New Bsbdiv802 - Conduct Strategic Planning For Diversity Learning Practices - Workbook
New Bsbdiv802 - Conduct Strategic Planning For Diversity Learning Practices - Workbook
New Bsbdiv802 - Conduct Strategic Planning For Diversity Learning Practices - Workbook
Trainer/Assessor:
Date:
Checklist Comments
Discussed special needs (if any) of the candidate and made the
necessary arrangements.
Email: tung1407andy1607@gmail.com
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person.
Date: _____27/10/2020______________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Learner 2: ____________________________________________________________
Learner 3: ____________________________________________________________
Formative Activities (5 assessments) – Knowledge gathering and practical’s through Written Activities,
and Practical
Case Study – Performance Evidence Activities
In order to be deemed competent in this unit you must obtain satisfactory outcome in each part of this
assessment. You must collate the following documents and submit in a portfolio format:
Formative Activities (5 assessments) – Knowledge gathering and practical’s through Written Activities,
and Practical
Case Study – Performance Evidence Activities
UNIT INTRODUCTION
This resource covers the unit BSBDIV802-CONDUCT STRATEGIC PLANNING FOR DIVERSITY LEARNING
PRACTICES.
This unit describes the skills and knowledge required to plan, implement and review organisational diversity
strategies and the quality of training and assessment products and services for its implementation. This unit
focuses on valuing and actively leveraging diversity in the workplace.
It applies to individuals who plan, design, implement, monitor and review diversity learning strategies at an
organisational level.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
PERFORMANCE EVIDENCE
Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of
the elements and performance criteria on at least one occasion and include:
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once
KNOWLEDGE EVIDENCE
Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements
of the elements and performance criteria and include knowledge of:
discuss organisational diversity learning strategy, including:
regulatory requirements
rationale for a diversity learning strategy within an organisation
outline learning strategies that support organisational diversity learning requirements
list and discuss organisational learning and assessment strategies that incorporate valuing and
leveraging diversity principles.
ASSESSMENT CONDITIONS
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the workforce development – diversity field of work and include
access to:
organisational records, policies and procedures
legislation, regulations and codes of practice
case studies and, where possible, real situations
interaction with others.
Performance
Skill Description
Criteria
Sources, evaluates and critiques ideas and information from a range of complex
1.1, 1.3, 1.4, 1.5 3.3, 4.2, texts to assist with decisions on learning processes for diversity organisational
Reading learning strategy
4.3, 5.1, 5.2
Monitors reported information to evaluate progress of diversity learning strategy
Uses listening and questioning skills to gather opinions and confirm understanding
Selects and uses appropriate conventions and protocols when communicating with
Interact with others 1.2, 4.4
stakeholders in a range of work contexts
Activity 1.1
Evaluate approaches to learning and workplace training. What different approaches we do have for
learning at workplace?
Your Response
In the workplace, employees can use a variety of learning methods to help them improve their
skills and solve problems. In the Australian Resources & Energy Group (AMMA), environment
chanced and society needs are changed frequently, the management needs to provide their team
of full training and learning in the workplace is necessary, strategies for attracting and recruiting
women to their organizations; and retaining skilled women through employee value propositions
(such as professional development opportunities and flexible work arrangements).
On-the-job training and role-playing are a great example of coaching and mentoring can be
effective approaches to developing employees. Although on-the-job training is considered
informal, it is a great way to learn and use skills at the same time. It will be able to more easily
identify the strengths and weaknesses. This also allows new and old employees to work together.
By doing this, employees can also learn from each other. Employees will observe each other and
hope to gain knowledge and ideas on how to perform specific tasks and solve possible problems.
This approach must be structured and well thought out to succeed.
For role-playing, this method gives employees the opportunity to show different people in
different situations and how to treat them. Role-playing helps improve interpersonal skills, such as
communication, providing feedback on performance and leadership. This also gives employees the
opportunity to take action on their own.
