2013
DIVERSITY DISCUSSION PAPER
The purpose of this project is to scope the coverage of diversity in the Australian business vocational
education and training system with a view to developing units of competence, skill sets and/or a
qualification.
2
Table of Contents
Managing Diversity – Project Background ...................................................................................... 3
Business Case for Diversity ............................................................................................................. 5
Aspects of the ‘Diversity’ discussion ............................................................................................... 8
Diversity Compliance .................................................................................................................... 13
Workforce Training for Diversity................................................................................................... 15
Existing Units of Competency on Diversity ................................................................................... 22
Questions for Diversity Consultation Purposes ............................................................................ 23
Next Steps ..................................................................................................................................... 24
Appendix A: Existing Units of Competency in other Training Packages on Diversity ................... 25
Appendix B: Higher Education Studies pertaining to Diversity ..................................................... 28
Appendix C: References ................................................................................................................ 30
IBSA Diversity Discussion Paper
3
Managing Diversity – Project Background
We live in a diverse society and this is reflected in our workplaces. Diversity is broader than ethnicity
and race, and then gender. In a Deloitte article titled ‘Only skin deep? Re-examining the business
case for diversity’ diversity is defined as “what makes each of us unique and includes our
backgrounds, personality, life experiences and beliefs, in fact, all of the things that make us who we
are. It is a combination of the visible and invisible differences that shape our view of the world, our
perspective and our approach.” 1 Dimensions of diversity include, but are not limited to: age,
ethnicity, ancestry, gender, physical abilities/qualities, race, sexual orientation, educational
background, geographic location, income, marital status, military experience, religious beliefs,
parental status, and work experience.
It's important to understand how these dimensions affect performance, motivation, success, and
interactions with others. Institutional structures and practices that have presented barriers to some
dimensions of diversity should be examined, challenged, and removed.
Managing diversity is defined as "planning and implementing organisational systems and practices to
manage people so that the potential advantages of diversity are maximised while its potential
disadvantages are minimised," according to Taylor Cox in Cultural Diversity in Organizations.2
Managing diversity well provides a distinct advantage in an era when flexibility and creativity are
keys to competitiveness. An organisation needs to be flexible and adaptable to meet new customer
needs. This, in turn increases profitability.
Diversity is a concept that is seen as having the potential to understand the international market,
represent different customer bases, contribute diverse operational skills and help with decisionmaking and diverse age and experience provide different perspectives. Race and gender also
provide crucially different views in the workplace.3
Managing diversity refers to the proactive recruitment and retention of a diverse workforce such
that employee differences become an asset rather than a liability for the organisation. Kandola &
Fullerton in ‘Managing the mosaic: Diversity in action’ note that the basic concept of managing
diversity accepts that “the workforce consists of a diverse population of people… [including] factors
such as sex, age, background, race, disability and work style. It is founded on the premise that
harnessing these differences will create a productive environment in which everybody feels valued,
where their talents are being fully utilised and in which organisational goals are met.4
The Diversity Council Australia (DCA) promotes the view that managing diversity effectively requires
a strategic cycle approach, consisting of:
Organisational preparation
Needs assessment
Strategy development and implementation
Evaluation of progress.5
1
Only skin deep?– Re-examining the business case for diversity, September 2011, p5
http://www.deloitte.com/assets/DcomAustralia/Local%20Assets/Documents/Services/Consulting/Human%20Capital/Diversity/Deloitte_Only_skin_deep_12_Sept
ember_2011.pdf
2
Taylor Cox Cultural Diversity in Organizations, 1993, p 5
3
Chatman, Jennifer, Charles A, 2004 http://mr-gadget.hubpages.com/hub/Benefits-and-Problems-of-a-Diverse-Workplace
4
Kandola & Fullerton, 1999, Managing the mosaic: Diversity in action, page. 8
5
Diversity Council Australia http://www.dca.org.au/why-diversity/leading-practice-principles.html
IBSA Diversity Discussion Paper
4
Appropriate vocational and education training units of competency and qualifications can add to this
strategic cycle.
Heterogeneity promotes creativity and heterogeneous groups have been shown to produce better
solutions to problems and a higher level of critical analysis – encouraging workforce diversity
improves business performance. For this reason this body of work has been commissioned to
determine:
a)
if the promotion of workforce diversity will be stimulated by the development of a
managing diversity qualification that incorporates specific units of competency; and
b) if consultation shows that the development of a managing diversity qualification is desirable,
consultation with Australian stakeholders (industry and community groups) to determine
the structure of this qualification and its units of competency (development of new units of
competency and the packaging of suitable existing units of competency) within the new
qualification.
Consultations to date have shown that the target audience for a diversity qualification (if supported)
should be for people in positions that support change: leaders/managers/supervisors/HR
professionals.
This paper provides preliminary analysis of diversity in vocational education and training and more
specifically, the Business Services Training Package, an overview of the consultation process and
further action.
IBSA Diversity Discussion Paper
5
Business Case for Diversity
Our diverse population and workforce can provide business with important skills and knowledge.
Nurturing and harnessing the cultural diversity of employees enhances a corporation’s business and
reputation. It broadens links with the community including potential new markets. It provides
business, cultural and linguistic contacts and skills for international trade and it creates a reputation
of being more welcoming and attractive to a broader section of customers, suppliers and staff.
This is backed up by research that shows clear economic benefits for cultural diversity:
Corporations with high executive and board diversity had returns on equity (ROE) an average
of 53% higher than those with low levels of diversity, and earnings before interest and tax
(EBIT) margins 14% higher.
Diverse teams (properly managed and trained) are better able to solve complex problems.
One study of 28 teams found those that were heterogeneous solved complex tasks better
than the homogeneous teams. They noted the diverse teams exhibited a higher level of
creativity and a broader thought process.
Diverse perspectives also lead to innovation. Corporations that drive innovation by
leveraging the ideas and knowledge of their employees meet product revenue targets 46%
more often and product launch dates 47% more often than industry peers.6
Most believe and understand that diversity brings more talent to an organisation, increases
creativity and perhaps leads to higher retention rates. In a global economy, however are
organisations buying into the diversity and inclusion concept and have corporations made progress
in recruitment and retention of diverse groups? Minority job candidates struggle to make
themselves understood due to differences in “discourse systems”. For example, a candidate’s
behaviour during a job interview may be quite revealing to an employer if they share the same social
or cultural background. But if they do not, it can be much harder for the employer to form an
accurate opinion about the applicant. In other words, the signals conveyed by minorities during
interviews may fail to convince employers of their qualities, even when they are perfectly
competent. As a consequence, minority populations find greater difficulty in securing employment
than majority groups.
Between 1994 and 2005, minorities comprised more than half the workforce. From 2005 through
2020, the number of Asian workers in Australia will rise exponentially. At the same time older
workers (over 45) will continue to work. This scenario displays the growth of minorities and an
ageing workforce. How will organisations/corporations manage a diverse population? According to
Kirby (2000), organisations should devise ways of managing diversity in the workplace.7 This includes
implementing diversity programs that balance organisational power, decision-making and equal
opportunity.
Most senior executives a decade ago talked about creating a diverse and inclusive working
environment but according to Frank McClosky, VP of Diversity and Workplace Ethics at Georgia
Power, diversity is not part of most organisations’ core strategy. McClosdy recommends strategies
that will foster an environment of diversity both practically in practices and undertakings.
6
7
Capitalising on Culture, a National Survey of Australian Business Leaders 2012 http://dca.org.au/capitalisingonculture
S. Kirby & R. Orlando, Work-place diversity, Journal of Social Psychology, p 1-8
IBSA Diversity Discussion Paper
6
Fortunately things have progressed. Today both government and private organisations have
programs and training on diversity.
In a 2011 Forbes Insight Foundation survey of 321 corporate executives from the Americas, AsiaPacific, Europe, the Middle East and Africa with annual revenues between $500 million and $20
billion. 97% of executives surveyed indicated that they have programs in place specifically relating to
recruitment and retention. 43% of those surveyed planned to make diversity as it relates to
retention and development a part of their business goal by 2014 and 29% see the need for a pipeline
of diverse talent in order to stay competitive. The key findings suggest that diversity was a key factor
and a critical component of success on a global scale. Many of the respondents concluded that it is
crucial for an organisation to retain and recruit top talent and that senior management must create
a work environment that promotes diversity and inclusion.8
Furthermore, in a 2010 study conducted by the Society for Human Resource Management found an
increase of organisational training on diversity issues. It also found that minority representation on
board of directors has increased and that this is having the desired outcome of innovative
organisational practices.9
Corporations adopt workforce policies for three main reasons:
Ethical – some companies believe that providing employment opportunities for members of
socially disadvantaged groups is ‘the right thing to do’. Such motives are strongest in
companies of all sizes with philanthropic traditions, and in smaller corporations because the
private views of owners or managers have a greater impact on corporate activity than in
larger-scale corporations.
