Student Name:
Student ID No:

How Do I Use This Book?

This Assessment Booklet is divided into two sections:

Your assessor will go through this Assessment Booklet and the assessment activities with you in detail, before the assessment process begins.

• The introduction – which provides general information about the unit(s) of competency you, will be assessed
• The second section contains specific detailed information of the assessment component You will need to complete each assessment activity completely and to the required standard explained to you by your trainer and in this Assessment Booklet in order to achieve competence in this assessment process

Welcome to your assessment on the following unit(s) of competency

Assessment Resource Summary
Unit Details	BSBDIV501      Manage diversity in the workplace
Assessment Type	This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment.
Assessment Methods	Online Learning	Assessment 1 Online learning – Fair Work -Managing diversity
	Project	Assessment 2 Implement Diversity Policy
	Case Study	Assessment 3 Case Study

Unit Code	Title	Training package code and title
BSBDIV501	Manage diversity in the workplace	Management and leadership – diversity

Section 1: General Instructions to Student

Please read all the information before you proceed to complete the assessment tasks. If you do not understand any part of these instructions, please ask your trainer/assessor.

The primary objective of assessment is to support and encourage your learning. Assessment results give the assessor an indication of how well you have learnt in class and or areas you may need extra support with. The assessments are intended to be equitable, fair and flexible. All the information, skills and knowledge being assessed by the assessments have been based on theory, practical and skills delivered by your trainer/assessor during classes, and or during self-directed study and meet the requirements of the unit of competency.

Students are encouraged to reflect on key observations and issues encountered during their studies to encourage learning. Knowing what you understand or have mastered and identifying where you need to improve the critical skills for successful learning.

Your assessor will give you feedback throughout the duration of the unit you are studying and after assessment results. The feedback given to you will always be to support your achievements and to monitor your progress throughout your studies.

In the situation where you or your assessor feel that extra support needs to be given, your assessor will organise a time to meet with you and discuss the options available to you. Your assessors aim is to ensure the successful completion of your course with the least amount of difficulty.

Reasonable adjustment will be provided for students with a disability or learning difficulty according to the nature of the disability or difficulty. Reasonable adjustments are made to ensure that the student is not presented with artificial barriers to demonstrating achievement in the program of study. Reasonable adjustments may include the use of adaptive technology, educational support and alternative methods of assessment such as oral assessment.

In assessing the competence of individuals, assessors must provide for reasonable adjustments to ensure the assessment principles of fairness and flexibility are addressed. However, assessors must be confident that reasonable adjustments do not compromise the outcomes of the unit and the integrity of the qualifications and Statements of Attainment issued as certification of achievement.

This qualification is based on Competency based training.

There are two outcomes for each assessment task level:

S (S) = Satisfactory

 Or: (NS) = Not Satisfactory (requires more training and experience or evidence to complete the assessment).

You must achieve a satisfactory result for all components of the unit tasks to be deemed overall

Competent (C) in this unit.

• Should you not be successful in your attempt your assessor will provide directive feedback to guide to success in your second attempt; e. reassessment.
• You will be given two (2) submission opportunities of which will be at no cost to you. If a you fail after the 2^nd submission, you will need to go through the reassessment process, but this will incur a Please refer to the fee schedule located on the website.
• Assessment reasonable adjustment may be exercised by your assessor at their

Where a student does not agree with the Assessors decision they should first discuss the issue with the assessor and try to reach an understanding of the decision and a way forward to get the issue resolved.

If the student still wishes to pursue the matter further – they may then lodge an appeal following the College’s Complaints and Appeals process. Please refer to the Victorian College of Education Complaints and Appeals Policy for further details.

Victorian College of Education will not tolerate Cheating and plagiarism from any student. Evidence of plagiarism and cheating are treated seriously. The Institute imposes severe penalties on students who cheat and plagiarise. Consequences for students engaging in such practices may include but not limited to being deemed Not Yet Satisfactory in the assessment or Not Yet Competent in the unit or exclusion from the course If you are caught cheating, you will be required to re-enrol in the unit which will incur a fee. Please refer to the schedule of fees on the VCE website.