1.2 Consult relevant stakeholders for ideas on strategic diversity learning requirements
Activity 1.2
Identify all the stakeholders and explain why it is important to consult them for their ideas?
Your Response
In order to perform a participatory process and obtain all the advantages it brings, it is necessary
to figure out who are the stakeholders, which stakeholders need to participate at what level and
what problems may cause.
In the AMMA - Australian Resources & Energy Group, stakeholder identification is not only
important for determining who the project’s stakeholders are, but also for determining the best
way to manage its expectations. Every stakeholder, regardless of their level, wants or expects the
project or its results to be helpful. Through consultation, we can determine and monitor the
trends, challenges, and perceptions of specific stakeholder groups over time.
Stakeholders can be internal parts of the organization, such as employees, managers, a board of
directors, investors, or external parts, such as customers, creditors, unions, or community
members. Consultation with stakeholders is important; whose involves the development of long-
term constructive and productive relationships. It not only can enable the identification of current
or future trends and emerging challenges, which affect the business and can be used to improve
project design and results, help identify and control external risks.
Such as:
1.3 Analyse and plan diversity learning strategy to support organisational and regulatory requirements
Activity 1.3
Analyse and plan diversity learning strategy to support organizational and regulatory requirements.
Your Response
One of the jobs of a learning organization leadership is to develop organizational learning strategies
Leader must Identify and analyse laws, regulations, and corporate policies that affect workplace
diversity. Legislation and regulations exist to assist companies in meeting the legal requirements for
workplace diversity. They guide employers in the best way to ensure and retain a diverse workforce.
According to the Racial Discrimination Act 1975, the Human Rights and Equal Opportunity
Commission Act 1986, the Age Discrimination Act 2004, and the Workplace Gender Equality Act
2012, provide general laws that support diversity in the workplace. The decree stipulates that based
on discrimination and Violation of human rights is illegal.
Before implementing a diversity plan, the organization is necessary to discuss with employees,
investigate employee satisfaction, and evaluate and analyse the challenges and obstacles faced by
diversity. Understand diverse work environment, employee backgrounds and their impact on
learning behaviours that support current and future diversity workforce development needs.
To set achievable and measurable goals of action plans and human resources management planning
for the diversity of the workplace, also decide what changes need to be made and the timetable to
achieve them.
Support organizational diversity policies and regulatory requirements, include: develop a diversified
friendly policy to promoting the benefits of diversity in the workplace. Provide diversity and inclusion
training and age discrimination training, managing conflicts between team members, and increasing
the recruitment and retention rates of Aboriginal Australians, disabled people, youth and graduates.
1.4 Analyse and plan technological and systems requirements for organisational diversity learning
strategy
Activity 1.4
Analyse and plan technological and systems requirements for organisational diversity learning strategy
Your Response
Analyze and plan the technical and system requirements required for the implementation of the
organizational learning strategy, as well as the process evaluation management strategy for the
required parameters determined for the plan, and the technical and system requirements that support
the organizational learning strategy.
Learning organization leadership should use training needs assessments to identify skills gaps,
focusing on learning goals and business goals. Organizational learning and development strategies
should help leaders adjust and utilize learning resources to improve the organization’s overall human
resources-related capabilities and system.
The steps involved to Analyse and plan technological and systems requirements for organisational
diversity learning strategy,
1. Evaluate the existing training program
2. Analyse the company
3. Consult with relevant stakeholders
4. Map with the company values
1.5 Analyse and align organisational diversity learning strategy with human resources and learning
requirements
Activity 1.5
Analyse and align organisational diversity learning strategy with human resources and learning
requirements.
Your Response
Plan and implement human resource strategies, analyse and evaluate the diversity of the
organization’s workplace to determine how the selected training strategy will align with
existing human resource practices, measure and evaluate the results, make adjustments as
needed and help achieve the learning requirements of the organization. The analysis should
specify the required technologies and systems and how they contribute to the effectiveness
of the learning strategy. It is necessary to ensure that the organizational strategy is
consistent with the established human resources, learning requirements and plans of the
organization.