Regulatory – there is evidence that some corporations establish diversity targets based on
representation targets as a mechanism for demonstrating compliance with antidiscrimination targets. This can have the effect of changing the mix of people employed by a
corporation but may do little to change wider values and attitudes.
Economic – a number of corporations invest in diversity policies because they believe that
this will generate economic benefits that will exceed the costs of implementation.
Evidence from literature company interviews conducted by the Centre for Strategy and Evaluation
Services suggest that corporations adopt diversity policies for more than one of the above reasons.
However, the relative importance of each type of reason differs between corporations.10
In summary, incorporating diversity within corporations can improve corporate culture, help in
recruitment, and help foster better client relations. It has been recognised that learning/training
makes a difference to all people’s lives11, in terms of self- worth and their contribution to the
community. For the individual, training can improve employment prospects and assist the right
career and life choices. For employers, high-quality, well-targeted training can increase productivity
and profitability, improve the prospects of attracting new employees, lift morale and reduce
absenteeism, as well as encourage greater flexibility in the face of rapid change. Incorporating
diversity in workforce training adds an integral part to the mix and be of value to the individual and
the corporation. Increasingly, corporations are adopting workforce policies to encourage diversity
because it improves business performance.
8
Forbes Insight Foundation 2011 Survey
Society for Human resource Management (June 2010) SHRM Poll: Financial Challenges to the US and Global Economy and
their Impact on Organisations, retrieved from www.shrm.org/surveys
10
Methods and Indicators to measure the cost-effectiveness of Diversity Policies in Enterprises, Centre for Strategy and
Evaluation Services, p 8, 2003 http://www.diversityatwork.net/EN/Docs/Key_document_costsbeneffullrep_en.pdf
11
Regardless of age, religion, sexual orientation, gender, race, culture, physical and mental abilities.
9
IBSA Diversity Discussion Paper
7
Industry recognition of diversity champions
Emphasis on effective diversity management and recognition of business best practice is becoming
more mainstream for CEOs, HR professionals, line management and supervisors. The Australian
Human Resources Institute (AHRI) presents annual Diversity Awards recognising diversity champions
at CEO and HR executive levels. In addition AHRI presents the following specific awards related to
diversity initiatives in employment:
Inclusive Workplace of the Year Award
Sir Ken Robinson Award for Workforce Flexibility (new in 2013)
Cross Cultural Management Award
Age Diversity in Workplace Award
Excellence in Disability Employment
Gender Equity in the Workforce
Indigenous Employment Award
Lesbian, Gay, Bisexual, Transgender and Intersex Inclusion (LGBTI – new in 2013)
AHRI’RU OK? Day’ Workplace Award 12
Research by Diversity@Work shows that organisations that consciously implement strategies to
create and maintain a high diversity workforce achieve significant improvement in organisational
performance, reductions in employee turnover rates and tangible improvements in individual
employee work performance and productivity. This is particularly relevant today as the Business
Services Industry aims to develop and deploy superior management practices to increase innovation,
productivity and workforce sustainability. Employers will be seeking a mix of skills from different
disciplines and a stronger focus on generic, transferable skills, such as: skills in communication and
relationship management (both internal and external).
By building digital literacy employers can take advantage of new and emerging workplace design
opportunities that will come with the National Broadband Network. There is increasing pressure to
plan for and invest in workforce development especially with response to innovative work
practices.13
The IBSA Escan 2012 outlined the following challenges and opportunities:
Demand for higher level jobs and therefore higher level qualifications.
Communication, creativity and relationship building skills to meet clients demand for
customized, end to end solutions to business problems and customer satisfaction is the basis
for competitiveness. Improving customer experience and satisfaction was rated number one
of the 11 priorities of industry leaders in 2009, 2010, 2011 and 2012, but in 2012 this priority
increased by 7 percentage points.14
Businesses competing for talent will need to value diversity in all its forms including knowing
how each generation likes to be managed, what they value and how they work. Generation
Y, for example expect flexibility and view work life balance as a given, not a benefit. 15
With growing competition for skilled labour, the Business Services Industry and ICT industry must
consider how to utilize technology to appeal to, recruit and provide skilling opportunities for the
widest range of workers including an ever increasing proportion of diverse labour market groups.
12
AHRI Awards, Diversity @work Leveraging Diversity to Build Your Business, p 3-4 www.diversityatwork.com.au
Ibid 2-3 www.diversityatwork.com.au
14
Telstra (2012) Telstra Productivity Index
15
IBSA Environmental Scan – 2013 Business Services Industry, p17
13
IBSA Diversity Discussion Paper
8
Aspects of the ‘Diversity’ discussion
Some aspects of the diversity discussion include opportunities for the following cohorts: people
with disability, women (in terms of the gender imbalance issue), the culturally diverse (focusing on
religion and race), older workers, young people in the workplace, Indigenous people, and lesbian,
gay, bisexual and transgender people. This discussion also touches on work-life flexibility and
compounding issues can create extra barriers to employment, education and training. While this
discussion highlights issues faced by some cohorts, it is not meant to be an exhaustive list of
diversity issues.
People with Disability
According to the ABS, one in five people in Australia (or 20%) reported disability. In a tight and
shrinking labour market, employers will need to recruit from a more diverse talent pool in order to
meet their workforce needs. Barriers to employment for disabled people include attitudinal and
physical.
Disability care has come into focus recently with the introduction of the new Government legislation
– the DisabilityCare scheme, which is ensure that nearly half a million Australians will each get an
average of about $48,000 a year in disability care and support once it becomes fully operational in
2019. The scheme will cost $22.2 billion a year when it is fully operational in 2019-20, almost as
much as the universal Medicare scheme, the Budget papers show.
The DisabilityCare scheme will provide personalised care packages for 460,000 Australians with a
severe and permanent disability, will be exempt from income tax and the GST. And it will be funded
in part by a rise in the Medicare levy from 1.5 to 2 per cent from July 2014 that will raise $20.4
billion between 2014-15 and 2018-19. One of the key features of the scheme is that it puts the
person with the disability at the centre of decision making as to what type of support is required.
This includes a person’s work aspirations. There is now even more reason for Vocational Education
and Training qualifications to be inclusive of disability needs.
Gender
Gender gaps in employment and workforce advancement are still significant. The different levels of
participation between the genders are strongly connected to family roles and responsibilities.
Women tend to adjust their work availability when they have children or other care commitments,
taking leave, making part-time arrangements or withdrawing from the labour market. Men, by
contrast, move towards increasing rather than reducing their workforce participation when families
grow.
Such gaps are problematic not only in terms of gender equality but also in economic and social
terms. Since women are increasingly highly qualified, often surpassing men in educational
achievements, their low market participation and underemployment represent a waste of human
capital. The business benefits for achieving gender equity in the workplace are well documented by
both research organisations, government and by leading practice employers. Removal of barriers
related to gender (barriers such as childcare, perceptions etc) can lead to greater productivity and
job satisfaction – males and females are able to reach their full potential when workforce
opportunities are based on merit.
IBSA Diversity Discussion Paper
9
Religion and Race
Today's workforce comprises people from all manner of ethnic, religious and national backgrounds
and identities. Employers can benefit greatly from utilising the talents of a culturally diverse
workforce. There are many advantages to having a work environment that is culturally diverse. A
company that is prepared for changes in demographics is prepared for the market changes as well as
the changes in the pool of applicants. Having a culturally diverse workplace creates an increase in
attracting and retaining the most qualified candidates.
Diversity in terms of race and religion in the workplace is thought to increase shareholder value
because diverse knowledge and experiences can aid in generating profits. Diversity is a concept that
is seen as having the potential to understand the international market, represent different customer
bases, contribute diverse operational skills and help with decision-making. Having inside
information on how to communicate and what a community wants in a product is a great asset. A
multicultural company can penetrate and widen their markets with the knowledge of political,
social, legal, economic, and cultural environments. Further, having someone within the organisation
who can negotiate and speak the language of the country is a very valuable asset to the corporation.