You must submit all assessment tasks together with the provided cover sheet. Work submitted without a coversheet will be returned unmarked. ALL tasks must be completed in legible English. It is preferable that tasks are typed where this is not possible or where room is provided on a paper for short answers, you must write clearly.

Cover sheets

Student must submit a completed coversheet with all assessments tasks, ensuring the student declaration section is signed. Assessment cover sheets are available from the front office.

Due dates

Submissions must be made by the due date. Late submissions will be treated as second attempt unless the student gets the pre-approval from the Academic Manager.

Referencing

Students should follow the Harvard style of referencing on all assignments, reports and project submitted.

Students have the right to access current and accurate records of their participation and results at any time. Students can see their results by requesting the information from their trainer/assessor or can request a copy of records by contacting student administration.

Submit the task before or on due date. If you need extensions consult your trainer/assessor. Remember extension is a mutual agreement between you and your trainer/assessor and this can be obtained if the need is genuine or under compassionate circumstances. You will be required to submit your request for extension in writing to the Academic Manager and attach any supporting documents.

General information on Assessment Methods

Assessment tasks may be structured with any combination of

1. Written tasks assignment/projects.
2. Role plays
3. Case studies
4. Practical
5. Logbook

You must complete all of the appointed tasks and gain a satisfactory result in all tasks in order to be deemed Competent in the unit.

Written Tasks

• Ensure you are clear on the If you are unsure, please ask questions to your trainer/assessor.
• This is an open book test
• Ensure you know the Due Date and that you submit all your assessments on or before the Due
• In your responses please ensure you write legibly and
• In order to achieve Satisfactory, all questions must be answered correctly
• Use a blue or black pen. Assessments written in pencil or red pen or erasable pen will not be
• If you need more space, you can use extra paper. All extra pieces of paper must include your Name, Student ID No., Unit Code and Title, and the question you are
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you.
• You must keep a copy of all your assessments before submitting
• Do not cheat. Anyone caught cheating will automatically be marked Not Satisfactory (NS) for this There are NO EXCEPTIONS to this rule.

Practical Tasks:

 Your trainer will:

• Set a date for each
• Advise students of the
• Allow opportunities for the student to ask questions
• Use the Assessor checklist to observe you using a range of skills/tasks.
• Discuss this tool with the student prior to the observation taking place to ensure that the student is ready for the observation and that they can prepare for their setting as listed in the

Practical units of competence offer the opportunity for the student to be assessed on their competence at each class by what they have prepared and how they have prepared it. For a student to be competent, the student should have demonstrated each task in the Checklist.

Learner Declaration

I understand what is required to be completed in this assessment. I have been fully informed of the instructions and I am confident to proceed.

Learner Name:	Learner Signature:	Date:

Assessment 1 – Online Course

This unit builds upon your knowledge and learning from SITXCOM002 – Show social and cultural sensitivity. In that unit you were introduced to the basics of cultural sensitivity and accepting diversity in the workplace as well as well benefiting and fostering it.

This assessment extends upon this that you will now be in-charge of managing this for your team or workplace.

This assessment involves on online course training.

To start you will need to go to the website for Fair work.

You MUST register on this site with your name and email address to receive a certificate,

https://www.fairwork.gov.au/ w

Next you will go the drop-down menu that says “How We Will Help” https://www.fairwork.gov.au/how-we-will-help

Then click on               Online Learning

 https://www.fairwork.gov.au/how-we-will-help/online-training

On the right-hand side, you will see a button “Launch Online Learning Click on this You will then see several different courses that you can learn and gain certificates for. The one we will be doing for this unit is:

“Manage Diversity”

 The course has lots of videos that you can play. It then asks you several different questions that you must provide online responses to.

