Work with diverse people

CHCDIV001 Work with Diverse People: Learner Workbook and Assessment Guide

Overview of CHCDIV001 – Work with Diverse People

CHCDIV001 – Work with diverse people is a unit of competency focused on recognising, respecting and responding to diversity in workplace and community service environments. It covers self-awareness, social and cultural perspectives, inclusive work practices, cultural safety, respectful communication, language barriers, interpersonal relationships and the sensitive resolution of differences.

The CHCDIV001 Work with diverse people learner workbook contains formative activities, summative assessment requirements, knowledge questions, practical performance tasks and workplace documentation requirements. Learners are expected to demonstrate an understanding of diversity and inclusion and apply that understanding when working with people from different social and cultural backgrounds.

This assessment guide explains the main topics covered in the CHCDIV001 learner workbook, including Activities 1A, 1B, 1C, 1D, 2A, 2B, 2C, 3A, 3B, 3C, 4A and 4B, as well as the Knowledge Activity (Q&A), Performance Activity and workplace documents checklist.

Unit code: CHCDIV001
Unit title: Work with diverse people
Document: Learner Workbook
Assessment format: Written activities, research, presentations, role plays, knowledge questions, reflective writing and workplace or simulated-workplace demonstrations.

Learners should always follow the instructions provided by their own trainer or assessor and use the current workbook supplied by their registered training organisation (RTO).

Table of Contents

1. CHCDIV001 Work with Diverse People: Overview

2. Instructions to the Learner

3. CHCDIV001 Assessment Requirements

4. Candidate Details and Assessment Declaration

5. Observation and Demonstration Requirements

6. Formative Assessment Activities

   • Activity 1A: Social and Cultural Perspectives and Biases

   • Activity 1B: Self and Social Awareness

   • Activity 1C: Non-Judgemental Practice and Reflection

   • Activity 1D: Improving Self and Social Awareness

   • Activity 2A: Diversity and Inclusion in the Workplace

   • Activity 2B: Workplace and Professional Relationships

   • Activity 2C: Safe Work Practices and Cultural Safety

   • Activity 3A: Respectful Communication

   • Activity 3B: Verbal and Non-Verbal Communication

   • Activity 3C: Language Barriers and Interpreting Services

   • Activity 4A: Communication Misunderstandings and Cultural Diversity

   • Activity 4B: Sensitive Resolution of Differences

7. CHCDIV001 Summative Assessments

8. Section A: Skills Activity

9. Section B: Knowledge Activity (Q&A)

10. Section C: Performance Activity

11. CHCDIV001 Knowledge Questions: Topics Covered

12. CHCDIV001 Performance Evidence and Workplace Demonstrations

13. Workplace Documentation Checklist

14. Assessment Submission and Competency Outcomes

15. Academic Integrity, Plagiarism and Collusion

16. Frequently Asked Questions About CHCDIV001

17. CHCDIV001 Keywords and Related Search Terms

1. Instructions to the Learner

The CHCDIV001 learner workbook contains instructions that learners should understand before commencing the assessment. The trainer or assessor explains the assessment tasks, submission conditions and relevant requirements. Learners should seek clarification if a question, task or assessment instruction is unclear.

Written assessment work should address every question and sub-question, demonstrate appropriate research, follow a logical structure and be presented professionally. The workbook instructs learners to use word-processing software and include their full legal name on every page.

Learners must participate actively in their studies and complete the required assessment tasks. If an assessment task is incomplete, it may be returned for resubmission.

Plagiarism and academic integrity

Plagiarism involves presenting another person's ideas, writing or work as one's own. The workbook identifies copied work, inadequately acknowledged internet sources and work that is substantially similar to another learner's submission as potential plagiarism concerns.

Learners should acknowledge sources appropriately and consult their trainer or assessor if they are unsure how to reference another person's work.

Collusion

Collusion involves unauthorised collaboration when work is presented as an individual's own. The workbook states that copying from another learner or submitting work produced through unauthorised collaboration is not permitted and may result in disciplinary action.

Assessment outcomes

The workbook describes the following assessment outcomes:

• Satisfactory (S): The assessment task has met the required standard.