When it comes to religion, just like any other diversity attribute, ‘faith’ or ‘religious conviction’ can
provide people with dimensions that may have an impact on their values and attitudes. As part of a
person’s complex diversity make up, these dimensions can be a source of organisational innovation
or of conflict and difficulty, depending on how well organisations manage them.
Older Workers
Population ageing is a notable demographic characteristic of most developed countries. It is caused
by sustained low fertility which results in proportionately fewer children. Population ageing is also
caused by increasing life expectancy which results in proportionately more elderly people. According
to the Australian Bureau of Statistics (ABS) population projections Australia's population in June
2006 of 20.7 million people is projected to increase to 35.5 million in 2056 and 44.7 million by 2101
(according to the Series B projection, which most closely reflects recent trends). Depending on the
assumptions used, the population could increase to between 30.9 and 42.5 million in 2056 and to
between 33.7 and 62.2 million by 2101.16
The ageing of Australia’s population will see the number of people aged 65 to 84 years more than
double and the number of people 85 years and over more than quadruple. Experienced,
knowledgeable and able, why wouldn’t older workers be an asset?
Given industry work shortages older workers (45+) are a cohort that should be very attractive to
employers. Competence, not age, should be the key to thinking about the workforce. That means
focusing on how best to engage people in continuous learning, considering such factors as their
motivations and preferred learning styles.
Making the most of this currently under-used pool of workers will help alleviate skill shortages and
be an asset to Australia economically. Employers should not let age be a recruitment factor
(potential exists at all ages); workers must believe that old dogs can learn new tricks; and training
providers must be able to offer the older age groups relevant, effective and high-quality services
that might require different approaches from the past.
The rapidly growing group of mature age Australians will represent a key group of potential workers
with which to respond to the projected labour market shortage.
16
ABS Population projections Population Projections, Australia, 2006 to 2101 cat. no. 3222.0
IBSA Diversity Discussion Paper
10
Young People in the Workplace
Employers’ views
Generally speaking, it is attitudinal attributes rather than skill proficiency that employers look for
when employing young people. In 2005 a survey was conducted by Anthea Taylor on what
employers are looking for. Overall their list of desirable attributes and skills in the young employees
in trades were: good basic hand skills, some basic knowledge of tools and respect for the expensive
tools and equipment on site. In their opinion, the real and most relevant learning occurred on-site
and the skill learning was acquired on the job over time and under their supervision.17
Similarly in enterprise interviews conducted by BSV in 2011-12 most employers (across industry)
discussed valuing soft or intangible skills more than technical skills. The intangible skills that were
considered to be the most important ones included communication, interpersonal, problem solving,
teamwork. Whilst acknowledging that intangible skills were more important some employers also
discussed the importance of technical skills such as computer skills and administrative skills.18
Youth at Risk
Many government programs aim at helping youth at risk to address issues in their life and make the
transition to gainful employment via training. Youth at risk government initiatives usually apply to 18
to 24 age groups. Youth at risk is a broad term and can apply to many people. The underlying
definition is youth who are at risk of damaging themselves: socially, economically, psychologically,
criminally and in a manner that could impair their ability to reach their full potential in life.
Employment and education can provide meaning and redemption to youth in this category. The
‘Youth at risk’ cohort can potentially become valuable additions to the labour pool for the Australian
workforce. This would assist to alleviate skill shortages in the labour market.
Indigenous People
Today, Indigenous Australians make up 2.4% of the total Australian population – making up about
460,000 out of 22 million people. The Indigenous cultures of Australia are the oldest living cultural
history in the world and are extremely diverse. The term ‘indigenous Australians’ is inclusive of the
original inhabitants (or ‘original owners’) of Australia and its nearby islands, as well as the Torres
Strait Islanders, who reside nearer Papua New Guinea.
All Indigenous Australians were once semi-nomadic hunters and gatherers yet now dwell both in
remote community areas and urban areas. Both groups have adverse ratings compared with nonindigenous populations for social indicators such as unemployment, poverty, crime, education,
health and longevity.19
Government programs such as ‘Closing the Gap’ aims to address many issues faced by the
Indigenous population including mortality rates, early education in remote communities, literacy and
numeracy, schooling levels, life expectancy and employment outcomes. Many vocational training
programs also address Indigenous workforce training needs to alleviate barriers and create
opportunities for this enthusiastic and growing talent pool.
17
Anthea Taylor , What employers look for: the skills debate and the fit with youth perceptions, 2005, page
211http://w3.unisa.edu.au/engineering/national-internship/Documents/What%20EmployersLookforSkillsDebate.pdf
http://w3.unisa.edu.au/engineering/national-internship/Documents/What%20EmployersLookforSkillsDebate.pdf
18
BSV Survey, 2011
19
Rosie Helson, Opportunities for Indigenous talent in Australia, May 2013 http://www.ethicalcorp.com/peoplecareers/opportunities-indigenous-talent-australia
IBSA Diversity Discussion Paper
11
Lesbian, Gay, Bisexual, Transgender &Intersex
Many progressive organisations are now recognising they need to draw on talent from all sections of
the population and create a workforce culture that embraces diversity in all its forms. Being positive
towards lesbian, gay, bi-sexual, transgender and intersex (LGBTI) employees is the litmus test for an
inclusive culture and takes an Australian diversity strategy to the next level.
Work-life / Flexibility
Adopting a flexible approach to work will assist in attracting and retaining talent in a diverse
workforce. Aspects of work-life flexibility include:
Identifying and implementing techniques for creating work-life balance
Engaging with work by seeing it as an extension of your positive activities
Implementing corporate practices that create balance and support
Reducing negative stress
Prioritizing and managing time
Reducing the amount of time spent on unnecessary tasks
Exercising judgement about task execution
Delegating to others
Encouraging all staff to identify and implement solutions in their areas of responsibility to
facilitate feeling in control
Identifying individual and corporate strengths and how to use them to manage business and
careers
Identifying corporate energy drains and developing solutions to reduce the drain
Promoting cultural diversity in the workplace.
Compounding issues
People who are grouped under the headings of ‘disengaged’, ‘too-old, ‘early school leavers’ etc
reflect a great number of sub-groups who often face instrumental and psychological barriers in their
quest to train for and find full time work. Often the issue is compounded by more than one life issue,
i.e. Indigenous people are overly represented in the disabled or youth at risk categories and half the
people over 65 also have a disability (older workers often also have disabilities)20.
The process of dropping out of school or work can be caused by a wide range of factors, including
social, economic, institutional or personal factors.
Whatever their reasons for disengagement or non-participation in work or training, there are a
number of barriers and obstacles to returning to formal learning or making the transition to further
education, training or employment. For instance, the majority of disengaged people have low selfesteem and in certain cases, may feel that their fate is to fail. Previous negative experiences of
formal schooling and a sense of failure and rejection mean that many lack confidence in their ability
to learn or lack direction.
Further, their individual circumstances may mean that they have multiple reasons for becoming
disengaged from formal education and training or employment, such as overcoming addictions,
managing family life, offending behaviour and maintaining their financial situation (therefore not
having time for education and training).
20
The Hon Amanda Rishworth MP, Parliamentary Secretary Disabilities and Carers, addressing The Skilling Challenge
th
Conference 9 of August 2013
IBSA Diversity Discussion Paper
12
As a diverse group with complex individual circumstances, people have a diverse range of needs.
They may lack knowledge of the opportunities available to them or where to go for help and
support. They may not have been able to work within the teaching and learning methods employed
in formal education but prefer a kinaesthetic (experiential) approach to learning through work
placements and traineeships. They may also have such a complex range of needs that they need a
completely alternative approach and a fresh start to learning. These people require guidance to help
them navigate their way back to learning and to support them in their reintegration journey. The
availability of specific units of competency in ‘diversity’ may help to break down
learning/employment /workforce barriers.
IBSA Diversity Discussion Paper
13
Diversity Compliance
Employers have a legal responsibility to take ‘reasonable steps’ to prevent harassment and
discrimination occurring in the workplace. Employers may also be held ‘vicariously liable’ for the
actions of their partners, colleagues, employees, agents or contract workers. Employers must also
ensure that people who make a complaint, or are involved in a complaint in any way, are not
victimised or treated less favourably as a result. For an employer to avoid liability for workplace
harassment, discrimination or other unlawful behaviour, they need to be able to demonstrate they
took ‘all reasonable steps’. Preventing or effectively managing unlawful behaviour has other
benefits.