Human resource management must be able to fully recognize the potential benefits of
differences. Managers must instruct employees in cultural, socioeconomic, ethnic and
religious differences and how to accept differences to create and maintain an effective
working environment, align it with human resources and learning requirements.
Activity 1.6
Provide learning recommendations that support how various diversity dimensions may affect individuals
and their experiences; and inclusions in social interactions.
Your Response
Diversity refers to the differences that exist in people and are at the heart of inclusion in social
interactions. Primary diversity dimensions such as age, race, gender, ethnicity, physical abilities and
sexual orientation determine the fundamental world perspectives and how individuals perceive
themselves. Primary dimensions cannot be altered. On the other hand, secondary dimensions such as
academic level, religion, language, income, marital status etc help to define an individual. For example,
they can shape someone's self-esteem or self-definition. At the centre of an individual's identity are
tertiary dimensions such as attitudes, values, beliefs, feelings, etc.
Provide management cultural diversity training and learning program recommendations; purpose to
better understand cultural diversity and how to effectively manage cultural diversity to improve
workplace performance. This includes relationships, teamwork, productivity, market knowledge,
community relations, customer service and competitiveness. The main training goal is to enable
participants to understand cultural diversity in the workforce and business cases for managing cultural
diversity, deepen their understanding of culture and intercultural interaction, and cultivate their cultural
awareness and intercultural communication skills.
Learning organization leadership needs to consider the learning process between these levels.
Learning communication and personal social interaction can be regarded as opportunities to
stimulate relationships. These relationships can be strategically managed through knowledge sharing
to encourage organizational learning.
Provide a series of knowledge planning workplace for key diversity areas; this workplace can be
provided to the team as an internal open plan, or online. Encourage ongoing professional learning and
development by providing financial assistance and various studies leave options. Employees are
required to participate in a series of mandatory training, and employees are also encouraged to
participate in training, seminars and social activities related to their duties.
TOPIC 2 – DESIGN AND DEVELOP
ORGANISATIONAL DIVERSITY LEARNING
STRATEGY
2.1 Design organisational diversity learning and assessment strategy that focuses on valuing and
leveraging diversity and meets instructor, learner and organisational strategic requirements
Activity 2.1
Design organisational diversity learning and assessment strategy that focuses on valuing and
leveraging diversity and meets instructor, learner and organisational strategic requirements.
Your Response
Administrative support is essential for creating a learning organization. The leader provides the
necessary finances and guidance to guide the organization's learning efforts. Leaders can also be
trainers, mentors and coaches.
The following steps should be followed when designing organizational diversity learning and
assessment strategy. These steps ensure that the diversity strategy meets the organization,
instructor, and learner requirements. They are as follows:
Step 1 - Analyzing and collection of data to evaluate areas that need changes in regards to diversity
Step 2 - Formulate a diversity strategic design that meets the objectives of the business
Step 1
Data should be collected and analyzed to identify areas that need changes in regards to diversity.
The organization should first evaluate the workforce characteristics and identify any demographic
inequities. By collecting data on learners' and instructors' demographic, the organization will be to
have a better understanding of the diversity in the organization and areas that need change. For
instance, areas of concern could be favours of white learners by the instructors. Demographic data
include age, language, race, gender expression, ethnicity, disability among others.
Step 2
After identifying areas of concern that require change, the institution should come up with strategies
that promote the diversity that satisfies every individual in the organization. The diversity strategies
include creating an environment where everyone feels they belong, create leadership that focuses
on empathy, ensure everyone in the institution feels connected and happy, and among others.
Step 3
The organization should carefully implement the agreed diversity strategies and put them in
practice. An action plan must be developed to implement diversity strategies. The institution should
communicate to the learners and instructors about the proposed diversity strategy to ensure
everyone in the organization adheres to them.
