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Work in a Socially Diverse Environment

D1.HRS.CL1.19
D1.HOT.CL1.02
D2.TCC.CL1.02
Assessor Manual
Work in a Socially Diverse
Environment

D1.HRS.CL1.19
D1.HOT.CL1.02
D2.TCC.CL1.02

Assessor Manual
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie


Chief Writer: Alan Hickman
Subject Writers: Alan, Hickman, Nick Hyland
Project Manager: Alan Maguire
Editor: Alan Maguire
DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut

© William Angliss Institute of TAFE 2012


All rights reserved. No part of this publication may be reproduced, repackaged, stored in a retrieval
system or transmitted in any form by any means whatsoever without the prior permission of the copyright
owner.
This booklet was produced by William Angliss Institute of TAFE to be used for the ASEAN Australia
Development Cooperation Program (AADCP) Phase II: "Toolbox Development for a Priority Tourism
Labour Division" Project.

Every effort has been made to ensure that this booklet is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. William Angliss Institute of TAFE is not responsible for any injury, loss or
damage as a result of material included or omitted from this course. Information in this module is current
at the time of publication. The time of publication is indicated in the date stamp at the bottom of each
page.
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File name: AM_Work_in_social_diverse_envo_270212.docx
Table of Contents

Competency Standard .......................................................................................................... 7


Oral Questions .................................................................................................................... 15
Written Questions ............................................................................................................... 19
Answers to Written Questions ............................................................................................. 23
Observation Checklist ......................................................................................................... 27
Third Party Statement ......................................................................................................... 29
Competency Recording Sheet ............................................................................................ 31

© ASEAN 2012
Assessor Manual
Work in a Socially Diverse Environment
© ASEAN 2012
Assessor Manual
Work in a Socially Diverse Environment
Competency Standard

Competency Standard
UNIT TITLE: WORK IN A SOCIALLY DIVERSE ENVIRONMENT NOMINAL HOURS: 25 hours

UNIT NUMBER: D1.HRS.CL1.19; D1.HOT.CL1.02; D2.TCC.CL1.02

UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to work effectively in a socially diverse environment in a range of
settings within the hotel and travel industries workplace context.

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Communicate with customers and Unit Variables


colleagues from diverse backgrounds The Unit Variables provide advice to interpret the scope and context of this unit of
1.1 Value customers and colleagues from different cultural competence, allowing for differences between enterprises and workplaces. It
groups and treat them with respect and sensitivity relates to the unit as a whole and facilitates holistic assessment
1.2 Take into consideration cultural differences in all verbal This unit applies to all industry sectors that seek to work in a socially diverse
and non-verbal communication environment within the labour divisions of the hotel and travel industries and may
1.3 Attempt to overcome language barriers include:
1.4 Obtain assistance from colleagues, reference books or 1. Front Office
outside organisations when required 2. Housekeeping
Element 2: Deal with cross cultural Misunderstandings 3. Food and Beverage Service
2.1 Identify issues which may cause conflict or 4. Food Production
misunderstanding in the workplace 5. Travel Agencies
2.2 Address difficulties with the appropriate people and 6. Tour Operation.
seek assistance from team leaders or others where
required Cultural differences may include:
2.3 Consider possible cultural differences when difficulties  Forms of address
or misunderstandings occur
 Levels of formality/informality
2.4 Make efforts to resolve misunderstandings, taking
account of cultural considerations  Non-verbal behaviour

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Competency Standard

2.5 Refer issues and problems to the appropriate team  Work ethics
leader/supervisor for follow up
 Personal grooming
 Family obligations
 Recognized holidays
 Special needs
 Preferences for personal interactions.

Attempt to overcome language barriers may include:


 Use simple gestures
 Use simple words
 Use words in the other person’s language
 Describe goods and services simply
 Use diagrams or maps to give simple directions.

Assistance may include:


 Co-workers who speak the same language
 Interpreter services
 Diplomatic services
 Supervisors, or managers, or specialist customer service staff within the
enterprise.

Issues which may cause conflict may include:


 Competing group, family or personal interests
 Power and control issues
 Lack of communication

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Competency Standard

 Personality clashes
 Cross-cultural issues
 Differences between cultural groups
 Dissatisfaction in the community
 Competing needs.