The ASX Corporate Governance Council has recently introduced a requirement for Australian listed
companies to adopt and disclose a diversity policy and measurable objectives relating to gender or
explain why they have not done so.
The following federal and state legislation covers workplace diversity and equal opportunity in
Australia:
The Draft Human Rights and Anti-discrimination Act 2012
The Australian Human Rights Commission Act
The Age Discrimination Act
The Sex Discrimination Act
The Racial Discrimination Act
The Racial Hatred Act
The Disability Discrimination Act
The Workplace Gender Equality Act 2012
The Fair Work Act and National Employment Standards (NES)
State-based anti-discrimination and OH&S laws.
Of this list, the Acts that will enforce workforce changes are the Draft Human Rights and the Antidiscrimination Act 2012 and the Workplace Gender Equality Act 2012.
The draft Human Rights and Anti-discrimination Act 2012
The draft Human Rights and Anti-discrimination Act 2012 will make anti-discrimination clearer and
simple. The laws will be stronger because the wide range of existing legislation on Sex, Race,
Disability, Age discrimination will be consolidated into one Act. New diversity groups: sexual
orientation and gender identity will also be protected and there will be increased protections for
groups covered under current legislation. Compliance with the Act and the implementation of
effective diversity management practices will be mandatory for larger organisations and best
practice for all employers irrespective of size. Whilst the legislation is still under development the
Australian Government is seeking to ensure the highest current standards are consistently applied
and enforced across all areas of public life.
IBSA Diversity Discussion Paper
14
The Anti-discrimination Act 2012 and the Workplace Gender Equality Act 2012
The Anti-discrimination Act 2012 and the Workplace Gender Equality Act 2012 replaces the Equal
Opportunity for Women in the Workplace Act 1999. From 2013-14, the Act will require all nongovernment companies employing more than 100 employees to comply with increased reporting
and disclosure regulations with respect to a wide range of Gender Equality indicators (GEIs):
Gender composition of the workforce
Gender composition of governing bodies of relevant employers
Equal remuneration between women and men
Availability and utility of employment issues, conditions and practices relating to flexible
working arrangements for employees and to working arrangements supporting employees
with family or caring responsibilities
Consultation with employees on issues concerning gender equality in the workplace
Any other matters specified by the Minister in a legislative instrument.
This legislation increases the need for company executives, management, HR professionals and
supervisors to maintain comprehensive and current understanding of the Australian legislative
framework and develop specific skills in implementing sound diversity management strategies in
compliance with regulation to minimize potential exposure to litigation. 21 The DisabilityCare
scheme will also play a major role in the opportunities offered to this diversity group.
21
Diversity @work Leveraging Diversity to Build Your Business, p 3-4 www.diversityatwork.com.au
IBSA Diversity Discussion Paper
15
Workforce Training for Diversity
According to a National Australian Panel for Economic Reform in January this year:
“Skills and education create social and economic benefits through enhancing civil society, providing
greater opportunities and generally improving life outcomes.” 22
Research also indicates that training contributes to psychological well-being and quality of life. In
addition to appropriate units of competence and qualifications, targeted course design to promote
workforce diversity includes the following considerations:
Being cognisant of industry, structural or cultural trends
Providing learning opportunities by ensuring that vocational education and training products
can be specifically to targeted cohorts such as older age adults, indigenous people, youth at
risk, the disabled etc.
Providing flexible pathways to cater for varying experiences and learning preferences
Catering for a wide variety of interests and skill levels to cater for diverse life experiences
and expertise to the educational and workforce setting
Enabling learners to participate in planning the pace of their course and encourage selfdirected learning
Including information about the learning process and memory exercises to enable transfer
to other domains of functioning
Being cognisant of the availability of learning resources to assist in the delivery of Training
Package material. 23
A fluid training system will require more pathways for learning, recognising that education and
training is no longer a linear process, but one that demands cooperation across sectors to cater for
all workers’ needs. In existing diversity related units in Australian Training Packages, diversity is
promoted in the context of other generalist or specialist work activities such as:
Promoting the organisational values and ethos
Promoting compliance with legislation
Providing leadership
Developing client services
Developing policy
Coordinating career development, etc.
Existing ‘diversity’ units of competency need to be examined to ascertain whether they are sufficient
in meeting the needs of the workforce and the community.
Following consultation and analysis of existing units, gaps will be identified with a view to meeting
the above mentioned considerations and developing:
Further diversity units of competency,
Skill sets and/ or
A qualification.
22
National Panel for Economic Reform, 29 January 2013, meeting communiqué: http://www.pm.gov.au/pressoffice/national-panel-economic-reform-meeting-one-communique
23
A Training Package is a set of nationally endorsed standards and qualifications for recognising and assessing people's skills in a
specific industry, industry sector or enterprise. They are developed by national Industry Skills Councils (ISCs). IBSA is an ISC.
IBSA Diversity Discussion Paper
16
‘Best Practice’ Personal Characteristics for Diversity
In Making Managing Diversity Visible: A Phenomenographic Approach, Jane O’Leary notes that
diversity competency is still being defined by industry and academia. Some model/research include
Iwata (2004), which offers the POWER framework consisting of five key competencies for leading a
diverse workforce, these being:
1. Proactive advocates of diversity
2. Optimum people developers
3. Willing to innovate
4. Exemplary values-based leaders
5. Results-through-people driven. 24
A more recent example is provided by the United States-based The Conference Board (2008), which
has developed a competency model for diversity and inclusion practitioners based on a survey of
their membership base. This model describes the following seven personal characteristics required
by the competent diversity practitioner:
1. Change management knowledge and skills
2. Diversity, inclusion and global perspective
3. Business acumen
4. Strategic external relationship management skills
5. Integrity
6. Visionary and strategic leadership skills
7. HR-related knowledge.
All in all, the personal characteristics most commonly referred to in the literature include:
knowledge of diversity, knowledge of oneself, conflict management skills, inclusive communication
and interpersonal skills, commitment to diversity and tolerance for ambiguity and complexity.25
Knowledge of diversity
The first of the two knowledge-based characteristics, ‘knowledge of diversity’, encapsulates the need
to be attentive to and understand diverse cultures and groups, how various diversity dimensions
(e.g. gender, ethnicity/race etc.) may affect individuals and their experiences and the cultural
dynamics at play in group/social interaction including stereotyping and prejudice (e.g. Carr-Ruffino,
2007; Cox & Beale, 1997; Fine, 1995; Gardenswartz, Rowe, Digh, & Bennett, 2003; Hogan-Garcia,
2003; Holmes, 2004; Kandola & Fullerton, 1998; The Conference Board, 2008; Thomas & Woodruff,
1999).
Knowledge of oneself
The second knowledge-based characteristic, ‘knowledge of oneself’, refers to the need for
individuals to possess a personal understanding of themselves and of themselves in relation to
others, particularly across differences such as ethnicity/race, gender, sexual orientation etc. and to
have an awareness of their own personal stereotypes and biases and how these may impact upon
interactions with others (e.g. Carr-Ruffino, 2007; Cox & Beale, 1997; Cross, 2000; Garcia-Prieto,
Bellard, & Schneider, 2003; Hogan-Garcia, 2003; Holmes, 2004; Kandola & Fullerton, 1998;
Rasmussen, 2007; The Conference Board, 2008; Thiederman, 2008; Thomas & Woodruff, 1999).
24
O’Leary, J. (2011). Making Managing Diversity Visible: A Phenomenographic Approach. PhD thesis, Business School, The
University of Queensland. Reference: Iwata, K. (2004). The power of diversity: 5 essential competencies for leading a
diverse workforce. Petaluma, CA: Global Insights Publishing.
25
O’Leary, J. (2011). Making Managing Diversity Visible: A Phenomenographic Approach. PhD thesis, Business School, The
University of Queensland. Reference: O'Leary, J., & Sandberg, J. (2006, August). Competence in managing diversity:
Developing a typology of the field. Paper presented at the Academy of Management Annual Meeting, Atlanta, GA.
IBSA Diversity Discussion Paper
17
Conflict management skills
The skill-based characteristic of ‘conflict management skills’ refers to the need for managers to have
the ability to recognise the positive and negative aspects of conflict and to manage and resolve
conflict rather than seek to eliminate it (e.g. Chrobot-Mason & Ruderman, 2004; Gallos, Ramsey, &
Associates, 1997; Gardenswartz, et al., 2003; Hogan-Garcia, 2003; Holmes, 2004; Joplin & Daus,
1997; Loden, 1996; The Conference Board, 2008; Thomas & Woodruff, 1999).