• Not Satisfactory (NS): The assessment task requires further work, training or experience.

• Competent (C): The learner has satisfactorily completed the required tasks for the unit.

• Not Yet Competent (NYC): The required level of competency has not yet been demonstrated.

A learner who receives a Not Yet Competent outcome may receive assessor feedback and an opportunity to resubmit, subject to the relevant assessment requirements. Further training or re-enrolment may be required if competency is still not achieved.

Additional evidence and confidentiality

The assessor may request additional or alternative evidence when necessary to determine competency. Learners must also protect workplace privacy and confidentiality. Information about employers, colleagues, clients and other third parties should not be disclosed without appropriate consent and authorisation.

Appeals, recognition of prior learning and special needs

The workbook explains that learners may raise assessment concerns with their trainer or assessor and, if necessary, submit a written appeal to the course coordinator. Previous experience or expertise may be considered through recognition of prior learning (RPL), where applicable. Learners with special needs should inform their trainer or assessor as early as possible so that appropriate adjustments can be considered.

2. CHCDIV001 Assessment Requirements

The workbook identifies several methods that may be used to assess competency:

• Direct observation of work-related activities.

• Product-based assessment, including reports, role plays and work samples.

• Portfolios containing annotated and validated evidence.

• Questioning to confirm underpinning knowledge.

The assessment activities cover relevant elements, performance criteria, skills, knowledge and performance requirements of the unit.

Learners are expected to complete the applicable formative and summative activities and have their work assessed as satisfactory. If responses or demonstrations do not provide sufficient evidence, the assessor may ask supplementary questions or request additional evidence.

Assessment policies supplied during induction must also be followed.

3. Candidate Details and Assessment Declaration

The learner workbook includes a candidate details section for the CHCDIV001 Work with diverse people assessment.

The information requested includes:

• Learner's name.

• Address.

• Email address.

• Employer.

• Learner's signature.

• Date of declaration.

The declaration confirms that the learner has not copied another person's work except where sources have been acknowledged and that another person has not written the assessment for them. It also confirms that the learner understands the assessment instructions and consents to being assessed.

Where an activity is completed in a small group or in pairs, the workbook provides space for the names and signatures of participating learners to acknowledge their contributions.

4. Observation and Demonstration Requirements

Observation and demonstration may be used alongside the written activities in CHCDIV001.

Workplace observation

Observation generally takes place on the job. It may involve performing a workplace skill, completing a task or interacting with colleagues, customers or service users.

Practical demonstration

A demonstration generally takes place off the job or in a simulated training environment. It may involve performing a required skill or participating in a simulation exercise.

The trainer or assessor explains which type of assessment is required, the activity to be completed, the location and the available equipment or materials. Demonstrations and observations provide evidence of the learner's practical ability to apply the unit's requirements.

5. Formative Assessment Activities: CHCDIV001 Activities 1A–4B

The learner workbook includes twelve activities covering personal reflection, diversity, inclusive workplace relationships, cultural safety, communication and conflict resolution. Some activities require written responses, while others involve presentations or observed role plays.

Activity 1A: Identify and Reflect on Social and Cultural Perspectives and Biases

Estimated time: 30 minutes.

Objective: Identify and reflect on personal social and cultural perspectives and biases.

This activity asks learners to identify two of their own dominant social or cultural perspectives or biases and summarise them in a maximum of 250 words.

The activity introduces self-reflection and helps learners consider how their upbringing, experiences, beliefs and social environment may influence their views of other people.

Related topics include personal values, assumptions, cultural identity, social attitudes, unconscious bias and awareness of differences.

Activity 1B: Awareness of Limitations in Self and Social Awareness

Estimated time: 30 minutes.

Objective: Identify how to work with awareness of limitations in self and social awareness.

Building on Activity 1A, learners explain how one identified social or cultural perspective or bias could negatively affect their work. They also suggest ways to prevent that impact.

The workbook sets a maximum of 250 words.

Relevant topics include recognising assumptions, reflecting on behaviour, reducing the effects of bias, professional boundaries, inclusive practice and improving interactions with people from diverse backgrounds.

