Course Title: Work with diverse people
Part B: Course Detail
Teaching Period: Term1 2016
Course Code: EMPL7092C
Course Title: Work with diverse people
School: 155T Vocational Health and Sciences
Campus: City Campus
Program: C4367 - Certificate IV in Allied Health Assistance
Course Contact : Veemita Kaul
Course Contact Phone: 9925 4662
Course Contact Email:veemita.kaul@rmit.edu.au
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
None
Course Description
This unit 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
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDIV001 Work with diverse people |
Element: |
1. Reflect on own perspectives |
Performance Criteria: |
1.1 Identify and reflect on own social and cultural perspectives and biases |
Element: |
2. Appreciate diversity and inclusiveness, and their benefits |
Performance Criteria: |
2.1 Value and respect diversity and inclusiveness across all areas of work |
Element: |
3. Communicate with people from diverse backgrounds and situations |
Performance Criteria: |
3.1 Show respect for diversity in communication with all people |
Element: |
4. Promote understanding across diverse groups |
Performance Criteria: |
4.1 Identify issues that may cause communication misunderstandings or other difficulties |
Learning Outcomes
Details of Learning Activities
A combination of activities will support students learning in this course, such as:
- Face to face and or online lectures to cover theoretical and practical concepts for each topic in the course
- Students will learn to apply their skills and knowledge to work integrated learning (WIL), during simulations and classroom based learning
- Observations of performance in the clinical placement or simulated environment will be a valuable part of your learning experience
- Tutorial activities (individually and in teams) to discuss, debate, critique and consolidate your ideas and extend your understanding around key concepts within specific topics
- Online discussion and activities support you to collaborate with other students in your course and debate and debate and discuss ideas
- Self directed study time to enhance and strengthen your knowledge and understanding of theoretical concepts
- To further facilitate learning, students are strongly encouraged to use a range of communication tools between themselves and their course instructor as well as between themselves and fellow students by using the online learning platform
- Visit Immigration Museum
Teaching Schedule
| RMIT week | Date and time | Topics |
| 12 |
15/03, 1.30-4.30 p.m |
Topic 1-Reflect on own perspectives |
| 13 |
22/03 1.30-4.30p.m |
Topic 2. Appreciate diversity and inclusiveness, and their benefits Visit to Immigration museum |
| 15 |
5/04 1.30-4.30p.m |
Topic 3. Communicate with people from diverse backgrounds and situations |
| 16 |
12/04 1.30-4.30p.m |
Topic 4. Promote understanding across diverse groups |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
This unit is part of an integrated program.
You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
You may be assessed by:
• Oral or written questioning
• Oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and/or audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Primary assessment involves on-going practical and applied assessment in a clinical workplace or simulated environment such as Work Integrated Learning (WIL) placement activity.
Competency based training requires you to be in attendance in order for assessment to be undertaken.
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
All Assessment tasks should be performed or submitted by their due dates.
If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.) OR you do attend, but your performance has been affected, you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 2 working days of the due date. If Special Consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.
If due to illness or other unforeseen circumstance, you are unable to submit by the due date (e.g. assignment, report, project etc.):
• you may submit an APPLICATION FOR EXTENSION OF TIME FOR SUBMISSION OF ASSESSABLE WORK for an extension of time of up to seven (7) calendar days or less. This must be lodged with the Program Coordinator 1 working day before the original due date. If granted, you will have the opportunity to submit up to 7 days later than the original due date. For advice on this application please visit www.rmit.edu.au/students/assessment/extension or speak to your Program Coordinator.
Or:
• you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 2 working days of the due date. If Special Consideration is granted, you will be given the opportunity to submit the assessment task more than 7 days after the original due date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.
You are expected to prepare all assignments and other written work in a professional manner. More information on general academic study and writing skills can be found on the “Learning Lab” http://emedia.rmit.edu.au/learninglab/. All work submitted for assessment must be submitted electronically unless otherwise advised.
Students must keep a copy of all submitted assessments including electronic copies.
Harvard style is used for all referencing and for bibliography.
