 3.2 as the Policy Officer to communication and consult in policy development and roll out, respectively.

Step 3. Prior to the commencement of this assessment:
• Your Assessor will provide you with the folder that contains following resources:
­ Performance Appraisal Procedure
­ Performance Management Policy
­ Staff Discipline and Dismissal Procedure.
• Then your Assessor will review all of the sources listed above with you in addition the following:
­ Simulation Background
­ tasks
­ your role in the simulation.
You will confirm your understanding with your Assessor before you commence working on your assessment. Please note that you are encouraged to ask all your questions to your Assessor.

Step 4. Before you commence on your work, your Assessor will arrange the equipment and facility needs for you to undertake simulation activities. These will include the following at a minimum:
• quite room (for the observation)
• computer and Internet access
• Internet access (to undertake simulation activities)
• word-processing software (to document your responses in your Student Assessment Workbook)
• any other office equipment required by you.
In case you have special needs within the context of this simulation, you must immediately communicate this with your Assessor.

Step 5. You will review the organisation’s existing practices in both the internal and external market (Task 1.1).

Step 6. You will research the potential benefits of having a diversity policy (Task 1.2).

Step 7. You will access policies from other organisations and summarise the need for WTA (Task 1.3).

Step 8. You will present their research to the two stakeholders in an interactive 30-minute session. Your Assessor will observe your interaction with these actors throughout the session and document their feedback using the Observation Check Sheet 1 provided at the end of this document (Task 1.4).

Step 9. You will prepare your development of policy by reviewing existing policies (Task 2.1).

Step 10. You will now draft your policy on diversity (Task 2.2).

Step 11. You will develop an action plan for the implementation of the policy (Task 2.3).

Step 12. You will undertake a risk assessment using the template provided by your Assessor (Task 2.4).

Step 13. You will distribute your draft policy and action plan to the CEO (your Assessor) (Task 2.5).
Step 14. Your Assessor, as the CEO, will provide you with feedback which you will use to revise the policy (Task 2.6).

Step 15. You will use channels of communication and promote the new policy (Task 3.1).

Step 16. You will hold a 30 minutes’ interactive training session with two trades people to explain the policy and what it means to them in terms of their daily work. Your Assessor will observe your interaction with these stakeholders using the Observation Check Sheet 2 provided in Appendix B (Task 3.2).

Step 17. Your Assessor, as the CEO, will provide you with results achieved on the implementation of the policy. This information is contained in the template titled Results Template.

Step 18. You will gather and analyse information received on the implementation of the policy and enter the factors in the template provided (Task 4.1).

Step 19. You will develop a draft email to share the results with the CEO (your Assessor). You will be given feedback on your identified factors (Task 4.2).

Step 20. You will continue with your analysis of the results received by developing a list of recommendations and entering these into the Results Template (Task 4.3).

Step 21. You will now use the information contained in the completed template from Task 4.2 and modify the actual policy document (Task 4.4).

Step 22. Upon the completion of the assessment, finalise your Student Assessment Workbook to be submitted to your Assessor.

Assessment Conditions for the Observations
The information in this section outlines the assessment conditions for the Observation activities in Phase 1 (Task 1.4) and Phase 3 (Task 3.2), which involve your interaction with two stakeholders.
Before the Observation:
• you must ensure that you have read and understood any documents required to undertake the Observation
• you must ensure that you have read and understood all performance requirements listed under Task 1.4 and 3.2
• you must ensure that you have read the requirements listed in the Observation Check Sheets as your performance will be judged based on these criteria (see Appendix B)
• you must inform your Assessor to arrange the equipment and resources you need to deliver your session
• your Assessor will inform you of the dates of your Observations.
During the Observation:
• you will be interacting with the various stakeholders (two in each) who are external to your class
• each session will have a total duration of 30 minutes
• other students will not be observers during the sessions as this will give them an unfair advantage
• you cannot refer to the Observation Check Sheets while undertaking the Observations
• your Assessor will:
­ observe you individually based on the criteria in the Observation Check Sheets
­ document their observations in detail on the Observation Check Sheets
­ provide extensive written feedback
­ ensure that the session will be free from distractions
• you must comply with WHS requirements
• you must demonstrate all the criteria in the Observation Check Sheets to achieve a satisfactory result for the Observations.
After the observation:
• if you are successful, your Assessor will summarise your performance during the observations
• if you are unsuccessful, your Assessor will:
­ provide written feedback on the Observation Check Sheets explaining their justification in detail
­ communicate this feedback to you
­ arrange another suitable time to observe your second attempt.