Activity 1C: Non-Judgemental Practice and Personal Reflection

Estimated time: 45 minutes.

Objective: Use reflection to support the ability to work inclusively and understand others.

This activity contains two parts:

1. Briefly describe non-judgemental practice and identify six areas that may affect personal values. The first response has a maximum of 50 words.

2. Use the reflections from Activities 1A and 1B to explain how personal reflection can support inclusive work and understanding of others. The second response has a maximum of 250 words.

Related concepts include non-judgemental practice, respect, empathy, personal values, social awareness, self-awareness and reflective practice.

Activity 1D: Improve Self and Social Awareness

Estimated time: 60 minutes.

Objective: Identify and act on ways to improve self-awareness and social awareness.

Learners must:

1. List three ways to improve personal and social awareness.

2. Research two professional opportunities within their organisation or local area that could help improve self-awareness and social awareness.

For each professional opportunity, learners should provide relevant details such as cost, location, time and duration.

The activity requires internet access. Possible research areas include relevant professional development, workplace training and opportunities to develop communication and cultural awareness. Learners should verify the actual availability and details of any opportunity they identify.

Activity 2A: Value and Respect Diversity and Inclusion

Estimated time: 40 minutes.

Objective: Identify how to value and respect diversity and inclusion across all areas of work.

This activity asks learners to:

1. Give ten examples of the benefits of diversity in the workplace.

2. Provide four examples of how diversity can be respected across work activities.

3. Give three examples of inclusive principles.

The activity addresses workplace diversity, equal respect, inclusion, participation, professional relationships and the importance of recognising differences without unfair treatment.

Activity 2B: Develop Workplace and Professional Relationships

Estimated time: 60 minutes.

Objective: Contribute to workplace and professional relationships based on appreciation of diversity and inclusion.

Learners must create a ten-minute training presentation offering practical advice on developing workplace and professional relationships that value diversity and inclusion.

They must then deliver the presentation to their learner group in a friendly and professional manner. The presentation activity is subject to observation and assessor checklist criteria.

The workbook identifies resources such as a computer, presentation or page-layout software, paper, a printer and access to the learner group.

Related topics include teamwork, respectful communication, professional relationships, inclusion, diversity awareness and workplace collaboration.

Activity 2C: Safe Work Practices and Cultural Safety

Estimated time: 30 minutes.

Objective: Identify work practices that make environments safe for everyone.

This activity has two written questions:

1. Identify and briefly describe one safe work practice relevant to the learner's role and explain one way to incorporate it into a daily routine. Maximum 150 words.

2. Define cultural safety and explain how it can be supported in the workplace, providing three examples. Maximum 100 words.

The activity covers safe work practices, culturally safe environments, respect, inclusive service delivery and the importance of considering people's backgrounds and needs.

Activity 3A: Respect Diversity in Communication

Estimated time: 30 minutes.

Objective: Demonstrate respect for diversity when communicating with different people.

Learners identify two ways to show respect for diversity in communication.

They then complete a paired role play involving a spoken conversation of approximately ten minutes. The aim is to discover three facts about their partner while applying respectful communication methods.

The second question requires observation by the assessor.

Related topics include active listening, respectful questions, appropriate language, personal boundaries, cultural sensitivity and effective interpersonal communication.

Activity 3B: Verbal and Non-Verbal Communication

Estimated time: 60 minutes.

Objective: Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence.

In this observed paired role play, learners discuss the quotation attributed to Stephen R. Covey:

“Strength lies in differences, not in similarities.”

They consider what the quotation means and how its message can be applied in workplace practice.

The activity requires learners to exchange ideas constructively, including when their partner has a different opinion. They should demonstrate appropriate verbal and non-verbal communication techniques.

Relevant topics include body language, tone of voice, listening, respectful disagreement, mutual trust, confidence and constructive discussion.

Activity 3C: Language Barriers and Interpreting Services

Estimated time: 2 hours.

Objective: Use effective communication strategies where language barriers exist and seek help from interpreters or other appropriate people.

This activity contains three parts:

1. Provide a general overview of ways to overcome language and cultural barriers, in no more than 150 words.

2. Explain at least two ways to communicate more efficiently when presenting an idea to team members who speak English as a second language, in a maximum of 100 words.