RMIT University has a strict policy on academic integrity and plagiarism and. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
Your rights and responsibilities as a student can be found at http://www1.rmit.edu.au/students/rights-and-responsibilities
This course assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced at www.rmit.edu.au/students/assessment
Credit transfer and RPL
Credit transfer is available to students who have already completed the same or similar courses. Recognition of prior learning is available to students who have relevant prior skills or experience. Please refer to http://www.rmit.edu.au/browse;ID=8u7jborsx9dy
Assessment Tasks
1. Reflective Journal
2. Clinic skills Checklist
The skills and knowledge to be assessed within this unit replicate real work skills within the industry.
<font size="3" face="Times New Roman">Assessment Matrix </font>
ASSESSMENT METHODS/TYPES OF EVIDENCE:<o:p></o:p>
Interview/ Verbal Questioning<o:p></o:p> |
Self-Reflections<o:p></o:p> |
Assignment/ Project<o:p></o:p> |
Case Study or Role Play<o:p></o:p> |
Third Party Verification<o:p></o:p> |
Workplace Performance<o:p></o:p> |
Research or Report<o:p></o:p> |
Portfolio of Evidence<o:p></o:p> |
Written Tasks<o:p></o:p> <o:p> </o:p> |
| <h3 style="margin: 0cm 0cm 0pt; mso-add-space: auto">NATIONAL UNIT CODE : CHCDIV001<o:p></o:p></h3> <h3 style="margin: 0cm 0cm 0pt; mso-add-space: auto">NATIONAL UNIT NAME: Work with Diverse People <o:p></o:p></h3> | RMIT CODE: EMPL7092C<o:p></o:p> |
||||
Elements<o:p></o:p> |
Performance Criteria<o:p></o:p> |
Related Assessment Tasks<o:p></o:p> |
Assessment Method/<o:p></o:p> Types of Evidence <o:p></o:p> |
||
1. Reflect on own perspectives<o:p></o:p> |
1.1Identify and reflect on own social and cultural perspectives and biases<o:p></o:p> |
Reflective Journal <o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
||
1.2Work with awareness of own limitations in self and social awareness<o:p></o:p> |
Clinic Skills Checklist <o:p></o:p> |
Workplace performance <o:p></o:p> |
|||
1.3Use reflection to support own ability to work inclusively and with understanding of others<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
1.4Identify and act on ways to improve own self and social awareness<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
2. Appreciate diversity and inclusiveness, and their benefits<o:p></o:p> |
2.1. Value and respect diversity and inclusiveness across all areas of work<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
||
2.2. Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
2.3. Use work practices that make environments safe for all<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3. Communicate with people from diverse backgrounds and situations<o:p></o:p> |
3.1 Show respect for diversity in communication with all people<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
||
3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3.4 Seek assistance from interpreters or other persons according to communication needs<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
4. Promote understanding across diverse groups<o:p></o:p> |
4.1Identify issues that may cause communication misunderstandings or other difficulties<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
||
4.2Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
4.3Make an effort to sensitively resolve differences, taking account of diversity considerations<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
4.4Address any difficulties with appropriate people and seek assistance when required<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
Assessment Conditions <o:p></o:p> | |||||
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
Performance Evidence <o:p></o:p> | |||||
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:<o:p></o:p> |
<o:p> </o:p> |
<o:p> </o:p> |
|||
undertaken a structured process to reflect on own perspectives on diversity<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:<o:p></o:p> - selected and used appropriate verbal and non verbal communication<o:p></o:p> - selected and used appropriate verbal and non verbal communication<o:p></o:p> - recognised situations where misunderstandings may arise from diversity and formed appropriate responses<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
Knowledge Evidence<o:p></o:p> | |||||
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:<o:p></o:p> |
<o:p> </o:p> |
<o:p> </o:p> |
|||
concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
concepts and definitions of diversity<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
features of diversity in Australia and how this impacts different areas of work and life:<o:p></o:p> - political<o:p></o:p> - social<o:p></o:p> - economic<o:p></o:p> - cultural<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:<o:p></o:p> - discrimination: age, disability, racial, sex<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
human rights:<o:p></o:p> - Universal declaration of human rights<o:p></o:p> - relationship between human needs and human rights<o:p></o:p> - frameworks, approaches and instruments used in the workplace<o:p></o:p> - rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