Inclusive communication and interpersonal skills
The next skill-based attribute, ‘inclusive communication and interpersonal skills’, includes the ability
to express respect for others, to respond to others attentively and in non-judgemental ways and to
use verbal and non-verbal behaviours that build or maintain relationships rather than damage them
(e.g. Aiello, 2004; American Institute of Managing Diversity, 1997; Carr-Ruffino, 2007; Gallos, et al.,
1997; Hogan-Garcia, 2003; Joplin & Daus, 1997; Kandola & Fullerton, 1998; The Conference Board,
2008; Thomas & Woodruff, 1999).
Diversity commitment
The characteristic ‘diversity commitment’ refers to individuals having a personal commitment to and
openness towards diversity, an intellectual curiosity about and interest in difference and a
commitment to engage with and continually learn about difference (e.g. Aiello, 2004; Cox & Beale,
1997; Hogan-Garcia, 2003; Holmes, 2004; Iwata, 2004; Kandola & Fullerton, 1998; The Conference
Board, 2008; Thomas & Woodruff, 1999).
Tolerance for ambiguity and complexity
The last characteristic, ‘tolerance for ambiguity and complexity’ generally appears as the capacity for
individuals to be comfortable with the uncertainty and complexity associated with working with
individuals and groups whose attitudes and behaviours are different from their own (e.g. Gallos, et
al., 1997; Hogan-Garcia, 2003; Thomas, Jr. & Woodruff, 1999; American Institute of Managing
Diversity, 1997).26
The literature also identifies the personal characteristics people should acquire in order to manage
diversity competently.27 Such approaches are apparent in managing diversity competency models
targeting HR/diversity practitioners and managers. These attributes, skills, knowledge and
characteristics will be incorporated, where appropriate in new Units of Competency developed.
26
27
Ibid
Ibid
IBSA Diversity Discussion Paper
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Diversity@Work Suggestions
Diversity@Work identified the following themes as key areas for competency development in a
diversity management qualification:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Leadership and Diversity
Workforce Planning for social inclusion
Developing a diversity inclusion strategy
Developing a business case for diversity and inclusion
Workforce development strategies for a diverse workplace
Creating/maintaining a workforce culture for diversity
Digital literacy enabling flexible workplace practices
Measuring and evaluating diversity outcomes
Maximizing team capacity & capability in a diverse workplace
Managing performance/productivity in a diverse workplace
Australian legislation and corporate compliance
Human rights and employer workplace responsibilities
Workplace policies and procedures for diversity management
Understanding and addressing bias
Management and awareness of global, national and workplace demographics for each of the
following diversity groups:
Mature workers
Age diversity (Generational)
Cross Cultural awareness
Disability Employment
Gender Equity
Indigenous Employment
Lesbian, Gay, Bisexual, Transgender and Intersex inclusion (LGBTI)
16. Management and awareness of personal, sociological and workplace inclusion issues
associated with each of the following diversity groups:
Mature workers
Age diversity (Generational)
Cross Cultural awareness
Disability Employment
Gender Equity
Indigenous Employment
LGBTI 28
These themes will be examined to ascertain:
If they are distinct work functions that require new units of competency,
If they are already addressed in existing units of competency, and/or
If existing units of competency need to be expanded to further address these themes.
28
Diversity @work Leveraging Diversity to Build Your Business, p 6-7 www.diversityatwork.com.au
IBSA Diversity Discussion Paper
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A guide to the development of Units of Competency
Units of Competency in Training Packages are developed by industry to meet the identified skill
needs of industry. Each unit of competency identifies a discrete workplace requirement and includes
the knowledge and skills that underpin competency as well as language, literacy and numeracy; and
occupational health and safety requirements. The units of competency must be adhered to in
assessment to ensure consistency of outcomes. Units of competency are the smallest component of
achievement which can be nationally recognised: it is the unit of competency as a whole, not
individual elements or performance criteria, which are recognised.
Units of competency:
are nationally agreed statements of the skills and knowledge required for effective
performance in a particular job or job function
describe work outcomes
can logically stand alone when applied in a work situation.
Units of competency do not describe the procedures necessary to perform a particular role.
They provide the basis for:
recognition of skills within and across industries
work organisation reviews and options
development of training
assessment
certification
credit transfer and articulation.29
A guide to the development of Qualifications
Alignment to the Australian Qualifications Framework (AQF) occurs when a group of units of
competency are a viable AQF qualification or qualifications (in line with the guidance provided in the
current AQF Implementation Handbook).
Each AQF qualification must have a distinct occupational outcome, reflecting a recognizable job role.
Qualifications must be clearly set out including the overall requirements to achieve the qualification
with core and elective requirements clearly stated. 30
A guide to the development of Skill Sets
Skill Sets are defined as single units of competency, or combinations of units of competency from an
endorsed Training Package, which link to a licensing or regulatory requirement, or a defined industry
need. Skill Sets must include advice about requirements or regulations, logical clustering of units for
the Skill Set in meeting industry needs and advice about a Skill Set’s relationship with a qualification.
Skill Sets must not purport to be qualifications or include elective units.31
29
National Skills Standards Council (NSSC) Oct 2012,
http://www.nssc.natese.gov.au/training_packages/tpdh/units_of_competency
30
Ibid
http://www.nssc.natese.gov.au/training_packages/tpdh/qualifications_framework/policy#australian_qualification_framew
ork_alignment
31
Ibid
IBSA Diversity Discussion Paper
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Diversity@Work also identified following diversity related job roles and mapped them to proposed
qualifications. The consultation process will determine if existing units sufficiently address the skill
and knowledge requirements of the proposed job roles listed below. This analysis needs to be
undertaken because new units cannot be developed if existing units already address the proposed
skills and knowledge required for a specific job role.
Job Role
Proposed New
Qualification or Skill Sets
Existing Qualification that can be utilized
for this role
Chief Diversity Officer
or Corporate Diversity
Manager
Senior executive driving
diversity as part of
change management in
workplace culture.
Responsibility would
include the strategic
development and
implementation of a
Company’s diversity
engagement including
workforce and
workplace management
policies.
Diploma of Diversity
Management
Emphasis on strategic or
corporate planning. Key
competencies would
focus on leadership,
strategic development,
cultural change
management and
legislative compliance.
Skill Sets:
Cultural change
management
Diversity planning
Diploma of Management BSB51107
Under the packaging guidelines for this
qualification leadership, strategic
development, continuous improvement
and managing diversity can be
incorporating by selecting the following
units:
BSBMGT406A Plan and monitor
continuous improvement
BSBATSIL511A Lead the organisation’s
strategic planning cycle
BSBMGT516C Facilitate continuous
improvement
BSBDIV501A Manage diversity in the
workplace
BSBDIV601A Develop and implement
diversity policy
Division or Section
Managers
Implementing policies,
procedures and
initiatives to harmonise
their workplace and
measure, evaluate and
report on diversity
outcomes.
Diploma of Diversity
Management
Emphasis on the role of
middle managers as
custodians of a diverse
workplace and role
models in appropriate
behaviour. Key
competencies would be
policy implementation,
individual performance,
outcomes reporting and
diversity awareness and
management in the
workplace.
Skill Set:
Implementing policy for
diversity
Diploma of Management BSB51107
Under the packaging guidelines for this
qualification staff performance
management, policy implementation,
reporting and diversity awareness and
management can be incorporating by
selecting the following units:
BSBMGT502B Manage people
performance
BSBMGT515A Manage operational plan
BSBWOR501B Manage personal work
priorities and professional development
BSBWOR502B Ensure team
effectiveness
BSBDIV501A Manage diversity in the
workplace
IBSA Diversity Discussion Paper
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Job Role
Proposed New
Qualification or Skill Sets
Existing Qualification that can be utilized
for this role
Team Leaders and
Supervisors
of large work teams
which generally attract
a wide range of diversity
groups at entry level
(e.g. Customer Service
Team Leaders)
Certificate IV in Diversity
Management
With focus on model
behaviours, coaching and
the development of
efficient and effective
teams responsive to the
requirements of different
diversity groups.