3. Research appropriate interpreters, personnel or interpreting services for people whose first languages are:

   • Hindi.

   • Tagalog.

   • Kala Lagaw Ya, specifically the Mabuyag dialect, for a Torres Strait Islander person.

Learners should provide details of interpreters or services approved by their organisation, where applicable.

The activity involves research and requires access to the internet. Related search topics include language assistance, interpreting services, English as an additional language, accessible communication, cultural barriers and communication support in community services.

Activity 4A: Communication Misunderstandings and Cultural Diversity

Estimated time: 45 minutes.

Objective: Identify issues that cause communication misunderstandings and consider how social and cultural diversity can affect interactions.

The activity asks learners to identify three causes of communication difficulties and explain how they can be overcome. The response has a maximum of 100 words.

Learners must also write a commentary of 50–100 words on each of three scenarios.

Scenario 1: A misunderstanding with a CALD client

A worker makes a joke about a client's child. The client becomes upset, while the worker does not understand why the joke caused offence.

The scenario requires consideration of cultural differences, family values, personal boundaries, humour and the possible impact of comments on a service user.

Scenario 2: Greeting an Orthodox Jewish male client

A female worker warmly offers a handshake to an Orthodox Jewish male client. He declines, and the worker feels offended.

The scenario raises questions about cultural and religious practices, physical contact, personal boundaries, respectful greetings and avoiding assumptions about another person's intentions.

Scenario 3: Clothing and a meeting with an Aboriginal family

A community worker attends a meeting with an Aboriginal family on a hot day while wearing a short, revealing dress. She notices that the family appears irritated or upset, despite her intention to be polite and professional.

The scenario asks learners to consider cultural expectations, professional presentation, context, respectful engagement and the importance of understanding the perspectives of the people involved.

Learners may conduct research into the relevant cultural contexts where they need additional understanding. Cultural practices should not be assumed to apply identically to every individual or community.

Activity 4B: Sensitively Resolve Differences

Estimated time: 90 minutes.

Objective: Resolve differences sensitively while taking diversity into account and seek appropriate assistance when necessary.

The activity contains three parts:

1. Write a 100–200-word summary explaining ways to sensitively resolve communication difficulties involving diversity.

2. Identify at least two people or sources from which assistance could be sought.

3. Participate in an observed role play involving three people.

Role-play situation: Alex and Mel

Alex is 48 years old and has five years of experience. Alex works with Mel daily but feels that Mel regularly refuses requests for assistance and produces paperwork that is difficult to read and contains mistakes. Alex believes they frequently have to correct those mistakes.

Mel is 55 years old and has three years of experience. Mel believes Alex focuses excessively on minor details and asks for help too frequently, interrupting Mel's work.

The role play asks learners to recognise and address a workplace disagreement involving different perspectives, communication styles and expectations.

The original role descriptions ask participants to portray negative communication behaviours, including interruptions, negative non-verbal communication, unsupported opinions and resentment. These behaviours form part of the scenario rather than examples of recommended professional practice.

The purpose of the resolution activity is to demonstrate the ability to recognise differences, manage communication difficulties sensitively, consider diversity and seek help when appropriate.

6. CHCDIV001 Summative Assessments

The learner workbook contains three summative assessment sections.

Section A: Skills Activity

The skills activity is designed to assess the skills required for the unit. The workbook explains that foundation skills, including language, literacy, numeracy and employment skills, are embedded in the unit's performance criteria.

For this unit, the workbook states that no separate skills activity is required because the relevant skills have already been covered in the preceding activities.

Learners should still complete the activities and practical demonstrations required by their assessor.

Section B: Knowledge Activity (Q&A)

The Knowledge Activity is designed to establish whether learners understand the required knowledge for CHCDIV001.

The workbook describes this section as a verbal questionnaire in which the assessor asks questions to confirm knowledge. It also provides sixteen written questions for learners to answer in detail.