Step 4
The implemented diversity strategy should be evaluated from time to time to ensure that it satisfies
the requirements of the organization, instructor, and learners. Evaluation of the diversity strategy is
achieved by conducting audits and asking learners and instructors on their views regarding the
diversity strategy. In case of any problem identified, the diversity strategy should be reviewed and
adjusted to meet the overall goal
2.2 Develop diversity learning strategies to permit and promote responsiveness of the organisation to
changed circumstances and priorities
Activity 2.2
Develop diversity learning strategies to permit and promote responsiveness of the organisation to
changed circumstances and priorities.
Your Response
Through the HR development diversity plan, rigorously review and evaluate the differences in the
following aspects to develop a diversified workforce learning strategy: race, ethnicity, sexual
orientation, gender, socioeconomic status, age, ability, religion and political beliefs.
The Human Resources department must ensure that the diversified learning strategy developed is
flexible so that it can be changed and updated as the organization develops and changes. It is
important to ensure that when the organization's environment and priorities change, a learning
strategy is formulated in a certain way to allow and promote the organization's responsiveness when
updating its strategy.
• Formed by the Human Resources Department to create a diversity and inclusion advisory
committee
The results of the evaluation must be fully supported by the collected evidence in order to make a
decision.
The assessment methods and the collection and interpretation of evidence must be consistent and
accurate.
There must be opportunities for negotiation and reasonable adjustments to meet the needs of
candidates.
• Provide training on diversity and inclusion and encourage effective communication in the
workplace to promote organizational diversity.
• Educate managers about the benefits of workplace diversity
• Be aware of unconscious biases and instruct male employees to be rational with female
employees.
3.1 Implement diversity learning strategy that supports valuing and leveraging diversity and is
appropriate to organisational and regulatory requirements
Activity 3.1
Explain the process to implement diversity learning strategy that supports valuing and leveraging
diversity and is appropriate to organisational and regulatory requirements.
Response
In order to ensure that organizational requirements are met, it is necessary to ensure that the
prepared organizational learning strategy has been implemented into the organization. The
implementation process must embed the organizational learning strategy into the existing policies
and procedures in the organization, and develop a series of new policies and procedures to make the
organizational learning strategy effective.
All organizational leaders should replace the roles of mentors, coaches and facilitators to encourage
and support the learning and growth of employees. It is an obligation as HR leaders to recognize the
workplaces diverse and draft diversity policies that will contribute to an equitable and responsive
workforce. It is necessary to create a series of action plans that can be used to implement diversity
learning. The action plan identifies each goal that exists in the organizational diversity learning plan
and various strategies that can be implemented to successfully achieve the goal.
Here are five key aspects that HR leaders should take into account in order to build and enforce an
effective organizational diversity strategy.
In an organization's diversity policy, this is probably the most critical aspect to be considered. In
research undertaken by AHRI in 2014, Australian business leaders gathered views and viewpoints on
diversity in the workplace and among the most prominent views would be that middle management
and often even leadership were not always accepting and tolerant of a diverse working community,
making it impossible to introduce any plan within the broader workforce. And no buy-in from
leadership, investing time and money on preparation and sensitization is therefore virtually unlikely.
With education, awareness as well as cultural sensitivity training, this mentality could only be
changed. You ought to promote the teaching of the new supervisors, executives, and workers as HR
leaders to cultivate an egalitarian outlook and the actions and mentality that should be displayed
when dealing with individuals with diverse backgrounds.
2. Understand the various elements of a diverse workgroup and map which one will fit your
business diversity.
Workplace diversity may be of multiple kinds; gender diversity, ethnic diversity, as well as
inclusiveness of workers with diverse skills. Diversity solutions can be applied based on the
business's context, the customers involved, and the expertise and capabilities needed. For starters,
incorporating that one in the internship, as well as traineeship programs of a company, is one of the
better ways to deploy cultural diversity. This approach encourages a new, culturally diverse
workgroup to learn to work together because imbibing the values and working habits of the
business.