You may watch the videos and answer the questions individually, in pairs or as a class group.

The responses you give will either be correct or incorrect. They then have feedback to show what is the best response in that scenario. After you get through the videos and simple questions there will be a QUIZ. You must complete all the questions in the quiz to gain successful completion on this course.

Once you complete the quiz successfully you will need to download your certificate. (Mandatory) (Added bonus: you can also use this certificate in your resume.)

You must submit a copy of this certificate to your trainer as evidence of completing this assessment.

Remember you will need to create a username and password and register to receive a certificate.

*Please also NOTE:

 If you have completed the VCEASIT30816 – SIXCOM002 unit as a pathway – you can use your certificate for that assessment method to be applied to BSBDIV501. (Certificate is mandatory)

Assessment 1 – Observation Checklist Assessor Use ONLY

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

 Assessor Instructions

Student Name:
Student ID No:

Did the student:
Complete the online training session
Did the student attach the certificate in their name as evidence of completing the assessment	r Yes r No

Assessor Use Only

Comments
Result (Please Circle)		Satisfactory		Not Satisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback			Assessor:                                                                    Signature:                                                          Date:           /          /

This assessment focusses on locating and critically reviewing a diversity policy You may choose your own workplace, VCEA or a simulated business.

For the purposes of this assessment we are going to presume that you are the newly appointed Administration and Compliance Manager. One of your tasks is to ensure that you have a compliant Antidiscrimination and Diversity Policy for the workplace.

You identify there is no current policy in place, so you have sourced a template (see over) to help you implement this.

Your task is to use the template and modify and adjust it to your specific organisation. A hard copy is located on the next pages.

You can also locate an editable word document on the following link:

http://www.humanrights.gov.au/employers/good-practice-good-business- factsheets/workplace-discrimination-and-harassment-policy

Read through the template carefully – add in the Cafe 69, logo, headers and footers, specific area that are relevant to your unique workplace and make any necessary changes that you deem, as the manager, to be applicable.

Once completed – print off your new policy and submit to your assessor.

In addition, you will also need to answer the following questions:

 After having created your new policy HOW are you going to implement or put this into action in your workplace.

You will need to consider new staff training, signs/posters, meetings, etc –

List and describe in detail at least 5 different strategies for implementing your Diversity Policy in your workplace.

Diverse leadership – By making or having team of having diverse leadership which has broad mind and take thing with right approach. Such little changes to change in workplace could result in much better and diversified workplace.

Training program – Having training for the purpose of the creating diversity in workplace is one of the most used process as it provide the right knowledge to the different employee which help them to understand better about the concept of diversify work place and why it requires and how it actually helps in better growth of firms.

Creating goals and objectives – Making and implementing diversity goals and also accountability for change. It helps the employee to get familiar with the policy and can easily adopt to it by accomplishing small goals.

Resources that requires – Gathering all sorts of resources for the purpose of diversity programs. To make the better program by which implementation gets easier for creating a diversified environment.

New recruit – Getting new recruit for the different mindset on diversity, will lead to provide the new and fresh idea on concept (Singh, and Babbar, 2021).

 What are some methods you could consider ensuring the staff understood the importance of this policy? List at least 3

Training for the employee could be one way of implementing the policies with the right understanding and necessity of the policies and procedure

Using positive approach rather than forcing them to follow it listen to them and make changes if it is necessary and constantly upgrading and changing it according to time and employees.

Consistency is the golden rule in every field for the better result implementing and applying the policies and procedures (Roberson, 2019).

What are some ways that you could implement in the workplace where staff could offer their feedback on suggestions on this policy?

List and describe at least 3

By providing the review sites for the employees to express their views on anything they want, which doesn’t bound to particular topic rather than maintaining the professionalism on which different person also can share there views on the topic.

By conducting different surveys for the purpose of getting feedback and actioning positively on them.

Having feedback box where employees are free to write and put anything they don’t like or want action on it. This is an old and traditional method in which privacy has been maintained at all cost and it works just fine (Barak, 2022).