The knowledge areas include cultural awareness, cultural safety, cultural competence, diversity, discrimination, human rights, Aboriginal and Torres Strait Islander cultures, marginalised groups, protective factors, interpreting resources and the effects of diversity on interpersonal relationships.

The sixteen question topics are outlined in the next section.

Section C: Performance Activity

The Performance Activity assesses practical performance in a workplace or simulated environment.

The workbook identifies performance evidence that includes:

• Undertaking a structured process to reflect on personal perspectives on diversity.

• Recognising and respecting the needs of people from diverse social and cultural backgrounds in at least three different situations.

• Selecting and using appropriate verbal and non-verbal communication.

• Recognising potential misunderstandings related to diversity and forming appropriate responses.

The learner may need to attach written answers, portfolios or other evidence of competency.

7. CHCDIV001 Knowledge Questions: All 16 Question Topics

The CHCDIV001 Knowledge Activity covers the following sixteen questions and topic areas.

Question 1: Cultural Groups, Cultural Safety and Cultural Competence

Explain what information about cultural groups may be necessary to work effectively with them. Identify four areas, including references to cultural safety and cultural competence. Maximum 200 words.

Question 2: Types of Diversity

Identify ten types of diversity that may be encountered in the learner's role.

This topic relates to recognising differences between individuals and groups in workplace and community service settings.

Question 3: Attitudes and Their Impact on Diverse Groups

Explain how personal attitudes may affect diverse groups of people. Consider the influence of community attitudes, language, policies and cultural structures. Maximum 200 words.

Question 4: Diversity Across Different Areas of Work and Life

Give an example of how diversity can affect each of the following areas, both in work and life:

• Political.

• Social.

• Economic.

• Cultural.

Question 5: Legal Protection Against Discrimination

Explain how people are legally protected against discrimination in society and the workplace, including discrimination related to age, disability, race and sex. Maximum 75 words.

Learners should consider the relevant legal protections and requirements applicable to their jurisdiction and workplace.

Question 6: Responding to Breaches of Diversity Legislation and Human Rights

Identify two actions that individuals can take when workplaces do not comply with diversity legislation or human rights requirements.

Question 7: Universal Declaration of Human Rights

Explain what the Universal Declaration of Human Rights is and give one example of how it helps individuals.

Question 8: Human Needs and Human Rights

Briefly explain the difference between human needs and human rights. Maximum 30 words.

Question 9: Discrimination and Breaches of Rights in the Workplace

Identify two actions a worker should take if they discover discrimination or a breach of rights in the workplace.

Question 10: Characteristics and Factors Affecting Different Diversity Groups

Describe the characteristics and factors that may affect people in each of the following areas of diversity. The workbook sets a maximum of 300 words in total, with approximately 50 words for each area:

• Culture, race and ethnicity.

• Disability.

• Religious or spiritual beliefs.

• Gender.

• Generational diversity.

• Sexual orientation.

The broader knowledge topics also identify gender diversity, transgender people, intersex people and sexual identities, including lesbian, gay, bisexual and heterosexual identities.

Question 11: Social, Political and Economic Issues Affecting Aboriginal and Torres Strait Islander People

Identify five social, political and economic issues affecting Aboriginal and Torres Strait Islander people in contemporary Australia.

The workbook's wider knowledge requirements also address Aboriginal and Torres Strait Islander cultures, Western systems and structures, and their effects on people's engagement with services.

Question 12: Protective Factors and Health Issues Affecting Marginalised Groups

Identify four protective factors and four physical, mental or emotional health issues that may apply to marginalised groups.

This question relates to wellbeing, support, health and care needs, and factors that can reduce or increase vulnerability.

Question 13: Impact of Adversity on People from Diverse Groups

Explain possible impacts of adversity experienced by someone who belongs to a diverse group. Maximum 100 words.

The broader unit topics include the effects of discrimination, trauma, exclusion and negative attitudes.

Question 14: Resources for Working Effectively with Diverse Groups

List five resources that may be required to work effectively with diverse groups.

The workbook's knowledge requirements specifically include language and cultural interpreters and imagery, alongside other relevant resources that support diversity and inclusion.

Question 15: Factors Affecting Attitudes Towards Diverse Groups

Explain what may influence people's attitudes towards diverse groups. Maximum 100 words.

