Trainee Assessment
Develop strategies for communicating in a culturally
diverse workplace
US 11099 V4
Level 4 Credits 4
Name..........................................
Trainee assessment
Tips for the trainee
This trainee assessment contains:
 Instructions for the trainee
 Assessment tasks
 Observation checklist
 Feedback form
 Assessment result sheet
Before you start this assessment you must read the instructions.
There are different areas of this assessment.
 The white boxes are for you to write in.
 The grey shaded areas are for the assessor to write in.
Please do not write in these boxes.
You need to sign a declaration at the back that this is your own work.
A person assessed as competent in this unit standard is able to:
Outcome
Task and evidence
Describe the impact of cultural diversity on communication practices in a
workplace.
1
One – Written or spoken answer
Communicate in a specific culturally diverse workplace.
2
Two – Demonstration
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Instructions for the trainee

Your answers to the assessment tasks
need to show the assessor that you have
a full understanding of the topic. The
assessor may require you to discuss
your responses.

This assessment is “open book”, which
means that you can use any information
you wish when you are completing this
assessment. This information may
include learning materials, books, the
internet and your organisation’s policies
and procedures.

Your answers can be written or spoken.
-
-

When you write your answer, use pen
in the space provided. Initial any
alterations you make. Please write your
name on any additional pages and
attach them to the assessment.
When you are asked to carry out a
practical task, your assessor or verifier
will observe you and complete an
observation checklist. The
assessor/verifier may require you to
perform the task on more than one
occasion.
For any documents you supply, remove
all identifying details of the people
involved.
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
If you require assistance with any aspect
of the assessment, please contact your
assessor.
Definitions of terms
The word trainee in this assessment refers
to the person being assessed. Other terms
that may be used are candidate, student or
employee.
Cultural diversity refers to differences
between groups of people who share
beliefs, values, and norms as a result of their
– age, gender, race, ethnicity, sexual
orientation, special needs, and religion.
Workplace assessor or assessor means
the person who will assess the trainee.
Abbreviations
ER refers to the evidence requirements of the
unit standard – the evidence (descriptions,
explanations, documents etc) that you must
provide and/or the actions that you must do or
demonstrate.
MER means “more evidence required”.
References

Careerforce workbook – US 11099
Develop strategies for communicating in
a culturally diverse workplace.