Appendix B: Observation Check Sheet
We have provided the Observation Check Sheets for you to prepare for your assessment with the Assessor. Remember, you will not be able to use this Check Sheets during these sessions. However, we recommend you use this as a planning tool so that you are fully prepared for the observations.
Note that you must demonstrate all the criteria listed in the following Observation Check Sheets to be deemed satisfactory.
Observation Check Sheet 1 (Task 1.4)
Performance Requirements

1. Introduction
   1.1. Welcome the stakeholders:
   • has a friendly tone
   • volume is appropriate
   • facial expressions are appropriate
   1.2. Outlines the session:
   • states clearly what they will cover
   • explains how long this will take
   • seeks confirmation of this process
2. Body
    summarises the internal and external factors that have links to diversity
    summarises the current situation and issues with current approach to diversity
    summarises the implications of not having a policy and procedures
    provides recommendation on policy areas to be developed
3. Conclusion
   • overviews what has been covered
   • summarises the issues raised
   • summarises the agreement reached
   • overviews the next steps
4. Time Management
   • achieves objectives in allocated time:
   ­ breaks the session was down into reasonable time blocks
   ­ finishes the session within 30 minutes
5. Presentation Techniques
   5.1 Body language:
   • gives eye contact to the stakeholders
   • displays appropriate facial expressions
   • posture is appropriate
   • gestures fit with the message
   5.2 Presents the content clearly:
   • explicitly states concrete facts to support their arguments
   • expresses concepts with sufficient detail
   • uses a range of visual aids such as handouts, whiteboard notations
   5.3 Monitors non-verbal and verbal cues of the stakeholders:
   • conducts periodical checks
   • adjusts delivery accordingly
   • confirms their understanding
6. Language Techniques
   • language avoids jargon
   • does not use filled pauses (e.g. ‘er’, ‘erm’, ‘uh’, ‘um’)
   • tempo (pace) is easy to follow
   • volume is audible
   • pitch is low in general and high at times to grab attention
   • avoids cliché statements
   • language is simple and clear
   • uses cues to clarify the message aimed (e.g. to move to the Conclusion – ‘in conclusion, …’)
7. Listening and Questioning
   • asks logical and targeted questions that seek input on merits of the recommendations
   • questions are:
   ­ purposeful
   ­ logically structured
   ­ clear and concise
   ­ proactive and simulated critical thinking
   ­ adapted to the audience
   • validates input and encourages stakeholders to raise their queries
   • directs open-ended questions and avoids ‘yes/no’ questions to draw the stakeholders to the discussion
   • actively engages in dialogue about alternative ideas
   • takes notes without losing focus
   • listens attentively to responses:
   ­ provides appropriate facial expressions
   ­ provides appropriate body language
   ­ paraphrases understanding
   • asks questions to probe input
   • uses pauses correctly to allow time for thought
   (e.g.; a two second pause after a question)
   Observation Check Sheet 2 (Task 3.2)
   Performance Requirements
8. Introduction
   1.1 Welcome the stakeholders:
   • has a friendly tone
   • volume is appropriate
   • facial expressions are appropriate
   1.2 Outlines the session:
   • states clearly what they will cover
   • explains how long this will take
   • seeks confirmation of this process
9. Body
    summarises the internal and external factors that have led to this policy
    summarises the current situation and issues with current approach to diversity
    summarises the implications of not having a policy and procedures
    presents policy
10. Conclusion
    • overviews what has been covered
    • summarises the issues raised
    • summarises the agreement reached
    • overviews the next steps
11. Time Management
    • achieves objectives in allocated time:
    ­ breaks the session was down into reasonable time blocks
    ­ finishes the session within 30 minutes
12. Presentation Techniques
    5.1 Body language:
    • gives eye contact to the stakeholders
    • displays appropriate facial expressions
    • posture is appropriate
    • gestures fit with the message
    5.2 Presents the content clearly:
    • explicitly states concrete facts to support their arguments
    • expresses concepts with sufficient detail
    • uses a range of visual aids such as handouts, whiteboard notations
    5.3 Monitors non-verbal and verbal cues of the stakeholders:
    • conducts periodical checks
    • adjusts delivery accordingly
    • confirms their understanding
13. Language Techniques
    • language avoids jargon
    • does not use filled pauses (e.g. ‘er’, ‘erm’, ‘uh’, ‘um’)
    • tempo (pace) is easy to follow
    • volume is audible
    • pitch is low in general and high at times to grab attention
    • avoids cliché statements
    • language is simple and clear
    • uses cues to clarify the message aimed (e.g. to move to the Conclusion – ‘in conclusion, …’)
14. Listening and Questioning
    • asks logical and targeted questions that seek input on merits of the recommendations
    • questions are:
    ­ purposeful
    ­ logically structured
    ­ clear and concise
    ­ proactive and simulated critical thinking
    ­ adapted to the audience
    • validates input and encourages stakeholders to raise their queries
    • directs open-ended questions and avoids ‘yes/no’ questions to draw the stakeholders to the discussion
    • actively engages in dialogue about alternative ideas
    • takes notes without losing focus
    • listens attentively to responses:
    ­ provides appropriate facial expressions
    ­ provides appropriate body language
    ­ paraphrases understanding
    • asks questions to probe input
    • uses pauses correctly to allow time for thought
    (e.g.; a two second pause after a question)