This topic connects with personal values, community attitudes, cultural perspectives, social expectations, policies and previous experiences.

Question 16: Diversity Practices and Interpersonal Relationships

Give an example from personal experience in which diversity practices improved an interpersonal relationship. Maximum 150 words.

The response should relate to a real experience and explain how inclusive or respectful practice affected the relationship.

8. Wider Knowledge Requirements for CHCDIV001

The workbook identifies a broad range of knowledge areas that underpin the unit.

Cultural awareness, cultural safety and cultural competence

These concepts relate to understanding cultural differences, recognising the impact of one's own assumptions and supporting respectful interactions with people from different backgrounds.

Concepts and definitions of diversity

Diversity includes differences in culture, race, ethnicity, disability, religion, spirituality, gender, sexual orientation, age and generational experience, among other characteristics.

Personal culture and community influences

Learners are expected to consider how their own culture, community attitudes, language, policies and social structures influence their behaviour and their interactions with other people.

Diversity in Australian society

The workbook considers the political, social, economic and cultural dimensions of diversity in Australia and their effects on work and everyday life.

Legal and ethical considerations

The identified knowledge areas include applicable international, national, state or territory and local considerations for working with diversity.

Topics include:

• Age discrimination.

• Disability discrimination.

• Racial discrimination.

• Sex discrimination.

• The Universal Declaration of Human Rights.

• The relationship between human needs and human rights.

• Workplace frameworks, approaches and instruments.

• Rights and responsibilities of workers, employers and clients.

• Appropriate responses when rights are infringed or responsibilities are not fulfilled.

The workbook identifies these subject areas; learners should consult current legislation and their organisation's policies for the precise legal requirements that apply to their situation.

Key areas of diversity

The workbook identifies the following diversity areas and characteristics:

• Culture, race and ethnicity.

• Disability.

• Religious or spiritual beliefs.

• Gender, including transgender people.

• Intersex.

• Generational diversity.

• Sexual orientation and sexual identity, including lesbian, gay, bisexual and heterosexual identities.

Aboriginal and Torres Strait Islander cultures

The workbook covers the diversity of Aboriginal and Torres Strait Islander cultures and social, political and economic issues affecting Aboriginal and Torres Strait Islander people.

It also addresses the influence of the learner's own culture, Western systems and structures on Aboriginal and Torres Strait Islander people's experiences and engagement with services.

Marginalised groups and potential support needs

The knowledge requirements include protective factors, physical health needs, mental health needs, emotional wellbeing and the potential effects of discrimination, trauma, exclusion and negative attitudes.

Resources supporting diversity

Resources identified in the workbook include language interpreters, cultural interpreters and imagery. Learners should also consider the resources and assistance available through their own organisation when completing relevant tasks.

Changing practices and interpersonal relationships

The workbook addresses changing practices in Australia and their effects on diverse communities. It also examines how experiences of diversity affect personal behaviour, interpersonal relationships, perceptions and social expectations.

9. CHCDIV001 Performance Activity: Detailed Requirements

The Performance Activity requires learners to demonstrate that they can apply the unit's knowledge and skills in practical situations.

Part 1: Reflective Essay on Personal Perspectives on Diversity

Learners must prepare an essay of 800–1,000 words using a computer.

The essay should reflect on how personal experiences have shaped the learner's perspectives on diversity. The workbook prompts learners to consider their upbringing, where they grew up, where they currently live, their family and their friendships.

The essay must address:

• Personal social and cultural perspectives and biases.

• Awareness of limitations in self-awareness and social awareness.

• Ways to work inclusively and improve understanding of other people.

• Methods of improving self-awareness and social awareness.

• How reflection can be applied in future workplace situations.

The essay should be well structured and checked for spelling and grammar before submission to the assessor.

Part 2: Three Workplace or Simulated-Workplace Situations

Learners must demonstrate respect for people from diverse social and cultural backgrounds in three separate work situations.

In each situation, the learner should demonstrate the ability to:

• Value diversity, inclusion and safe work practices.

• Foster respectful workplace relationships.