It is widely found, particularly in gender equity that companies have in their strategies that they
insist on hiring more women within their leadership positions. Still, the policy is not applied
throughout the right spirit.
3. Do not diversify for extremely short-term goals like an award - give it time.
Diversity is time-intensive. It should not be used overnight in the workforce's diverse. The shift is one
of the toughest tasks, and harder than that is to maintain the shift. Any organization's diversity
initiative must commence months before hiring staff from diverse backgrounds and cultures.
There needs to be ample time, and a lot of preparation has to be provided to current staff to make
them aware of this move. When physically disabled personnel are hired, the organization's facilities
must be made inclusive to facilitate their travel and day-to-day tasks. Diversification with a short-
term purpose would disturb the workforce.
The plan for diversification must be planned to incorporate all elements and divisions of the
organization. It should not only be an HR project because it can never be limited to recruiting. Long-
term efforts need to be made to incorporate this diverse workforce in all elements and hierarchies
of the group. Once companies recognize that diversity strategies and investments have an effect on
a company's bottom lines, the actual nature of the policy will come into play, and it is not simply a
superficial feature of the enterprise.
Incorporating diversity programs in the organization's principles, mission, business plans, brand
profile, and the organization's infrastructure and organizational approaches are one of the better
ways to make it strategic and not simply cosmetic.
Nothing kills the initiation of diversity, such as stereotyping persons and societies. Especially
throughout employee training sessions, particular precautions must be taken to ensure that the
messages and learning offered are not stereotypical. This will only stop the obvious working of a
diverse workforce as individuals from every community hate to be stereotyped.
Events, mentoring workshops, and policies could be coordinated by the HR department in
companies where cultural boundaries are broken. Individuals can come together without being
known solely by one eye.
We play a very delicate, strategic as well as balancing task as HR leaders to make sure that they carry
in diversity and inclusion in the workplace, and we are continually juggling three balls:
• With corporate executives in the driving seat, this needs to be a top-down strategy.
• The foundation of recruiting must match talent and abilities, and not only that the individual
fits the different criteria.
3.2 Validate organisational assessment methods and assessment tools consistent with learning and
wider operational needs
Activity 3.2
How would you validate organisational assessment methods and assessment tools consistent with
learning and wider operational needs? Explain.
Response
It is necessary to ensure that all organizational evaluation methods and evaluation tools to be used
in the entire organization's learning strategy and delivery process are verified to ensure that they are
consistent with learning and broader operational needs.
Validation is the process of verifying evaluation tools and methods, which will be used as part of an
organization's learning strategy to ensure that these methods meet their compliance requirements.
The evaluation judgment of the RTO evaluation system can be confirmed. Verification activities are
usually carried out after the evaluation is completed, so RTO can consider the effectiveness of
evaluation practices and judgments. Verification includes checking whether the evaluation tool
provides effective, reliable, sufficient, up-to-date and true evidence, so that your RTO can make a
reasonable judgment on whether the training requirements are met. The verification process
includes reviewing statistically valid evaluation samples and making recommendations for future
improvements in evaluation tools, processes, and results.
The assessment activities always comply with environmental standards; follow WHS, equal
employment opportunity (EEO), anti-discrimination and other related laws.
Assessment tool means the instrument used to collect evidence and make judgements for an entire
unit of competency or a cluster of units.
• Need to be adjusted to suit the diversity conditions or the needs of the employee evaluated.
• Need to periodically verify the assessment tools being used and keep them up to date with any
industry changes or capability modifications that have occurred and any improvements
identified during the verification session.
Assessment methods
Prepare for the evaluation to give employee the details of the detailed process in advance. An
evaluation activity must be organized a few days or even weeks before. No matter how long the
preparation time is, the employee must know in advance the purpose of the evaluation, how it will
be conducted, and when and where it will be conducted.