Skill Set:
Promoting diversity
awareness in the
workplace
Certificate IV in Business BSB40212
Under the packaging guidelines for this
qualification coaching, team
development and diversity awareness
can be incorporating by selecting the
following units:
BSBINN301A Promote innovation in a
team environment
BSBDIV301A Work effectively with
diversity
TAEDEL404A Mentor in the workplace
The above mentioned table is a preliminary guide to possible job roles and existing units of
competency and qualification. Further analysis and consultations will determine the full extent of
the gaps in diversity coverage in the Business Services Training Package. Units from other Training
Packages can also be imported into the Business Services Training Package if appropriate (see
Appendix A for a guide to Units of Competency on Diversity from other Training Packages).
Where possible, articulation to Higher Education qualifications from vocational education and
training is desirable. The development of diversity units of competency/skill sets/qualifications
needs to be cognisant of articulation opportunities (see Appendix B for examples of Higher Education
courses that relate to diversity).
Training Delivery Issues
It is envisaged that the development of further products will assist with diversity training delivery
issues such as the following:
Marketing courses and learning opportunities specifically to targeted cohorts such as older
age adults (often this age-group is not aware of opportunities)
Providing access to approved funding schemes such as Traineeships
Including multiple entry points and flexible pathways to encourage all workers entering the
workforce to undertake training or to engage in learning opportunities
Catering for a wide variety of interests and skill levels by adapting the learning to the learner
Enabling learners to participate in planning the pace of their course and encourage selfdirected learning
Including clear, mutually agreed upon boundaries at the start of the course regarding
discussions and group participation
Including information about the learning process and memory exercises to enable transfer
to other domains of functioning
Developing built-in adaptable print and audio functions to allow for larger text, higher
contrast text and louder audio when using online formats
Creating a good learning environment, diminishing distractions, repeating instructions if
learners forget and normalising memory concerns.
It should be noted however that while development of Training Package material will be cognisant
of marketing and delivery issues, it is not in the scope of this project.
IBSA Diversity Discussion Paper
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Existing Units of Competency on Diversity
Existing current ‘diversity’ units in Australian Training Packages
In existing diversity related units in Training Packages ‘diversity’ is promoted in the context of other
generalist or specialist work activities such as:
Promoting the organisational values and ethos of
Promoting compliance with legislation
Providing leadership
Developing client services
Developing policy
Coordinating career development, etc.
Existing units in the Business Services Training Package BSB07 on Diversity
BSBDIV301A Work effectively with diversity
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required to
recognise and interact productively with diversity in the workplace. It covers sensitive responses to,
and interactions with, all manner of diversity that might be encountered during the course of work.
BSBDIV501A Manage diversity in the workplace
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required to
manage diversity in the workplace. It covers implementing the organisation’s policy on diversity,
fostering diversity within the work team and promoting the benefits of a diverse workplace.
BSBDIV601A Develop and implement diversity policy
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required to
research diversity, draft policy, plan for implementation and implement diversity policy.
BSBATSIM421A Support a positive and culturally appropriate workplace culture
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required of a
board member to contribute to the development and maintenance of a positive and culturally
appropriate workplace culture. Some aspects of governance activities may be subject to legislation,
rules, regulations and codes of practice relevant to different job roles and jurisdictions.
All units in the Business Services Training Package are inclusive of the diversity issue. Other specific
units that are conducive to diversity themes include the following:
BSBINN201A Contribute to workplace innovation
BSBINN501A Establish systems that support innovation
BSBMGT608C Manage innovation and continuous improvement
BSBINN301A Promote innovation in a team environment
BSBFLM409B Implement continuous improvement
BSBMGT516C Facilitate continuous improvement
BSBMGT608C Manage innovation and continuous improvement
BSBMGT401A Show leadership in the workplace
BSBMGT405A Provide personal leadership
BSBWRK507A Apply strategic unionism
BSBBATSIL511A Lead the organisation’s strategic planning cycle32
Currently there are no ‘diversity’ Skill Sets in the Business Services Training Package.
See Appendix A for existing units in other Training Packages on diversity.
32
This list is not exhaustive.
IBSA Diversity Discussion Paper
23
Questions for Diversity Consultation Purposes
The development of a questionnaire to ascertain workforce diversity training needs focuses on the
following:
If the promotion of workforce diversity will be stimulated by the development of a managing
diversity qualification that incorporates specific units of competency.
The structure of a new qualification and its units of competency (if this is seen to be the way
forward). This includes the development of new units of competency and the packaging of
suitable existing units of competency within the new qualification and/or skill sets.
Diversity Scoping Questions that will be put into IBSA’s scoping questionnaire
The following questions will be put to stakeholders:
1. How should training and development issues relating to diversity be captured in Training
Packages? (comment on industry, structural or cultural trends).
2. Does your organisation use accredited training? (this may be a course accredited by the
State Accrediting Authority in your State or Territory or a qualification from the Business
Services Training Package. If not why not?
3. Do the current units of competency relating to diversity promote positive cultural change for
industry/enterprises? The list of existing units will be provided for people completing the
survey. If not why not?
4. Consultations/research to date on the way diversity is reflected in Training Packages have
highlighted the following:
a) Although ‘diversity’ is already incorporated in units of competency and qualifications,
there needs to be a qualification on managing and ensuring that diversity is embraced
in the workforce.
b) The current Business Services Diversity related units need updating to ensure that they
capture all aspects of workplace diversity and new legislation.
c) Packaging rules within Business Services qualifications need to be flexible enough to
enable the packaging of diversity units for many training options.
Do you agree with the above? If not, which points do not resonate with you and why?
5. What are the specific job roles that relate to diversity? Do existing qualifications and units of
competency meet the skills and knowledge requirements of these job roles? If not what
additional units of competency/skill sets and/ or qualifications are required? Consider Jane
O’Leary’s thesis on Making Managing Diversity Viable: A Phenomenographic Approach when
answering this question.
6. Of the existing units of competency, which ones are in most demand? Does this vary across
client groups? The themes identified by Diversity@Work (page 16) will be considered here.
7. Is a full Workforce Diversity qualification of value or do individual units of competency
(packaged in existing qualifications) or skill sets better address your training needs? If
individual or sets of units better address your training needs, what are your training needs
and which units or sets of units do you utilise? Consider articulation to Higher Education.
8. If a full qualification is required, what level should it be? i.e. Certificate IV, Diploma? Consider
articulation to Higher Education.
9. Further comments.
IBSA Diversity Discussion Paper
24
Next Steps
Seek feedback from the Diversity Project’s National Project Reference Group (NPRG). This
will establish consultations and industry and community needs and a comprehensive project
plan. Notify stakeholders of consultation process, the availability of the Discussion Paper, as
well as, making phone and internet based contributions to the consultation process.
By the end of August 2013
Undertake consultation on a national level with a range of stakeholders from industry,
including companies, Registered Training Organisations (RTOs), State/ Territory Training
Authorities, State/Territory Industry Advisory Boards, unions and employer groups.
By the end of November 2013
Analyse and assess:
stakeholder feedback received via various means including but not limited to, the IBSA online Feedback and Issues Register, a dedicated Wiki and national consultation
how the qualifications meet the contemporary and emerging need of industry
data obtained and document the findings of the scoping review.
By the end of December 2013
Produce Interim Report on research and critical improvement issues, including:
confirmation of qualification structures and skill sets
changes to existing units of competency and details of new units of competency
confirmation of fit between packaging and occupations, disciplines, positions etc
identification of key issues between sectors (Universities & RTOs).
By the end of December 2013
Develop materials using approved templates for consultation including:
qualifications and skill sets, confirm skill sets and relationship to a qualification
units of competency, revised and new.
Undertake face to face and electronic validation in each State and Territory via workshops,
consultations and /or discussion forums with stakeholders, including: State/Territory
Training Authorities and State/Territory ITABs, RTOs, unions, employer groups to obtain
feedback on draft new and amended units of competency, qualifications and skill sets.
Amend if required.
Upload draft units of competency, qualification, skill sets and assessment guidelines on
IBSA Review and Feedback Register and invite stakeholder and public feedback.
By the mid March 2014
Assess feedback and identify risks affecting the implementation of the units of competency,
qualifications and skill sets in a range of industry, workplace and institutional settings.
Finalise units of competency, qualification, skill sets and assessment guidelines based on
validation /feedback received.
By the mid April 2014
Obtain final NPRG sign off on Diversity units of Competency, skill sets and/or qualification
and Case for Endorsement/Impact Statement if required.