• Communicate in ways that show appreciation for diversity and inclusion.

• Select appropriate verbal and non-verbal communication.

• Identify and manage misunderstandings related to diversity.

• Address difficulties and promote understanding when required.

• Consider social and cultural factors when resolving differences.

• Minimise relevant risks when addressing disagreements.

• Use effective communication strategies where language barriers exist.

• Seek assistance from appropriate people, including interpreters, where necessary.

Equipment and resources

The workbook identifies the following equipment and resources for the performance assessment:

• A computer with page-layout software.

• A suitable workplace environment for the second activity.

• People who can participate in demonstrations of respect for diversity.

For learners using the online RTO Work Simulator Environment, the workbook refers to:

• Three profiles, with a minimum of three and any profiles permitted.

• Policies and procedures relating to Diversity, Positive communication, Intervention and notification, and Making referrals.

• An Individual plan template, where required or useful.

The precise simulation arrangements should be confirmed with the trainer or assessor.

10. Workplace Documentation Checklist

The final section of the CHCDIV001 learner workbook contains a Workplace Documentation Checklist.

This section allows learners to list workplace documents submitted to support their workplace knowledge. The workbook advises learners to consult their trainer or assessor if they need clarification about which documents they may provide.

The checklist contains space to record document names or descriptions and indicate whether each document has been attached.

It also includes fields for RTO use, covering:

• Whether originals or digital copies of workplace documents have been supplied.

• Whether original documents have been validated or checked when copies are supplied.

• The learner's signature.

• The assessor's signature.

Learners should only submit workplace information they are authorised to disclose. Privacy, confidentiality and relevant workplace policies must be respected.

11. Important Assessment Preparation Points

Before completing CHCDIV001 Work with diverse people, learners should review the following requirements.

Complete every applicable activity. The workbook contains Activities 1A–4B, knowledge questions, practical requirements and workplace documentation.

Follow word limits. Several activities specify maximum word counts. The reflective essay in Section C has a specified length of 800–1,000 words.

Prepare for observed activities. The workbook identifies presentations and role plays that require observation, including parts of Activities 2B, 3A, 3B and 4B.

Use research appropriately. Activities involving professional development opportunities, interpreting services and cultural misunderstandings require relevant research.

Protect privacy and confidentiality. Workplace examples and documentation must be handled in accordance with applicable consent, privacy and confidentiality requirements.

Use respectful language. The unit focuses on inclusive communication, cultural understanding, respect for differences and appropriate responses to misunderstandings.

Check the assessor's instructions. Assessment arrangements, submission requirements and the evidence needed to demonstrate competency should be confirmed with the relevant trainer or assessor.

12. Frequently Asked Questions About CHCDIV001

What is CHCDIV001 Work with diverse people?

CHCDIV001 is the unit titled Work with diverse people. Its learner workbook covers social and cultural awareness, diversity, inclusion, cultural safety, respectful communication, language barriers and the resolution of differences.

What activities are included in the CHCDIV001 learner workbook?

The workbook includes twelve formative activities: 1A, 1B, 1C, 1D, 2A, 2B, 2C, 3A, 3B, 3C, 4A and 4B. It also contains summative assessment sections for skills, knowledge and performance, together with workplace documentation requirements.

How many knowledge questions are in CHCDIV001?

The workbook's Knowledge Activity contains sixteen questions. These cover cultural awareness, types of diversity, discrimination, human rights, Aboriginal and Torres Strait Islander issues, marginalised groups, protective factors, diversity resources and interpersonal relationships.

Does CHCDIV001 include role plays?

Yes. The formative activities include observed presentations and role plays involving respectful communication, verbal and non-verbal communication, and the sensitive resolution of workplace differences.

What is required for the CHCDIV001 reflective essay?

The Performance Activity requires an 800–1,000-word essay reflecting on personal social and cultural perspectives, biases, self-awareness, social awareness, inclusive work practices and ways to improve future professional practice.

Does CHCDIV001 require workplace demonstrations?

Yes. The Performance Activity requires demonstrations in three separate workplace or simulated-workplace situations involving respect for diversity and the use of appropriate communication.

What is cultural safety in CHCDIV001?