Diversity Policy Template

Workplace discrimination and harassment policy template¹

 Background to this template

This template will help you create your own workplace discrimination and harassment policy. It covers topics relevant to the following Federal laws:

• Sex Discrimination Act 1984 (Cth)
• Racial Discrimination Act 1975 (Cth)
• Disability Discrimination Act 1992 (Cth)
• Age Discrimination Act 2004 (Cth)
• Australian Human Rights Commission Act 1986 (Cth).

Other Federal and state/territory laws may also apply to your workplace. You may wish to customise, add or remove topics.

Read the instructions below to create your own document and delete this page from your final version.

NOTE: DELETE THIS PAGE ONCE YOU COMPLETE THE TEMPLATE.

¹ Reproduced with permission from the Victorian Equal Opportunity and Human Rights Commission ‘Right Smart Employers’ Toolkit available at: www.humanrightscommission.vic.gov.au

<Cafe 69>

Workplace discrimination and harassment policy

 Background to this template 19

1. Scope 21
2. Aims 21
3. Staff rights and responsibilities 21
   • Additional responsibilities of managers and supervisors 22
4. Unacceptable workplace conduct 22
   • Discrimination 22
   • Bullying 23
   • Sexual harassment 24
   • Victimisation 24
   • Gossip 25
5. Merit at <Cafe 69> 25
6. Resolving issues at <Cafe 69> 25
   • Employee assistance program 25
7. Other relevant <Cafe 69> policies 25
8. More information 26
9. Review details 26

1. Scope

This policy applies to:

• board members
• all staff, including: managers and supervisors; full-time, part-time or casual, temporary or permanent staff; job candidates; student placements, apprentices, contractors, sub-contractors and volunteers
• how <Cafe 69> provides services to clients and how it interacts with other members of the public
• all aspects of employment, recruitment and selection; conditions and benefits; training and promotion; task allocation; shifts; hours; leave arrangements; workload; equipment and transport
• on-site, off-site or after-hours work; work-related social functions; conferences – wherever and whenever staff may be because of their <Cafe 69> duties
• staff treatment of other staff, of clients, and of other members of the public encountered during their

<Cafe 69> duties.

2. Aims

<Cafe 69> is committed to providing a safe, flexible and respectful environment for staff and clients free from all forms of discrimination, bullying and sexual harassment.

All <Cafe 69> staff are required to treat others with dignity, courtesy and respect.

By effectively implementing our Workplace discrimination and harassment policy we will attract and retain talented staff and create a positive environment for staff.

3. Staff rights and responsibilities

All staff are entitled to:

• recruitment and selection decisions based on merit and not affected by irrelevant personal characteristics
• work free from discrimination, bullying and sexual harassment
• the right to raise issues or to make an enquiry or complaint in a reasonable and respectful manner without being victimised
• reasonable flexibility in working arrangements, especially where needed to accommodate their family responsibilities, disability, religious beliefs or culture.

All staff must:

• follow the standards of behaviour outlined in this policy
• offer support to people who experience discrimination, bullying or sexual harassment, including providing information about how to make a complaint
• avoid gossip and respect the confidentiality of complaint resolution procedures
• treat everyone with dignity, courtesy and

3.1      Additional responsibilities of managers and supervisors

Managers and supervisors must also:

• model appropriate standards of behaviour
• take steps to educate and make staff aware of their obligations under this policy and the law
• intervene quickly and appropriately when they become aware of inappropriate behaviour
• act fairly to resolve issues and enforce workplace behavioural standards, making sure relevant parties are heard
• help staff resolve complaints informally
• refer formal complaints about breaches of this policy to the appropriate complaint handling officer for investigation
• ensure staff who raise an issue or make a complaint are not victimised
• ensure that recruitment decisions are based on merit and that no discriminatory requests for information are made
• seriously consider requests for flexible work

4. Unacceptable workplace conduct

Discrimination, bullying and sexual harassment are unacceptable at <Cafe 69> and are unlawful under the following legislation:

• Sex Discrimination Act 1984 (Cth)
• Racial Discrimination Act 1975 (Cth)
• Disability Discrimination Act 1992 (Cth)
• Age Discrimination Act 2004 (Cth)
• Australian Human Rights Commission Act 1986 (Cth).