By the end of April 2014
Undertake quality assurance, obtain State/Territory Training Authority sign-off and submit to
the National Quality Council (NQC) Secretariat.
By the end of May 2014
IBSA Diversity Discussion Paper
25
Appendix A: Existing Units of Competency in other Training
Packages on Diversity
Public Sector Training Package PSP12
PSPGOV308B Work effectively with diversity
This unit covers the competency for individuals without supervisory responsibilities to work
effectively with diversity. It includes recognising and valuing individual differences and working
effectively with diverse clients and colleagues.
PSPGOV408A Value diversity
This unit covers promotion of the value of workplace diversity and the contribution it makes to
effective work practices, the generation of new ideas, and the organisation's responsiveness to the
community. It includes promoting the benefits of workplace diversity and contributing to diversity
outcomes.
PSPGOV505A Promote diversity
This unit covers the implementation of workplace diversity strategies to promote diversity through
the development of effective and inclusive work practices, the generation of new ideas, and to
improve the organisation's responsiveness to the community. It includes providing diversity input to
strategies, policies and plans, attracting and developing a diverse workforce and monitoring diversity
outcomes.
PSPMNGT605B Manage diversity
Unit Descriptor: This unit covers productive diversity management to maximize workforce
effectiveness, It includes contributing to, promoting and monitoring a diversity strategy; facilitating
the development of a workforce that promotes and values diversity; and facilitating communication
with a diverse workforce.
PSPMNGT702A Influence and shape diversity management
Unit Descriptor: This unit covers influencing and shaping the development of organisational culture,
structures and processes to maximise the strategic advantages of a diverse workforce. It includes
influencing organisational culture, providing strategic direction in diversity management and
formulating strategic diversity priorities.
Entertainment Training Package CUE03
CUETEM09B Manage diversity
Unit Descriptor: This unit describes the skills and knowledge required to provide leadership in a
diverse workplace where customers and staff may be from a wide range of backgrounds. It builds on
the unit BSBDIV301A Work effectively with diversity. This unit is closely based on, and equates to,
the unit SITXHRM007A Manage workplace diversity in the Tourism, Hospitality and Events Training
Package.
Community Services Training Package CHC08
CHCEDS312A Work with diversity in the education environment
Unit Descriptor: This unit describes the knowledge and skills required for individuals without
supervisory responsibilities to work effectively with diversity
It includes recognising and valuing individual differences and working effectively with diverse clients
and colleagues.
IBSA Diversity Discussion Paper
26
CHCCS506A Promote and respond to workplace diversity
Unit Descriptor: This unit describes the knowledge and skills required to value, promote and respond
to diversity in the workplace
It enables the worker to identify and understand the role, benefits and challenges of diversity in
their workplace, and to contribute to organisation diversity policies and processes.
CHCCS405A Work effectively with culturally diverse clients and co-workers
This unit deals with the cultural awareness required for effective communication and cooperation
with persons of diverse cultures. This unit deals with the cultural awareness required for effective
communication and cooperation with persons of diverse cultures
Health Training Package HLT07
HLTHIR403C Work effectively with culturally diverse clients and co-workers
Unit Descriptor: This unit deals with the cultural awareness required for effective communication
and cooperation with persons of diverse cultures
Defence Training Package DEF12
DEFEQ001C Work with equity and diversity
Unit Descriptor: This unit covers the competency required to apply the principles of equity and
diversity in the workplace.
The unit requires the member to recognise individual differences in the workplace, to value these
differences and to adjust their behaviour to account for these differences.
DEFEQ003B Manage equity and diversity
Unit Descriptor: This unit covers the competency required to manage equity and diversity. The unit
requires commanders, managers and equity advisers in the Australian Defence organisation to
contribute to, implement and review equity and diversity programs in their workplace; to encourage
the development of their workforce; and to communicate and display the values of the equity and
diversity principles to their workforce.
DEFEQ002B Supervise equity and diversity in the workplace
Unit Descriptor: This unit covers the competency required to foster and promote equity and
diversity practices in the workplace.
The unit requires team leaders to identify and access information and support sources related to
equity and diversity; to implement equity and diversity programs; and to supervise and monitor
equity and diversity processes within the workplace.
This competency is required by team leaders in the Australian Defence organisation.
Food Processing Training Package FDF10
FDFOP2005A Work in a socially diverse environment
Unit Descriptor: This unit of competency covers the skills and knowledge required to work in a
socially diverse environment, including the development and application of cultural awareness
required to interact effectively with people from diverse backgrounds.
IBSA Diversity Discussion Paper
27
Public Safety Training Package PUA12
PUAPOLMG005A Promote workplace diversity
Unit Descriptor: This unit is a Police specialist unit of competency.
Police specialist units of competency and qualifications are not included in this document; Police
specialist units of competency and qualifications are confidential and should not be accessible in the
public domain. Public access to these units of competency and qualifications has the potential to
compromise Police operations and security as well as place members of the public and Police
Officers at risk. These units are contained in a separate document and are only available to persons
authorised by the Australia New Zealand Policing Advisory Agency (ANZPAA) – via website contact
http://www.anzpaa.org http://www.anzpaa.org.
Agriculture, Horticulture and Conservation and Land Management AHC10
AHCCCF411A Develop approaches to include cultural and human diversity
Unit Descriptor: This unit covers developing approaches to include cultural and human diversity and
defines the standard required to: identify the range of cultural and social groups in a land
management area; determine the linkages and potential impacts between natural resource issues
and cultures; negotiate and maintain cultural protocols for dealing with land management issues;
develop working relationships with representatives of cultural groups; and facilitate the involvement
of culturally diverse groups in community issues related to land management.
Australian Meat Industry Training Package MTM11
MTMBUS703A Communicate and negotiate in a culturally diverse context
Unit Descriptor: This unit covers the skills and knowledge required to communicate and negotiate in
multicultural business contexts which require an understanding of diverse cultures.
Property Services Training Package CPP07
CPPACC8001A Research and analyse access and use requirements for people with diverse disabilities
Unit Descriptor: This unit of competency specifies the outcomes required by access consultants to
research and analyse complex and highly specialised information relating to access and use
requirements for people with diverse disabilities in order to build a significant knowledge base for
application to their work. It includes developing an in-depth understanding of the range and nature
of variations in people’s abilities and disabilities, the implications for the provision of access to and
use of the built environment, and the extent and limitations of compliance requirements.
Correctional Services Training Package CSC12
CSCORG304 Work effectively with culturally diverse offenders and colleagues
Unit Descriptor: This unit deals with the cultural awareness required for effective communication
and cooperation with persons of diverse cultures in a correctional services environment.
Aviation Training Package AVI08
AVIG2003A Work in a socially diverse environment
Unit Descriptor: This unit involves the skills and knowledge required to work in a socially diverse
environment, including the development and application of the cultural awareness that is required
by all people working in the transport and distribution industries. It includes the cultural awareness
required for serving customers and working with colleagues from diverse backgrounds. Licensing,
legislative, regulatory or certification requirements are applicable to this unit.
IBSA Diversity Discussion Paper
28
Appendix B: Higher Education Studies pertaining to Diversity
The development of diversity units of competency/skill sets/qualifications needs to be cognisant of
articulation opportunities to Higher Education. Examples of Higher Education courses that relate to
diversity are listed below.
University of Queensland:
Ethnicity and Diversity in Australia (SOSC1002)
Description
“Australia is a culturally and ethnically diverse nation whose population includes indigenous and
migrant cultures besides the mainstream one deriving from European origins. All of these cultures
engage the world differently and this course examines the historical and social implications of that
fact to interrogate notions of ethnicity, diversity, race, and culture in the context of Australian
nationhood and citizenship - what are their implications for behaviour?”33
RMIT BP048 – Bachelor of Arts (International Studies)
Description
“International Studies prepares you for professional employment in a range of organisations with
international orientations, including government, private and community organisations both in
Australia and overseas. The program takes an innovative approach to globalisation and international
relations by focusing on scholarly themes of global interconnectedness and diversity; and by
cultivating professional capabilities in cross-cultural management and strategic and ethical
leadership.