Misunderstandings in the workplace including:


 Speaking too quickly/quietly
 No visual clues
 Poor observation
 Poor communication style
 Intolerance
 Prejudice
 Inadequate language skills
 Not clarifying or asking questions
 Inappropriate body language
 Poor understanding of other cultures.

Resolve misunderstandings may relate to:


 Staff training
 Utilising staff cultural skills
 Employing a variety of communication methods
 Knowledge of location of cultural buildings sites and support agencies
 Developing an understanding and tolerance of cultural diversity

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Competency Standard

 Overcoming prejudice and assumptions


 Utilising non-verbal communication skills
 Actively seeking to break down barriers.

Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Knowledge of the principles of effective communication skills
 Ability to use active listening, feedback techniques and team building
techniques to build and maintain interpersonal relationships with customers
and colleagues from diverse backgrounds
 Ability to identify the need(s) and concerns of others
 Ability to communicate effectively with a range of people from diverse
backgrounds relevant to position and role
 Ability to appropriately deal with cross cultural misunderstandings.

Linkages To Other Units


 This is a core unit that underpins effective performance in all other units;
combined training and assessment may be appropriate.

Critical Aspects of Assessment


Evidence of the following is essential:
 Demonstrated ability to apply active listening techniques
 Demonstrated ability to use effective communication skills to build and
maintain interpersonal relationships with customers and colleagues from
diverse backgrounds
 Demonstrated ability to maintain effective communication with customers and
colleagues from diverse backgrounds

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Competency Standard

 Demonstrated ability to communicate effectively with customers and


colleagues from diverse backgrounds
 Demonstrated ability to deal with cross-cultural misunderstandings
 Observation that verbal and non-verbal communication takes account of
cultural differences
 Demonstrated commitment to include and/or communicate with others where
language barriers exist
 Demonstrated ability to apply knowledge of different cultures and cultural
characteristics appropriately in communications with customers and
colleagues from diverse backgrounds.

Context of Assessment
This unit may be assessed on or off the job:
 Assessment should include practical demonstration either in the workplace or
through a simulation activity, supported by a range of methods to assess
underpinning knowledge
 Assessment must relate to the individual’s work area or area of responsibility.

Resource Implications
Training and assessment to include access to a real or simulated workplace; and
access to workplace standards, procedures, policies, guidelines, tools and
equipment.

Assessment Methods
The following methods may be used to assess competency for this unit:
 Case studies
 Observation of practical candidate performance
 Oral and written questions

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Competency Standard

 Portfolio evidence
 Problem solving
 Role plays
 Third party reports completed by a supervisor
 Project and assignment work.

Key Competencies in this Unit


Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organising and 1 Identify different cultural beliefs and


analysing information values

Explain how to do something to a


Communicating ideas and
2 colleague or customer from another
information
language or cultural background

Identify ways to improve workplace


Planning and organising communication with
2
activities colleagues/customers from diverse
backgrounds

Working with others and in Work cooperatively with team


2
teams members from diverse backgrounds

Using mathematical ideas and


0
techniques

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Competency Standard

Applying conflict resolution and


Solving problems 2 communication skills to resolve
conflict and/or misunderstandings

Using technology 0

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Competency Standard

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Oral Questions

Oral Questions
Student name

Assessor name

Location/venue

Work in a Socially Diverse Environment


Unit of competency
D1.HRS.CL1.19 D1.HOT.CL1.02 D2.TCC.CL1.02
Instructions 1. Ask student questions from the attached list to confirm
knowledge, as necessary
2. Place tick in boxes to reflect student achievement (Competent
‘C’ or Net Yet Competent ‘NYC’)
3. Write short-form student answer in the space provided for each
question.

Response
Questions
C NYC
1. Give me an example of how you demonstrate the value you place on  
customers/guests from different cultural groups, and on colleagues from
different cultural groups.

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Oral Questions

Response
Questions
C NYC
2. Give me one example of how you have taken into account the non-verbal  
communication requirements of a person (customer/guest or colleague)
from a different cultural group in your workplace activities.

3. Tell me how you have attempted to overcome the language barrier  


between yourself and a person (customer/guest or colleague) from a
different country or culture.

4. What assistance is available to you outside your workplace for you to learn  
about people from another culture/country?

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Oral Questions

Response
Questions
C NYC
5. Give me an example of a conflict or misunderstanding that has occurred in  
your workplace as a result of cross-cultural differences: what happened?
How did the problem arise? How could it have been avoided?