Staff (including managers) found to have engaged in such conduct might be counselled, warned or disciplined. Severe or repeated breaches can lead to formal discipline up to and including dismissal.

Discrimination

Discrimination is treating, or proposing to treat, someone unfavourably because of a personal characteristic protected by the law, such as sex, age, race or disability.

Discrimination can occur:

Directly, when a person or group is treated less favourably than another person or group in a similar situation because of a personal characteristic protected by law (see list below).

For example, a worker is harassed and humiliated because of their race or

A worker is refused promotion because they are ‘too old’

Indirectly, when an unreasonable requirement, condition or practice is imposed that has, or is likely to have, the effect of disadvantaging people with a personal characteristic protected by law (see list below).

For example, redundancy is decided based on people who have had a worker’s compensation claim rather than on merit.

Protected personal characteristics under Federal discrimination law include:

• a disability, disease or injury, including work-related injury
• parental status or status as a carer, for example, because they are responsible for caring for children or other family members
• race, colour, descent, national origin, or ethnic background
• age, whether young or old, or because of age in general
• sex
• industrial activity, including being a member of an industrial organisation like a trade union or taking part in industrial activity, or deciding not to join a union
• religion
• pregnancy and breastfeeding
• sexual orientation, intersex status or gender identity, including gay, lesbian, bisexual, transsexual, transgender, queer and heterosexual
• marital status, whether married, divorced, unmarried or in a de facto relationship or same sex relationship
• political opinion
• social origin
• medical record
• an association with someone who has, or is assumed to have, one of these characteristics, such as being the parent of a child with a

It is also against the law to treat someone unfavourably because you assume they have a personal characteristic or may have it at some time in the future.

Bullying

If someone is being bullied because of a personal characteristic protected by equal opportunity law, it is a form of discrimination.

Bullying can take many forms, including jokes, teasing, nicknames, emails, pictures, text messages, social isolation or ignoring people, or unfair work practices.

Under Federal law, this behaviour does not have to be repeated to be discrimination – it may be a one-off event.

Behaviours that may constitute bullying include:

• sarcasm and other forms of demeaning language
• threats, abuse or shouting
• coercion
• isolation
• inappropriate blaming
• ganging up
• constant unconstructive criticism
• deliberately withholding information or equipment that a person needs to do their job or access their entitlements
• unreasonable refusal of requests for leave, training or other workplace

Bullying is unacceptable in <Cafe 69> and may also be against occupational health and safety law.

Sexual harassment

Sexual harassment is a specific and serious form of harassment. It is unwelcome sexual behaviour, which could be expected to make a person feel offended, humiliated or intimidated. Sexual harassment can be physical, spoken or written. It can include:

• comments about a person’s private life or the way they look
• sexually suggestive behaviour, such as leering or staring
• brushing up against someone, touching, fondling or hugging
• sexually suggestive comments or jokes
• displaying offensive screen savers, photos, calendars or objects
• repeated unwanted requests to go out
• requests for sex
• sexually explicit posts on social networking sites
• insults or taunts of a sexual nature
• intrusive questions or statements about a person’s private life
• sending sexually explicit emails or text messages
• inappropriate advances on social networking sites
• accessing sexually explicit internet sites
• behaviour that may also be an offence under criminal law, such as physical assault, indecent exposure, sexual assault, stalking or obscene

Just because someone does not object to inappropriate behaviour in the workplace at the time, it does not mean that they are consenting to the behaviour.

Sexual harassment is covered in the workplace when it happens at work, at work-related events, between people sharing the same workplace, or between colleagues outside of work.