1. Purpose of assessment
4. Assessment arrangements
Response
To ensure that various learning resources meet the needs of specific international, national and
industry and workplaces. The learning resources used as part of the learning strategy of a diverse
organization will become the basis of the learner’s knowledge and therefore must meet all relevant
requirements to ensure that learning also meets the requirements
In the process of formulating organizational learning strategies, learning resources and systems that
meet the requirements include:
AQTF standards for registered training institutions
Industry standards and benchmarks
OHS and WHS requirements
Training and evaluation organization standards
Sourcing diversity learning resources compliant with international, national, industry, workplace, and
regulatory requirements entails identifying learning resources that encourage learners to strive for a
more tolerant and inclusive world that values difference, practices empathy and extinguishes
oppressive forces such as racism. Sexism, homophobia, ableism and beyond.
These resources should not offend any existing regulatory requirements. Diversity is unlikely to offend
any standard unless the standard itself was based on prejudice. It is this prejudice that diversity seeks
to eliminate because it is almost always based on false assumptions and innuendos. Diversity learning
will thus most likely be compliant most statutes and regulations. Understanding the dimensions of
diversity and world cultures will help ensure the development of instructional competencies that will
connect with groups and individuals interacted with.
TOPIC 4 – REVIEW ORGANISATIONAL
DIVERSITY LEARNING AND
DEVELOPMENT
4.1 Develop procedures to liaise with diversity organisations, cohort organisations, educators,
learners and other relevant stakeholders to monitor how well learning strategies and learning resources
achieve diversity organisational learning targets
Activity 4.1
DEVELOP PROCEDURES TO LIAISE WITH DIVERSITY ORGANISATIONS, COHORT ORGANISATIONS, EDUCATORS,
LEARNERS AND OTHER RELEVANT STAKEHOLDERS TO MONITOR HOW WELL LEARNING STRATEGIES AND
LEARNING RESOURCES ACHIEVE DIVERSITY ORGANISATIONAL LEARNING TARGETS.
Response
Develop policy and procedures to liaise with diversity organisations; to monitor the success of
learning strategies and resources related to the established organizational learning goals, tactics
must include procedures to maintain contact with stakeholders, such as diverse organizations,
cohort organizations, educators and learners, in order to obtain information about the effectiveness
of learning strategies and learning resources in achieving organizational diversity learning goals
Feedback. Stakeholder organizations include the Australian Diversity Council, Aboriginal Affairs,
National Disability Services, New South Wales Council for Intellectual Disabilities, and the Australian
National Communities Federation Council.
The strategy must include procedures for monitoring and incorporating national policy issues and
system changes. The program must include regular scanning and analysis of the external
environment to detect changes that may affect the organization's diverse learning methods or
success, to ensure that a series of procedures are in place to systematically communicate with
educators, learners and others in order to monitor the success of learning strategies and resources
related to the achievement of organizational learning goals that have been set.
Review the organization’s policies and procedures to determine their continuing relevance,
operational effectiveness, forward-thinking and identify any gaps. The review should pay particular
attention to the relationship between policies and procedures and organizational diversity learning.
Use formal and informal discussions and performance appraisal actions in the organization to keep
in touch with learners to ensure that all skills and knowledge are obtained from learning strategies
and resources used for learning purposes.
4.2 Monitor and incorporate national policy issues and system changes into organisational learning
and development strategies and practices
Activity 4.2
MONITOR AND INCORPORATE NATIONAL POLICY ISSUES AND SYSTEM CHANGES INTO ORGANISATIONAL
LEARNING AND DEVELOPMENT STRATEGIES AND PRACTICES.
Response
Use risk management methods to formulate, review and maintain the timeliness and effectiveness of
policies, procedures and agreements, monitor and take actions to improve compliance with policies,
procedures and agreements, and review compliance with laws, regulations and jurisdictional
requirements
Establish policies, procedures and agreements for organizational learning and development strategies
and practices.
Establish a mechanism to monitor national policy issues and system changes, the practicability of
procedures and agreements, and communicate their changes to employees.
Review the effectiveness of organizational policies, procedures and agreements through audits.