Cultural safety is one of the knowledge and practice areas identified in the workbook. Learners are asked to define cultural safety and explain how it can be supported in the workplace, including providing examples.

Does CHCDIV001 cover interpreting services?

Yes. Activity 3C asks learners to research interpreting assistance for people whose first languages are Hindi, Tagalog and Kala Lagaw Ya, including the Mabuyag dialect. Learners should consider services approved by their organisation, where applicable.

What topics are included in the CHCDIV001 Knowledge Activity?

The Knowledge Activity covers cultural competence, diversity, discrimination, human rights, gender and sexual orientation, Aboriginal and Torres Strait Islander cultures, marginalised groups, protective factors, interpreting resources and the effects of diversity on relationships.

What is the difference between Satisfactory and Competent?

In the workbook, Satisfactory and Not Satisfactory refer to assessment-task outcomes. Competent and Not Yet Competent refer to the overall unit outcome after the required evidence has been assessed.

Where can learners confirm their exact assessment requirements?

Learners should consult the current learner workbook, trainer or assessor, and their registered training organisation's assessment instructions. The organisation's current policies determine the relevant submission arrangements and evidence requirements.

13. CHCDIV001 Keywords and Related Search Terms

This guide covers terminology associated with CHCDIV001 – Work with diverse people and the contents of its learner workbook.

Primary keywords

• CHCDIV001

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Assessment activity keywords

• CHCDIV001 Activity 1A

• CHCDIV001 Activity 1B

• CHCDIV001 Activity 1C

• CHCDIV001 Activity 1D

• CHCDIV001 Activity 2A

• CHCDIV001 Activity 2B

• CHCDIV001 Activity 2C

• CHCDIV001 Activity 3A

• CHCDIV001 Activity 3B

• CHCDIV001 Activity 3C

• CHCDIV001 Activity 4A

• CHCDIV001 Activity 4B

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• CHCDIV001 Section A Skills Activity

• CHCDIV001 Section B Knowledge Activity

• CHCDIV001 Section C Performance Activity

• CHCDIV001 Workplace Documentation Checklist

Diversity and inclusion keywords

• Diversity and inclusion

• Cultural awareness

• Cultural safety

• Cultural competence

• Social and cultural perspectives

• Personal biases

• Self-awareness

• Social awareness

• Non-judgemental practice

• Inclusive workplace practices

• Respect for diversity

• Workplace diversity

• Professional relationships

• Marginalised groups

• Protective factors

• Human rights

• Discrimination in the workplace

Communication keywords

• Verbal communication

• Non-verbal communication

• Respectful communication

• Language barriers

• Cultural barriers

• Interpreting services

• Hindi interpreter

• Tagalog interpreter

• Kala Lagaw Ya interpreter

• Torres Strait Islander cultures

• Aboriginal and Torres Strait Islander peoples

• Communication misunderstandings

• Conflict resolution

• Workplace role play

• Cultural differences in communication

Assessment and performance keywords

• CHCDIV001 Knowledge Activity Q&A

• CHCDIV001 sixteen knowledge questions

• CHCDIV001 reflective essay

• CHCDIV001 800–1,000-word essay

• CHCDIV001 workplace demonstration

• CHCDIV001 assessment requirements

• CHCDIV001 observation and demonstration

• CHCDIV001 workplace evidence

• CHCDIV001 assessment preparation

These keywords should be incorporated naturally into headings, page text, image alt text where relevant, internal links and FAQs. Avoid repeating the same keyword excessively or adding irrelevant search terms solely to increase keyword density.

14. Final Information for Learners

The CHCDIV001 Work with diverse people learner workbook provides a structured set of activities and assessments designed to examine diversity awareness, inclusive practice, cultural safety, communication and the ability to respond appropriately to differences.

Learners should use the guide to understand the topics covered, identify the relevant workbook sections and prepare for written, oral and practical assessment requirements.

This webpage is an explanatory guide to the uploaded learner workbook. It is not a substitute for the official assessment document, trainer instructions, current workplace policies or applicable legislation. Always confirm the exact requirements with your trainer or assessor before submitting assessment evidence.