All staff and volunteers have the same rights and responsibilities in relation to sexual harassment. A single incident is enough to constitute sexual harassment – it doesn’t have to be repeated.

All incidents of sexual harassment – no matter how large or small or who is involved – require employers and managers to respond quickly and appropriately.

<Cafe 69> recognises that comments and behaviour that do not offend one person can offend another. This policy requires all staff and volunteers to respect other people’s limits.

Victimisation

Victimisation is subjecting or threatening to subject someone to a detriment because they have asserted their rights under equal opportunity law, made a complaint, helped someone else make a complaint, or refused to do something because it would be discrimination, sexual harassment or victimisation. Victimisation is against the law.

It is also victimisation to threaten someone (such as a witness) who may be involved in investigating an equal opportunity concern or complaint.

Victimisation is a very serious breach of this policy and is likely (depending on the severity and circumstances) to result in formal discipline against the perpetrator.

<Cafe 69> has a zero-tolerance approach to victimisation.

Gossip

It is unacceptable for staff at <Cafe 69> to talk with other staff members, clients or suppliers about any complaint of discrimination or harassment.

Breaching the confidentiality of a formal complaint investigation or inappropriately disclosing personal information obtained in a professional role (for example, as a manager) is a serious breach of this policy and may lead to formal discipline.

5. Merit at <Cafe 69>

All recruitment and job selection decisions at <Cafe 69> will be based on merit – the skills and abilities of the candidate as measured against the inherent requirements of the position – regardless of personal characteristics.

It is unacceptable and may be against the law to ask job candidates questions, or to in any other way seek information, about their personal characteristics, unless this can be shown to be directly relevant to a genuine requirement of the position.

6. Resolving issues at <Cafe 69>

<Cafe 69> strongly encourages any staff member who believes they have been discriminated against, bullied, sexually harassed or victimised to take appropriate action by [Guidance note (delete this later): explain how to make a complaint and provide for an initial contact person].

Staff who do not feel safe or confident to take such action may seek assistance from [Guidance note (delete this later): list contacts.] for advice and support or action their behalf.

6.1      Employee assistance program

[Guidance note (delete this later): keep this section if relevant]

<Cafe 69> staff are entitled to a certain amount of free, professional counselling from our employee assistance program. To access the employee assistance program, contact [Guidance note (delete this later): provide contact details to access this service.]

Employee assistance program counselling is confidential, and nothing discussed with a counsellor will be communicated back to <Cafe 69>. Employee assistance program counselling is available free to

<Cafe 69> staff regardless of whether the issue is related to a workplace problem or some other issue for the staff member.

7. Other relevant <Cafe 69> policies

Staff, especially managers and supervisors, are encouraged to read this policy in conjunction with other relevant <Cafe 69> policies, including [Guidance note (delete this later): list relevant policies.]

• Workplace sexual harassment policy
• Flexible work arrangements policy
• Pregnancy and work procedure and policy
• Occupational health and safety policy
• Workplace complaint resolution policy and procedure
• Discipline procedure
• Mission, vision and values statements
• Enterprise bargaining agreements [Guidance note (delete this later): list relevant ]
• Service agreement [Guidance note (delete this later): any document that outlines the rights of clients and customers to complain about the service they are ]

8. More information

If you have a query about this policy or need more information, please contact [Guidance note (delete this later): list contacts].