Regularly review policies, procedures, and agreements to align them with state or territory requirements
and ensure that they reflect best practices and current evidence.
Develop a legislative compliance system for learning and development strategies and practices to
ensure that policies, procedures and agreements are regularly and reliably updated, and to respond to
relevant regulatory changes, compliance issues and case law.
4.3 Review policies and procedures for continuing relevance, operational effectiveness, forward
thinking and to identify any gaps
Activity 4.3
EXPLAIN THE PROCESS OF REVIEW POLICIES AND PROCEDURES FOR CONTINUING RELEVANCE, OPERATIONAL
EFFECTIVENESS, FORWARD THINKING AND TO IDENTIFY ANY GAPS.
Response
Procedures:
Timing of Reviews, the process of determination should be reviewed annually and must be consistent
with policies and procedures.
4.4 Consult relevant stakeholders to ascertain the effect of strategic outcomes attained through
diversity organisational learning strategy, and update policies and procedures accordingly
Activity 4.4
EXPLAIN HOW YOU WOULD CONSULT RELEVANT STAKEHOLDERS TO ASCERTAIN THE EFFECT OF STRATEGIC
OUTCOMES ATTAINED THROUGH DIVERSITY ORGANISATIONAL LEARNING STRATEGY, AND UPDATE POLICIES AND
PROCEDURES ACCORDINGLY.
Response
Collect and analyse the feedback on the needs of diversified learning strategies provided by key
stakeholders. In addition to determining the design elements or modifications that need to be made to
the strategy, it is also necessary to conduct careful information evaluation and collation after
consultation to ensure that all are applied and tracked, modification of the design is reported during the
approval process, clearly displayed and implemented to the organization.
Consultation with stakeholders, each situation will be different, so each consultation process will be
specific to the specific situation and requires detailed planning. It is essential to carefully plan the
process in advance and conduct preliminary work to determine the needs and goals of the process and
the stakeholders involved.
Your responses:
AMMA - Australian Resources & Energy Group
The AWRA plan is guided by the AWRA Advisory Board. The advisory committee is composed of
various organizations and individuals in the resource and energy industries. AMMA relies on its team
to develop and implement diversity and inclusion initiatives and industry plans.
AWRA is primarily concerned with enhancing gender diversity; however, the diversity has a much
broader definition and encompasses people of different ages, ethnicities, belief systems, abilities,
sexual orientations and other qualities.
In order to realize the benefits of diverse employees, a strategy consistent with the overall strategic
goals of the organization is required. The implementation of strategic planning and plans is critical to
achieving widespread organizational change, which will enable organizations to obtain, maintain,
and benefit from gender diversity and inclusion.
5) Effective plan planning and implementation, including clear goals, milestones and deliverables,
and specific and measurable performance goals.
7) Regular, clear and influential communication to participate and influence the entire organization.
To enable the wisdom of a diverse team and extract the business benefits of greater diversity,
leaders need to:
2. Expand understanding and skills to recruit, develop and retain a diverse workforce.
8. Challenge traditional thinking and assumptions around roles, skills and behaviours in the
workplace and home
5.2 Review performance of resources and people supporting the diversity organisational learning
strategy implementation
Activity 5.2
HOW WOULD YOU REVIEW PERFORMANCE OF RESOURCES AND PEOPLE SUPPORTING THE DIVERSITY
ORGANISATIONAL LEARNING STRATEGY IMPLEMENTATION.
Your responses:
The organizational learning strategy of diversity requires the support of a diversified workforce to
complete many tasks. All personnel related to the strategy must carefully check its performance to
see if any improvement is needed. In addition to the performance of all resources and personnel
that support the organizational learning strategy Review and determine whether any required
updates, changes or modifications are required.
It should be reviewed once a year and every time an employee’s responsibilities change.
Provide any performance review feedback before revision instructions and share revisions with
employees.
