CHCCS310A: Support inclusive practice in the workplace

Descriptor: This unit describes the knowledge and skills required for individuals to apply inclusive practices and to work effectively with a diverse range of people
It includes recognising and valuing individual differences and working effectively with diverse clients and colleagues
Employability Skills: This unit contains Employability Skills
Application: This unit applies to a range of community service work context

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Recognise and value individual differences	1.1 Explore diversity to identify attributes that may be of benefit to the organisation, clients and colleagues 1.2 Assist colleagues andclients to acknowledge and use their diverse attributes to contribute to work teams and delivery of services 1.3 Use work practices that are inclusive and benefit service delivery outcomes, community relationships and the work environment 1.4 Identify and respond to client diversity in accordance with legislation, policy and guidelines
2. Support the principles and practices of inclusivity in work with colleague and client diversity	2.1 Develop and use a range of communication styles to respect and reflect the inclusive practices of the organisation 2.2 Comply with the requirements of legislation, policies and guidelines relating to workplace diversity to demonstrate inclusive practice through personal conduct in the workplace 2.3 Seek and act upon feedback from colleagues and supervisors to continuously improve personal effectiveness in working to maintain inclusivity

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

Requirements of anti-discrimination legislation
Principles and practices of inclusivity
Understanding of the benefits of diversity of the organisation
Principles and practices of cultural awareness and cross-cultural communication
How to locate legislation, policies and guidelines related to diversity and inclusivity
Direct and indirect discrimination, such as dress codes that exclude certain groups (e.g. requiring male staff to be clean shaven would indirectly discriminate against Sikhs)
Own cultural assumptions and their effect on work practices and behaviour
Legislative definitions of diversity and inclusivity
Principles and practices of cultural awareness and cross-cultural communication
Equal employment opportunity, equity and diversity principles
The benefits of workplace diversity and inclusivity

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use a range of communication styles to suit different audiences and purposes
Communicate effectively with people from diverse backgrounds
Respond to diversity, including gender and disability
Seek feedback and act upon it

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Access and read formal documents such as legislation and polices related to educational work environments
Access legislation and codes of conduct electronically or in hard copy

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Observations about client may include:	Orientation to person, place, time Level of coherence Ability to communicate Unusual behaviour/communication Aggression - physical or verbal Signs of physical injury/distress Levels of personal distress and anxiety
Diversity may include:	Age Cultural background Disability Educational level Ethnicity Expertise Family responsibilities Gender Interests Interpersonal approach Language Learning styles Life experience Marital status Personality Physical capability Political orientation Race Religious belief Sexual orientation Sexual identity Socioeconomic background Thinking styles Work experience Working styles
Colleagues may include:	Peers Trainees Support staff Work experience personnel Supervisors and management External stakeholders including parents, community groups etc.
Legislation, policy and guidelines may include:	Racial Discrimination Act 1975 Sex Discrimination Act 1984 Disability Discrimination Act 1992 Workplace Relations Act 1996 Privacy Act 1988 Human Rights and Equal Opportunity Commission Act 1984 State/territory legislation addressing diversity issues Public sector management acts Workplace diversity guidelines Codes of conduct/ethics The organisation’s plans strategies and policies relating to diversity Community guidelines, policy and practices that may exist within specific cultural or ethnic communities
Communication styles may include:	Pace of delivery varied to audience needs Clear articulation Checking that the message is understood Use of eye contact or no eye contact, dependant on the situation Non-verbal communication techniques e.g. gestures, facial expressions, signing, positioning Written communication in a language other than English Speaking in a language other than English Use of telephone translation services Use of Braille materials Use of pictures/diagrams

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.