9. Review details

This policy was adopted by <Cafe 69> on [insert date] This policy was last updated on [insert date]

Assessment 2 – Assessor Checklist Assessor Use ONLY

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

 Please complete below

Student Name:
Student ID No:

 Assessor Instructions:

Please refer to the detailed instructions outlined on the Assessment Instruction Page (previous)

that provides more detail as to required observations:

Did the student	S/NS	Comments
Final Diversity Policy attached	r Yes r No
Adjusted and customised the policy to apply to the relevant situation.	r Yes r No
Includes details of current legislative
references:
·         Age discrimination ·         Disability discrimination ·         Racial discrimination ·         Sex discrimination ·         Human rights ·         Equal opportunity	r Yes r No
Outlines formal and informal complaints /grievance procedures	r Yes r No
Provides details of expected actions for organisation and staff	r Yes r No

Assessor Use Only

Comments
Result   (Please Circle)		Satisfactory		Not Satisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback			Assessor:                                                                    Signature:                                                         Date:           /          /

Assessment 3 -Case study

Read the case study below and answer the following questions:

Muhammed is 21 works a chef in a busy ala carte restaurant in the city. He is a very talented chef and is well liked by his peers. Muhammed enjoys his job and is studying to gain further qualification in his field. Muhammed is a dedicated Muslim and regularly practices ‘salat’ praying 5 times a day.

 The head chef was becoming increasing angry with Muhammed that he was ‘away from his station’ so regularly especially during service time.

 It was a Friday before a long weekend and already one of the cooks had called in sick, the fruit and vegetable delivery didn’t arrive, and the EFTPOS machine was experiencing problems printing.

 The lunch period had come, and the restaurant was book to overcapacity from walk-ins. The pre-ep was running low and Muhammed had gone for his praying ritual.

 Muhammed arrived back at this station and the head chef was in a terrible mood. They had a huge fight resulting in the head chef firing Muhammed on the spot.

 Mohammed was very angry and made a complaint to the General manager of the restaurant.

 Which key legislation is the focus in this scenario?

The key legislation that has been discuss in the scenario is of staff getting away  in busy hours of working which is causing the trouble in the place as because of lack in employee and that is bad for the service and also result in bad feedbacks from the customers and because all of that the head chef is very angry on his lack of professionalism in work place and want him to perform his duty but in the staffs ignorance he has fired him also.

Do you believe Mohammed should have been fired? Explain Why, or Why not

Yes he must be fired from the working place and this also a right decision to make from the business point of view and this is not because of the prayer or religion he is in but because he is not delivering his work on time and causing trouble to the people in many different ways in term of business the head chef has no issue with the prayer that he does but meanwhile he is not performing his duty on time and because of that there is bad feedback from the customer and it also hinders the firm name and fame. The work must be the first priority of every employee during working hours and after that they are free to live there life as they want but in the scenario he is not giving serious attention to his work and combining his personal and professional life together which is not good and it also shows bad sign of employee.

Considering all these facts in mind terminating him from his job is turned out to be a profitable decision from a business perspective

In relation to Mohammed making a formal complaint – Outline what the general complaint procedures would be.

The general procedure that any employee use for the effective complain is as follows:

Step 1 to know what a complaint is about – writing full issues and problem in report will give the clear idea to the senior about the problem and it also show the professionalism of staff member, so clearly mention the issue that is to raise and in very patience manner and using polite tone.

Step 2 it has something to threat to the company – not necessarily engaged in fight but things could be add up as if the issue is not going to be resolved than this will going to be public so please kindly look into the matter, and that will definitely grab the attention of the employer and your problem will be solved soon.

Step 3 aim high and approach to the top – try to consult with the top in the firm for fast and better results and rapid actions.

Step 4 never phone – there is an unsaid rule either your write your issue or you go directly to talk about it but calling and discussing the problem is a quite informal way of doing things.

Step 5 use social platforms – if things are not going as you aspected and you want proper attention on the issue than use the help of a social platform to raise your voice and that will increase the speed of the process.

Step 6 expect the unexpected if someone is s going against a firm then false accusations and fake news against the person can be presented to make sure that such things be avoided always have a proof for your issue and stick to the one topic that you want to be resolved.

Step 7 don’t get angry – never get off from your issue and get into other fights be focused and concentrate to solve the issue which is in front and try to get even not get mad at it.

Do you believe that your own prejudice may affect how you interact in the workplace? Explain your answer.