2. Assess whether job functions are still aligned with organizational needs
The tasks involved make a meaningful contribution to achieving our short-term and long-term
strategic goals
Performance should be evaluated against established and agreed expectations-employees know that
they know a list of specific results you expect them to achieve.
Employee goals should be fair but challenging. Achieving some of them usually requires new or
improved skills. If the existing goals include training, check the progress of the employees in
completing the training and acquiring the expected capabilities.
Don't let any personal likes and dislikes become a way of obstructing actual performance.
6. Set time
Schedule an annual review two weeks in advance, make sure employees know that you will be
discussing performance and have the opportunity to prepare.
In regular feedback meetings, focus on only one or two factors as much as possible.
A more formal review is required to ensure that the performance of employees is analyzed based on
each factor listed on the performance evaluation form.
5.3 Construct and present plans for improving the diversity organisational learning strategy
Activity 5.3
HOW WOULD YOU REVIEW PERFORMANCE OF RESOURCES AND PEOPLE SUPPORTING THE DIVERSITY
ORGANISATIONAL LEARNING STRATEGY IMPLEMENTATION.
Your responses:
When completing all investigations, evaluations, reviews, assessments, and consultations, it is
necessary to ensure that a clear plan is made to improve the organizational learning strategy and the
feasibility of the test plan, and various options need to be carefully considered. In the entire plan
construction process, the strategic goals of the organization and the needs of all parties in the plan
must be considered and met. In addition, all departments of the organization should participate in
the formulation of the plan, all suggestions must be feedback collected from within the organization.
The diversified organizational learning plan that has been constructed must be introduced in written
form according to organizational requirements. All suggestions for improvement should be provided
to the department, responsible for project management in a constructive way and in written form in
accordance with the policies and procedures of each organization.
Such as,
• A diversity and inclusion framework that sets goals and timetables to help organizations
establish, promote, and maintain a diverse and inclusive workplace.
• Establish, promote and maintain diversity as a priority to review all relevant policies,
procedures and practices.
• Enhancing diversity initiatives in talent management, creating and implementing diversity and
inclusion strategies for underrepresented groups in recruitment, promotion, and retention.
• Work with external stakeholders, employees and unions to develop strategies and special plans
to promote diversity in the workplace.
• Incorporate diversity into the framework of succession planning, and encourage managers to
identify and cultivate a diverse talent pool within the organization.
• Implement special programs to train and develop underrepresented groups to remove and
reduce barriers and improve their ability to acquire leadership roles in the organization.
• Promote and maintain diversity and inclusion, implement diversity training and develop
strategies for employee engagement
• Develop data to track and monitor diversity plans, conduct voluntary workplace surveys to
understand labor demographics and profiles
Formative Assessments: checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
BSBDIV802 Conduct strategic planning for diversity learning practices
(Code and Title)
Date(s) of assessment
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? Activities 1
(Please circle)
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? Activities 2 (Please circle)
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? Activities 3 (Please circle)
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? Activities 4 (Please circle)
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? Activities 5 (Please circle)
Has all the following activities been answered and performed fully, as required to assess the Yes No
competency of the learner? PROJECT – CASE STUDY + PRACTICAL ACTIVITIES (Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Activities 1
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Activities 2
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Activities 3
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Activities 4
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Activities 5
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
PROJECT – CASE STUDY + PRACTICAL ACTIVITIES
(Please circle)
Comments
Feedback to learner:
Learner’s signature
Paul Lee
Assessor’s signature
Learner’s name
Assessor’s name
Date of assessment
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
I have read, understood, and am satisfied with the feedback provided by the assessor.
Assessor’s name
Assessor’s signature
Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No (Please circle)
Has sufficient evidence and information been provided by the learner to prove their
Yes No (Please circle)
competency across the entire unit?
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Authentic Yes No (Please circle)
Valid Yes No (Please circle)
Reliable Yes No (Please circle)
Current Yes No (Please circle)
Sufficient Yes No (Please circle)
Learner’s signature
Paul Lee
Assessor’s signature