Course Title: Work with diverse people

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: GEDU6077C

Course Title: Work with diverse people

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4363 - Certificate IV in Community Services

Course Contact: Bronwyn Tanti

Course Contact Phone: 9925 9079

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This course applies to all workers.

This course is delivered and assessed in a cluster with:

CHCCOM002 - Use communication to build relationships


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIV001 Work with diverse people


1. Reflect on own perspectives


2. Appreciate diversity and inclusiveness, and their benefits


3. Communicate with people from diverse backgrounds and situations


4. Promote understanding across diverse groups

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.

Details of Learning Activities

In class: Lectures, discussions and group activities

Teaching Schedule




Elements of competency



Introduction to community services:
- Understanding of the system, sectors and stakeholders 
- Principles, values and philosophy
- Intro on the legislative framework
- Legal and ethical considerations for working with diversity
- Organisational policies and procedures

CHCCOM002: Elements 1 and 2

- ACU and NSW family and community servie information booklet - " Working in person centered ways"
- Active support resources, every moment online resources - "What is person centered active support" video link to meeting diverse needs
- Diversity council of Australia
- ACWA, code of ethics
- Diversity council of Australia
- Declaration of human rights
- Australian Human rights commission


The communication process and communication methods
- Methods of communication

CHCCOM002: Elements 1 and 2
CHCDIV001: Element 3

- Mind tools, communication skills resources


Communication styles, techniques and skills
- assertive communication
- Motivational interviewing
- Communicating with groups
- Active listening skills
- Developing rapport
- Building trust
- Maintaining professional relationship boundaries

CHCPRP001: Elements 3 and 4
CHCCOM002: Elements 1 and 2
CHCDIV001: Element 3

- Mind tools, communication skills resources
- University of Adelaide, active listening resource


Communicating with culturally diverse people (Part 1) - Understanding needs
- Features of diversity in Australia and how this impacts diffeent areas of work and life
- Cultural awareness
- The diversity of Aboriginal and/or Torres Strait Islander cultures
- Understanding the needs of marginalised groups

CHCCOM002: Elements 1 and 2
CHCDIV001: Element 1 and 2, PE undertaken a structures proceses to reflect on own perspectives on diversity

- Diversity council of Australia
- Mind tools, Gibbs' reflective cycle
- Engaging Queenslanders: Introduction to working with Aboriginal and Torres Straight Islander communities
- Working with Aboriginal people
- Close the Gap: Indigenous Health Campaign
_ blind trust experiemtn video


Communicating with culturally diverse people (Part 2) - Addressing needs
- Cross cultural communication
- Eliminating barriers
- Using interpreters and translators

CHCCOM002: Elements 1 and 2
CHCDIV001: Element3

- Victorian Mental Health Carers Network, communicating effectively with consumers from CALD backgrounds
- QLD Govt, barriers to engagement with culturally and linguistically diverse communities
- Aboriginal interpreter service
- Engaging Queenslander: introduction to working with Aboriginal and Torres straight islander communities
- Working with Aboriginal people
- Close the Gap: Indigenous health campaign


Communicating with people with disabilities
- Communicating with people who have a
- hearing impairment
- speech impairment
- vision impairment
- physical disability
- intellectual disability
- Adressing the communication needs of people with mental illness
- facilitating access to translation services

CHCCOM002: Elements 1 and 2
CHCDIV001: Elements 1 and 3

- National Interpreting and communication Services
- VIC Govt DHS, communication with people with disabilities


Facilitating workplace meetings and making presentations
- Developing agends
- Charing meetings
- Enouraging participation
- Dealing with differences of opinion and conflict
- Making presentations

Element 3, PE facilitated 1 meeting around a workplace issue
PE prepared 3 types of written correspondence in accordance with organisation communication protocols
PE recognised and respected the needs of poeple from a diverse social and cultural backgrounds in at least 3 different situations

- Mind tools, communication skills resources
- MIT facilitation resources
- Victoria University (Canada), facilitating effective meetings self learning guide
- RMIT's Code of conduct and related fairness procedures
- Anglicares code of conduct
- Wesley mission's Social Inclusion and Workplace diversity policy


Meeting written communication requirements
- Organisational correspondence protocols and style guides for different forms of written communication
- Maintaining privacy and confidentiality
- Protecting copyright and intellectual property

Elements 1 and 2
PE prepared 3 types of written correspondence in accordance with organisation communication protocols
CHCPRP001: Elements 3 and 4

- Mind tools, communication skills resources
- RMIT's Librarys writing and communication resources


Identifying netowrking and collaboration opportunities
- Different types of networks and collaborations
- Identifying gaps in networks and collaborative practice
- Gathering and reviewing information
- Initiating relationships

CHCCOM002: Elements 3 and 4
Elements 1 and 2 
PE developed strategies for networking and collaboration for at least 1 organisation

- ACR COSS, networking in the community sector
- Youth central


Developing and maintaining collaborative partnerships
- Sharing information and resources
- identifying opportunities
- Documenting collaborative partnerships
- Planning and implementing integrated projects and service delivery

CHCCOM002: Elements 1 and 2
Elements 2-5
PE worked collaboratively with external individuals or groups in at least 3 different service delivery situations

- Pine Rivers, Redcliffe and Caboolture family and Community Consortium, Building Collaborative Partnerships


Dealing with conflict
- Understanding the nature of and reasons for conflict
- Strategies of dealing with conflict
- Negotiating outcomes

Elements 1 and 2
PE facilitated resolution of 1 difficult situation with a client, colleague or service providor
Elements 3 and 4
PE recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations

- Conflict resolution Network resources
- Mind tools, communication skills resources


Reviewing the effectivemess of communication and interactions with others
- Seeking and responding to feedback
- Monitor the benefits of networks and partnerships
- Evaluate strengths and weaknesses of collaborations
- Evaluating meeting processes

Elements 1 and 3
PE obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately
Element 5
PE recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations

- Mind tools, communication skills resources
- Collaborative partnerships


Learning Resources

Prescribed Texts


Other Resources


 Please see resources listed in the teaching schedule above.

Overview of Assessment

Assessment task 1: Individual assessment

Assessment task 2: Individual assessment

Assessment task 3: Online quiz

Assessment Tasks

Assessment Task 1: Online quiz

This task requires you to complete three (3) online quizzes on Blackboard

Assessment Task 2: Research questions
This task requires you to individually complete four (4) activities that assess the knowledge and skills you have developed.

Assessment Task 3:  Group assignment
This task requires you to complete 4 assignments in groups to demonstrate your ability to apply the knowledge and skills you have acquired through this course.

Assessment Matrix

Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for SubmissionsYou must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.


AttendanceIt is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.


Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.


Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:


Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.


If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing


Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:

Police Checks

Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request.

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:

-               advise the student of the outcome; and

-               discuss placement options with the student; and/or

-               provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

  • failure to follow processes required for safety
  • breach of client or patient confidentiality
  • failure to comply with the instructions of supervisors
  • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.


Course Overview: Access Course Overview