Your organisation’s policies and
procedures.
A verifier is a workplace supervisor or
manager who understands the assessment,
works closely with the trainee, and can
confirm that the trainee has performed the
task competently.
An attestation is when an appropriate
person attests to documents and/or work
that a trainee has completed. This person
will generally be the trainee’s manager,
supervisor, or team leader who has seen
their work recently, within the past 12
months.
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Task One – Describe the impact of cultural diversity on communication practices in a
workplace (written or spoken answer) ERs1.1 - 1.3, 2.1
Communication practices in a workplace are affected by the cultural diversity amongst the people the organisation employs and serves. Cultural
diversity affects communication practices as a result of preferences and influences that may relate to people’s age, gender, race, sexual orientation,
special needs, and religion.
Communication preferences may include:
 Verbal communication – the use of formal language, titles and greetings, word choice, willingness to express opinions, conflict.
 Non-verbal communication could mean – the use of silence, physical contact, gestures, eye contact, proximity, timing, physical appearance, and
environmental cues.
Please answer the following questions that will show your ability to describe the impact of cultural diversity on communication practices in your
workplace.
Question 1: Identify three different cultural groups that are based upon age, gender, race, ethnicity, sexual
orientation, special needs, or religion (preferably cultural groups that are present in your workplace).
For each of these three cultural groups, describe two communication preferences, and how they impact on
communication in the workplace.
Assessor’s use only
Notes and decision:
or
MER
Sample answer:
Cultural group Samoan
Communication preference 1
People who have been raised in a traditional Samoan context (and many NZ born Samoan people who have been raised
according to Samoan custom, as well as people from other Pacific Islands backgrounds) consider that direct eye contact can
mean disrespect, particularly when communicating with people in authority. They may prefer to avoid direct eye contact.
Describe how communication preference 1 impacts on communication in the workplace.
This communication preference can impact on communication in the workplace in at least two ways.
First, avoidance of direct eye contact may be interpreted by people raised in a Pākehā culture as being evasive, or
untruthful. Secondly, if a Pākehā staff member (for example) makes direct eye contact with a Samoan person who has this
cultural preference in communication, it may seem rude and confrontational.
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Assessor’s use only
Cultural groups and communication preferences
Notes and decision:
or
MER
Cultural group 1
Communication preference 1
Describe how communication preference 1 impacts on communication in the workplace.
Communication preference 2
Describe how communication preference 2 impacts on communication in the workplace.
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Assessor’s use only
Cultural groups and communication preferences
Notes and decision:
or
MER
Cultural group 2
Communication preference 1
Describe how communication preference 1 impacts on communication in the workplace.
Communication preference 2:
Describe how communication preference 2 impacts on communication in the workplace.
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Assessor’s use only
Cultural groups and communication preferences
Notes and decision:
or
MER
Cultural group 3
Communication preference 1
Describe how communication preference 1 impacts on communication in the workplace.
Communication preference 2
Describe how communication preference 2 impacts on communication in the workplace.
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Question 2: Please identify and list two items of relevant legislation and two organisational regulations or
policies in your workplace that relate to cultural diversity. For each requirement, provide a brief description of its
impact on communication in culturally diverse situations.
Legislation referred to includes: State Sector Act 1988 and Human Rights Act 1993. If the State Sector Act 1988 Assessor’s use only
is not relevant to your workplace, please make a note of that fact, and instead cover a different but relevant item
Notes and decision:
of legislation (eg the Health and Disability Commissioner Act 1994 or the Human Rights Act 1993).
or
MER
Sample answer:
Organisational regulations or policy Māori represented on staff selection panels
Describe impact on communication in the workplace.
We have an organisational policy of always ensuring that all prospective employees (Māori and non-Māori) have
communication skills that are in line with our organisation’s policies and requirements for communicating in a culturally
diverse way. For example, they should know how to communicate in a culturally diverse way when opening a meeting with a
Karakia.
Legislation 1
Describe impact on communication in the workplace.
Legislation 2
Describe impact on communication in the workplace.
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Organisational regulations or policy 1
Describe impact on communication in the workplace.
Organisational regulations or policy 2
Describe impact on communication in the workplace.
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Question 3: Choose two of the following workplace practices – preference for working in a group, selection
of leaders, relationships with superiors, composition of work teams, rostering, participation at meetings or any
other workplace practice. Identify and discuss how culturally diverse communication preferences can impact on
the two workplace practices you have chosen.
Assessor’s use only
Refer to page 4 for a definition of communication preferences.
Notes and decision:
or
MER
Sample answer:
Workplace practice Relationships with superiors.
Communication preference Willingness to express opinions.
Identify and discuss how this communication preference may impact on workplace practice.
This communication preference may impact upon relationships with superiors (and participation in meetings as
well). People who have been raised in a traditional Pacific Islands context (and many NZ born Pacific people)
may not be accustomed to, or feel comfortable with, debating ideas with people who are in a leadership role.
The leader of a team or group may believe that lack of debate means agreement, whereas a team member from
a Pacific Islands culture may completely disagree, but feel reluctant or unable to express an opinion contrary to
that of the team leader.
Workplace practice 1
Communication preference
Identify and discuss how this communication preference may impact on workplace practice 1.
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Workplace practice
Communication preference
Identify and discuss how this communication preference may impact on workplace practice 2.
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Question 4: Identify and describe three cultural differences in communication in your workplace, and discuss
Assessor’s use only
the impact they may have in your workplace.
Notes and decision:
or
MER
Sample answer:
Cultural difference The Pākehā workers in our workplace, particularly the younger ones, are quite comfortable in
discussing matters of sexuality relating both to themselves and the people they are supporting. The Samoan workers (and
many other workers from Pacific Islands cultures) do not like to talk about sexuality and get really embarrassed when the
subject comes up. They are quite uncomfortable when the young Pākehā workers use common terms for body parts rather
than less explicit terms.
Discuss how this cultural difference in communication may impact in your workplace.
This may impact upon relationships between co-workers from different cultural groups, because Samoan and other Pacific
Islands workers may feel that they are not being respected. This may also impact upon relationships with the people being