Yes, it could affect in many ways if a company is giving me a job than the person is getting some of the basic responsibility which he has to follow and also try to keep the personaland professional life as much separate as he can combining both will put definitely going to put bad impact on one.

If a firm is giving a job then that means he wants something to be done in the proper way as it has been described in the procedure and policies and if someone is trying to mix them both and not fulfilling his duty as being an employee then there is not going to any healthy relationship with the employer and he is having all right to terminate the staff because of his incompatibility.

As it has been observed in this above-mentioned case study in which employee is not performing his duty on time and that is actuallycausing loss to the firm, and such thing can’t be ignored and this leads to the bad interaction with others in the workplace.

After observing this all thing it can be concluded that prejudice may affect how someone is interacting in the workplace.

What do you believe Mohammed should have done in his workplace or with his employers?

Mohammed should have done his duty which are assigned to him with proper responsibility and try to make the best connection and more understanding between him and the employer, but instead of doing that he just refuse to do so and continued his personal work in busy business hours, he was told too many priory on not do such things but he just ignore all signs and warning and continue to do so and get up in the situation in which he was terminated from his job.

If he just have done his assigned work on time and had keep his personal things aside from the working area than nothing could be like this happened in his life, he was praying to his god which is not a bad thing to do and not any kind of illegal activity but if something is causing the issue in your work than for time being you must avoid it to maintain the firm’s needs.

How do you think the head chef could have handled the situation differently?

A head chef has warned him too many times about his worship practices and when he doesn’t follow the advice than he fired him which wasn’t that wrong at all from the business point of view the thing that he could have done better is, that the head chef may have any kind of training or counseling session to discuss the problem rather than getting mad at him which could have ended up in the different and positive scenario.

And this also shows the right approach and behavior of the employer, and these are some basic things that an employer also could do in this scenario which may have resulted differently.

Assessment 3 – Assessor Checklist Assessor Use Only

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

 Please complete below

Student Name:
Student ID No:

 Assessor Instructions:

Please refer to the detailed instructions outlined on the Assessment Instruction Page (previous)

that provides more detail as to required observations:

Did the student	S/NS	Comments
Answer all the questions adequately giving reasons for each.	r Yes r No
Addressed their own prejudices and demonstrate respect for difference in personal interactions	r Yes r No
Reviewed or came up with ideas to manage tensions and encourage collaboration and respect between staff who struggle to work effectively with difference	r Yes r No
Offered responses to show that working effectively with difference is a strength that can improve the organisation’s products, services and customer relations	r Yes r No
Manage allegations of harassment and address complaints according to established organisational procedures	r Yes r No

Assessor Use Only

Comments
Result   (Please Circle)		Satisfactory		Not Satisfactory
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback			Assessor:                                                                    Signature:                                                          Date:           /          /

References

 Accounting and Business Management, 3(1), pp.62-69.

Barak, M.E.M., 2022. Managing diversity: Toward a globally inclusive workplace. Sage Publications.

Dastane, O. and Eshegbe, J.W., 2015. Effect of diversity elements at workplace: An empirical study. International Journal of

 Guillaume, Y.R., Dawson, J.F., Otaye‐Ebede, L., Woods, S.A. and West, M.A., 2017. Harnessing demographic differences in organizations: What moderates the effects of workplace diversity?. Journal of Organizational Behavior, 38(2), pp.276-303.

Roberson, Q.M., 2019. Diversity in the workplace: A review, synthesis, and future research agenda. Annual Review of Organizational Psychology and Organizational Behavior, 6, pp.69-88.

Singh, R.K. and Babbar, M., 2021. Religious Diversity at Workplace: a Literature Review. Humanistic Management Journal, 6(2), pp.229-247.

Tamunomiebi, M.D. and John-Eke, E.C., 2020. Workplace Diversity: Emerging Issues in Contemporary. International Journal of Academic Research in Business and Social Sciences, 10(2), pp.255-265.