key areas of diversity and their characteristics, including:<o:p></o:p> - culture, race, ethnicity<o:p></o:p> - disability<o:p></o:p> - religious or spiritual beliefs<o:p></o:p> - gender, including transgender<o:p></o:p> - intersex<o:p></o:p> - generational<o:p></o:p> - sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:<o:p></o:p> - social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people<o:p></o:p> - own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
potential needs of marginalised groups, including:<o:p></o:p> - protective factors<o:p></o:p> - physical, mental and emotional health issues/care needs<o:p></o:p> - consideration of impacts of discrimination, trauma, exclusion and negative attitudes<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
|
resources that support individuals and organisations to embrace and respond to diversity.<o:p></o:p> - language and cultural interpreters<o:p></o:p> - imagery<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
influences and changing practices in Australia and their impact on the diverse communities that make up Australian society<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
Foundation Skills<o:p></o:p> |
<o:p> </o:p> |
<o:p> </o:p> |
|||
|
Core Skills from the Australian Core Skills Framework (ACSF)<o:p></o:p> · Reading<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
· Writing<o:p></o:p> |
Reflective Journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> Workplace performance<o:p></o:p> |
|||
· Oral Communication<o:p></o:p> |
Clinic Skills Checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
· Numeracy<o:p></o:p> |
<o:p> </o:p> |
<o:p> </o:p> |
|||
· Learning<o:p></o:p> |
Reflective Journal & clinic skills checklist<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> Workplace performance<o:p></o:p> |
|||
Employability Skills from the Core Skills for Work Framework (CFW) <o:p></o:p> |
<o:p> </o:p> |
<o:p> </o:p> |
|||
1. Navigate the world of work<o:p></o:p> |
1a. Manage career and work life<o:p></o:p> |
Reflective Journal & clinic skills checklist<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> Workplace performance<o:p></o:p> |
||
1b. Work with roles, rights and protocols <o:p></o:p> |
Reflective Journal & clinic skills checklist<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> Workplace performance <o:p></o:p> |
|||
2. Interact with others<o:p></o:p> |
2a. Communicate for work<o:p></o:p> |
Clinic skills checklist <o:p></o:p> |
Workplace performance<o:p></o:p> |
||
2b. Connect and work with others<o:p></o:p> |
Clinic skills checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
2c. Recognise and utilize diverse perspectives<o:p></o:p> |
Reflective journal <o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3. Get the work done<o:p></o:p> |
3a. Plan and organise<o:p></o:p> |
Clinic skills checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
||
3b. Make decisions<o:p></o:p> |
Clinic skills checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3c. Identify and solve problems<o:p></o:p> |
Clinic skills checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3d. Create and innovate<o:p></o:p> |
Clinic skills checklist<o:p></o:p> |
Workplace performance<o:p></o:p> |
|||
3e. Work in a digital world<o:p></o:p> |
Reflective journal<o:p></o:p> |
Assignment/<o:p></o:p> Project <o:p></o:p> |
|||
<o:p><font size="3"> </font></o:p>
Assessment Tasks
All class learning materials, notes and other key learning resources can be accessed via myRMIT at www.rmit.edu.au/learninghub.
A combination of activities will support student’s learning in this course, such as:
• Face-to-face &/or online lectures to cover theoretical and practical concepts for each topic in the course
• Students will learn to apply their skills and knowledge to work integrated learning (WIL) in the student & clinical practice environment, during simulations and classroom based learning
• Work experience &/or placements observation of performance in the workplace will be a valuable part of your learning experience
• Tutorial activities (individually and in teams) to discuss, debate, critique and consolidate your ideas and extend your understanding around key concepts within specific topics
• Utilise and develop critical research and cognitive skills to find credible sources of health information
• Self-directed study time (eg. readings or activities around theory) to enhance and strengthen your knowledge and understanding of theoretical concepts
• To further facilitate learning students are strongly encouraged to use a range of communication tools between themselves and their course instructor as well as between themselves and fellow students by using the online learning platform
Visit to immigration museum
Assessment tasks-
Assessment 1- Written tasks--- Due on 4th May 2016
Assessment task 2- Reflective Journal- Due on 4th May 2016
Clinical Placement Performance evidence checklist- During clinical placements
The students will receive satisfactory/ not satisfactory result for each assessment task. The students can receive Competency achieved/ Not yet competent result for this competency.
The students are required to receive satisfactory result in each task to receive a competency achieved results for this competency.
Assessment Matrix
Course Overview: Access Course Overview