supported in the workplace – those people who have a worker who is explicit when talking about sexuality may feel they can
have a frank discussion about sexuality, and value that aspect of the supportive relationship. On the other hand, a person
being supported may not want this and feel upset about their worker's frankness. Conversely, if a person being supported is
matched to a worker who is uncomfortable and embarrassed about discussing sexual matters, they may be missing out on
exploring an issue that is important to them.
Cultural difference 1
Discuss how this cultural difference in communication may impact in your workplace.
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Cultural difference 2
Discuss how this cultural difference in communication may impact in your workplace.
Cultural difference 3
Discuss how this cultural difference in communication may impact in your workplace.
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Assessor’s feedback on the trainee’s performance
Task One:
Achieved
More evidence required
Assessor’s name:
Date:
Reassessment:
Achieved
More evidence required
Assessor’s name:
Date:
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Task Two – Communicate in a specific culturally diverse workplace (demonstration) ERs 2.2 - 2.3
In this task, you are required to develop and use three strategies to enhance communication in the workplace. You are then required to evaluate the
three strategies in terms of their effectiveness in improving cross-cultural communication in your workplace.
The strategies that you develop and use may be designed to enhance communication:
 Between you and other people in your workplace, such as co-workers, people you are supporting, or visitors, or
 Between team members in your workplace, or
 Between workers and people who are being supported in the workplace, or
 Within a culturally diverse group of people who are being supported by your workplace.
The observer may be your assessor or a verifier (such as your manager, supervisor or team leader), who can verify that you have competently
performed the task. If so, the assessor may contact this person to discuss this form and the responses made. Your observer and/or assessor may
also ask you questions to clarify your understanding of the tasks you are carrying out.
As in all your work, it is important that:
 You comply with the Code of Rights; any policies, procedures, and requirements of the organisation/s involved; the ethical codes of relevant
professional bodies; and any relevant legislative and/or regulatory requirements.
 Your support for people should be aimed at maintaining, improving and/or restoring their independence and/or interdependence; utilising their
existing strengths; and where possible, utilising the resources of the local community.
 You respect the cultural beliefs, values, and communication preferences of the people in your workplace.
 You work within the terms of people’s service plans wherever relevant to this assessment task.
Please refer to the observation checklist to see how your work performance will be assessed.
Sample answer for one strategy
Strategy 1: Personal development - use of greetings and phrases from other cultures
I met with Doris (Māori female) who is new to our organisation. My strategy was to learn how to greet Doris in Māori, first as a sign of respect, secondly to add
warmth and welcoming to the situation, and thirdly to help break down any language barriers that may exist.
The fact that I did this encouraged Doris to speak freely. She had a few questions about how we operate and she felt at ease to ask these questions. I also picked
up that Doris preferred to have a conversation face-to-face rather than on email due to English being her second language.
I evaluated the strategy as effective because it encouraged two-way cross-cultural communication between me and Doris. She asked questions and the fact that I
picked up on her preference for face-to-face conversations avoided possible difficulties in communication with Doris.
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Observation checklist (to be completed by your assessor, or a verifier, such as your manager, supervisor, or team leader).
The observer may be your assessor or a verifier (such as your manager, supervisor or team leader), who can verify that you have competently
performed the task. If so, the assessor may contact this person to discuss this form and the responses made. Your observer and/or assessor may
also ask you questions to clarify your understanding of the tasks you are carrying out.
Assessor’s/verifier’s use only
Demonstration of practical task
Notes and decision:
or
MER
The trainee demonstrated the development and use of three strategies to enhance communication in the
workplace.
The trainee demonstrated how they evaluated the three strategies in terms of their effectiveness in
improving cross-cultural communication in the workplace.
Verifier comments:
Verifier’s name:
Verifier’s signature:
(if different from the assessor)
(if different from the assessor)
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Assessor’s feedback on the trainee’s performance
Task Two:
Achieved
More evidence required
Assessor’s name:
Date:
Reassessment:
Achieved
More evidence required
Assessor’s name:
Date:
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Instructions for the trainee
When you have finished the assessment
 Please complete the trainee’s declaration below.
 Your assessor will give your assessment material back to you.
Please keep it safe.
 Please give your completed assessment and any additional
material to your assessor. You might like to make a copy for your
records.
 If you wish to appeal against the assessment result or process,
you should complete an “Appeal of Trainee Assessment Result
Form”. This form can be downloaded from the
Shortcuts/Forms/Trainee Forms section of the Careerforce
website www.careerforce.org.nz
 When you have been assessed as having achieved this unit
standard, the results will be sent to Careerforce for registering
credits on the New Zealand Qualifications Framework.
Trainee’s declaration
I was told about and understood the assessment requirements.
I have prepared my answers myself.
I agree that this document can be photocopied for the purpose of moderation, as part of quality control processes.
I agree that once the assessment decision has been made, my personal details and results will be sent to Careerforce for registering credits on the
New Zealand Qualifications Framework.
1
Trainee’s signature:2
3
Trainee’s name 4
(please print):
5
Date: 6
.
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US 11099 V4 – Develop strategies for communicating in a culturally
diverse workplace
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US 11099 V4 – Develop strategies for communicating in a culturally
diverse workplace
Level 4 Credit 4
Assessment result sheet (please print)
Trainee’s information (completed by trainee)
Full name: ............................................................................................................................................
Employer: ............................................................................................................................................
NZQA number (NSN) if known: ........................................ Date of birth: ...........................................
Trainee’s performance summary (completed by assessor)
Assessment tasks
or MER (more evidence required)
Task 1
Task 2
Comments/feedback to the trainee
Assessment result
I have assessed the trainee and confirm:
The requirements have been met to demonstrate competency in US 11099 V4.
Name: ......................................................................... Assessor’s number: .....................................
Signed: ........................................................................ Date: ............................................................
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to: Client Services, Careerforce, PO Box 25 255, Christchurch 8144
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Careerforce
PO Box 25 255
Christchurch 8144