Our graduates are highly versatile, articulate and imaginative international professionals who are
knowledgeable about global intercultural, social, linguistic and political issues and processes, and
possess initiative, independence and entrepreneurial skills.” 34
Bachelor of Arts (Humanities) - BA(Curtin) Indigenous Australian Cultural Studies
- 311952 Centre for Aboriginal Studies
Description
“This major is offered through the Centre for Aboriginal Studies and offers you the opportunity to
gain an understanding of the cultural, social, economic and political issues that confront Indigenous
people…..Your studies will focus on the principles of social justice and Indigenous Australian critical
theory. “35
Bachelor of Arts (Humanities) - BA(Curtin) - 312331 International Relations
Description
“Studying international relations can help to prepare you for working on projects with international
scope and in making well-informed decisions. You can gain perspectives from political science, Asian
studies, anthropology and sociology, history and geography.
This major focuses on current international topics and issues, and covers:
political theory
international relations theory
foreign policy
strategic studies
political history.
33
34
35
http://www.uq.edu.au/study/course.html?course_code=SOSC1002
http://www.rmit.edu.au/programs/bp048
http://courses.curtin.edu.au/course_overview/ug_overview.cfm?o=472&studymode=UG&showPDF=true&studentType=IN
T
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You will explore national and regional security in broad contexts including military, politics and
economics.” 36
Bachelor of International and Global Studies University of Sydney
Description
“The increasing interconnectedness of the world brought about through travel, communication
technology, political processes and globalising markets is opening up new areas for analysis, and
new careers to go with them. International and Global Studies focuses on the way these processes
are evolving. The title of this degree reflects the fact that these global processes are linked by
national interactions involving nation-state authorities in inter-national relations and also through
less formal processes of integration, such as through networks, migration, political and cultural
connections. In this degree, we give attention to the full spectrum of global connections. This degree
presents an interdisciplinary social science approach. In the core of the degree, students will address
international and global issues from the perspective of politics, sociology, political economy,
anthropology, and media and cultural studies. In their major fields of study, students have the
option to focus on these disciplines, but also, should they choose to, languages, area studies and
also international business. Students can complement their studies with choices from a wider range
of subject areas within the university. The degree offers the opportunity for international exchange
and while it is highly recommended, it is not compulsory.
This program is available as combined degree with the Bachelor of Law. This combined degree takes
five years of full-time study to complete.”37
Charles Darwin University – Bachelor of Arts
Description
“As the balance of power continues to shift from West to East, there will be an urgent need for
graduates with expertise in the cultural, economic, social and political dynamics of Northern
Australia and Asia and who can think critically, apply analytical and problem solving skills, and
communicate effectively.
The Bachelor of Arts at Charles Darwin University, draws upon CDU's research strengths and is a
flexible degree that can be studied on campus or online from home so you can balance study with
your commitments.”38
University of South Australia International students
Description
“Come to the University of South Australia for an education that is recognised throughout the world.
Benefit from our commitment to excellence, quality teaching and world-leading research. Study with
us and you will gain the experience and skills to help you succeed in your career.
We welcome and support students from all over the world with a range of services and resources.
Experience our modern facilities and be taught by academics who are experts in their field. With
more than 300 degree programs on offer, you can find something to suit your career interests. Find
out what you can study, how to apply and the support we offer while you're with us in Adelaide.”39
This is not an exhaustive list of University Courses pertaining to Diversity.
36
http://courses.curtin.edu.au/course_overview/undergraduate/international-relations
http://www1.deltasearch.com/?as=5&s=web&babsrc=HP_def&rlz=0&q=bachelor+of+international+and+global+studies+university+of+sydney
38
http://www.studiesinaustralia.com/courses/charles-darwin-university/2593/bachelor-of-arts
39
http://www.unisa.edu.au/Study-at-UniSA/International-students/
37
IBSA Diversity Discussion Paper
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Appendix C: References
Only skin deep?– Re-examining the business case for diversity, September 2011, p5
http://www.deloitte.com/assets/DcomJudy B Rosener 1991,Workforce America, Managing Employee Diversity as a Vital
Resource
Taylor Cox Cultural Diversity in Organizations, 1993
Chatman, Jennifer, Charles A, 2004 http://mr-gadget.hubpages.com/hub/Benefits-andProblems-of-a-Diverse-Workplace
Kandola & Fullerton, 1999, Managing the mosaic: Diversity in action
Diversity Council Australia http://www.dca.org.au/why-diversity/leading-practiceprinciples.html
Forbes Insight Foundation 2011 Survey
Society for Human resource Management (June 2010) SHRM Poll: Financial Challenges to
the US and Global Economy and their Impact on Organisations
Methods and Indicators to measure the cost-effectiveness of Diversity Policies in
Enterprises, Centre for Strategy and Evaluation Serviceshttp:
//www.diversityatwork.net/EN/Docs/Key_document_costsbeneffullrep_en.pdf
Diversity @work Leveraging Diversity to Build Your Business
www.diversityatwork.com.au
Telstra (2012) Telstra Productivity Index
IBSA Environmental Scan – 2013 Business Services Industry
Anthea Taylor , What employers look for: the skills debate and the fit with youth
perceptions, 2005, http://w3.unisa.edu.au/engineering/nationalinternship/Documents/What%20EmployersLookforSkillsDebate.pdf
http://w3.unisa.edu.au/engineering/nationalinternship/Documents/What%20EmployersLookforSkillsDebate.pdf
BSV Survey, 2011
Rosie Helson, Opportunities for Indigenous talent in Australia, May 2013
http://www.ethicalcorp.com/people-careers/opportunities-indigenous-talent-australia
The Skilling Challenge Conference 9th of August 2013
TGA training.gov.au
ABS Population projections Population Projections, Australia, 2006 to 2101 cat. no.
3222.0
National Skills Standards Council (NSSC) Guidelines, Oct 2012,
http://www.nssc.natese.gov.au/training
National Panel for Economic Reform, 29 January 2013, meeting communiqué:
http://www.pm.gov.au/press-office/national-panel-economic-reform-meeting-onecommunique
http://www.uq.edu.au/study/course.html?course_code=SOSC1002
http://www.rmit.edu.au/programs/bp048
http://courses.curtin.edu.au/course_overview/ug_overview.cfm?o=472&studymode=UG
&showPDF=true&studentType=INT
http://courses.curtin.edu.au/course_overview/undergraduate/international-relations
http://www1.deltasearch.com/?as=5&s=web&babsrc=HP_def&rlz=0&q=bachelor+of+international+and+glo
bal+studies+university+of+sydney
http://www.studiesinaustralia.com/courses/charles-darwin-university/2593/bachelor-ofarts
http://www.unisa.edu.au/Study-at-UniSA/International-students/
IBSA Diversity Discussion Paper
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Iwata, K. (2004). The power of diversity: 5 essential competencies for leading a diverse
workforce. Petaluma, CA: Global Insights Publishing.
O’Leary, J. (2011). Making Managing Diversity Visible: A Phenomenographic Approach.
PhD thesis, Business School, The University of Queensland.
O'Leary, J., & Sandberg, J. (2006, August). Competence in managing diversity: Developing
a typology of the field. Paper presented at the Academy of Management Annual Meeting,
Atlanta, GA
Chrobot-Mason, D. (2003). Developing multicultural competence for managers: Same old
leadership skills or something new? The Psychologist Manager Journal, 6(2), 5-20.
Carr-Ruffino, N. (2007). Managing diversity: People skills for a multicultural workplace
(7th ed.). Needham Heights, MA: Simon & Schuster Custom Pub.
Cox, T., Jr., & Beale, R. (1997). Developing competency to manage diversity: Readings,
cases and activities. San Francisco: Berrett-Koebler.
Gardenswartz, L., Rowe, A., Digh, P., & Bennett, M.F. (2003). The global diversity desk
reference: Managing an international workforce. San Francisco: John Wiley.
Hogan-Garcia, M. (2003). The four skills of cultural diversity competence: A process for
understanding and practice (2nd ed.). Pacific Grove CA: Brooks/Cole-Thomson Learning.
Iwata, K. (2004). The power of diversity: 5 essential competencies for leading a diverse
workforce. Petaluma, CA: Global Insights Publishing.
The Conference Board (2008). Creating a competency model for diversity and inclusion
practitioners (No. R-1420-08-RR). New York: The Conference Board.
O'Leary, J., & Sandberg, J. (2006, August). Competence in managing diversity: Developing
a typology of the field. Paper presented at the Academy of Management Annual Meeting,
Atlanta, GA.
Thomas, R. Roosevelt, Jr., & Woodruff, M.I. (1999). Building a house for diversity: How a
fable about a giraffe & elephant offers new strategies for today's workforce. New York:
AMACOM.
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