6. You are experiencing a conflict or misunderstanding at your workplace with  


a customer/guest from another country/culture: what assistance is
available to you within your workplace to address and resolve this
situation? Who would you contact and why?

7. Give me an example of how you considered possible cultural differences  


when addressing and resolving a conflict or misunderstanding between
yourself and another person (customer/guest or colleague) in your
workplace.

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Oral Questions

Response
Questions
C NYC
8. What cultural factors are you prepared to take into account and  
accommodate when attempting to resolve a conflict/misunderstanding with
a person from another culture?

9. You have attempted to resolve a problem/complaint in the workplace  


involving what you believe to be a cross-cultural issue/misunderstanding
but have decided it is time to refer the matter to your supervisor: explain
how you would do this.

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Written Questions

Written Questions
Work in a Socially Diverse Environment – D1.HRS.CL1.19 D1.HOT.CL1.02
D2.TCC.CL1.02

Student Name: ____________________________________________________________

Answer all the following questions and submit to your Trainer.

1. People are all different. What are three characteristics that makes one person different
from another?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. What are two ways you can improve your knowledge about different cultural
requirements.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. What are two things you can do to help verbal communication with a customer who
has a little understanding of your language?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. What are two points for using appropriate verbal and non-verbal communication when
dealing with people from another culture?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Written Questions

5. When attempting to overcome language barriers, it is useful to learn a few simple


words in a foreign language. What are three topics in which you could learn simple
words or phrases?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6. Using gestures is an effective way to communicate with someone who does not speak
your language. What are three ways you can use gestures to help a customer
understand?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

7. What are two examples of written communication you can use to collect information
relating to cultural communication?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

8. Answer ‘True’ or ‘False’ to the following statement: It is not a good idea to ask the
customer questions about cultural needs as this is seen as unprofessional.

True  False 

9. Difficulties or conflict often arise out of misunderstandings. What is this caused by?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Written Questions

10. How can you identify conflict in the workplace?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

11. What are some tips when addressing conflict and misunderstandings?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

12. Answer ‘True’ or ‘False’ to the following statement: Giving someone a free item will not
solve all problems

True  False 

13. Answer ‘True’ or ‘False’ to the following statement: You should always be informal with
all customers as it shows you are friendly. All customers will appreciate this approach.

True  False 

14. What is a cultural difference that a Hindu customer would have in relation to food?
Insert Question

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

15. What are actions you can take to help resolve misunderstandings?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Written Questions

16. Answer ‘True’ or ‘False’ to the following statement: A person from another country
must change their culture to that of the country they are visiting.

True  False 

17. Answer ‘True’ or ‘False’ to the following statement: If you can’t solve a problem, you
should refer it to your manager or supervisor as soon as possible.

True  False 

18. Answer ‘True’ or ‘False’ to the following statement: As soon as a problem is referred to
someone else, you don’t need to follow it up any more.

True  False 

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Answers to Written Questions

Answers to Written Questions


Work in a Socially Diverse Environment – D1.HRS.CL1.19 D1.HOT.CL1.02
D2.TCC.CL1.02

The following are model answers only – Trainers/Assessors must use discretion when
determining whether or not an answer provided by a Student is acceptable or not.

1. People are all different. What are three characteristics that makes one person
different from another?

There are a number of things that make us all different, including:


 The way they live
 Values and principles
 Educational background
 Sporting interests
 Food and beverage tastes
 Lifestyle background
 Place of birth
 Styles of communication
 Religious beliefs
 Their preferred language

2. What are two ways you can improve your knowledge about different cultural
requirements.

 Attend a cultural awareness program


 Talk to people from different cultures and countries
 Reading books, watching DVDs and getting on-line
 Visit embassies and consulates of various countries

3. What are two things you can do to help verbal communication with a customer
who has a little understanding of your language?

 Speak slower to overseas people


 Avoid the use of industry jargon, local terms and expressions
 Try to learn some basic phrases in other languages
 Provide written information in a variety of languages. Where deemed necessary,
many establishments provide a range of service information including maps, price
lists, facilities and menus etc in different languages to assist in this regard.
 Many places also employ multi- or bi-lingual staff to help.

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Answers to Written Questions

4. What are two points for using appropriate verbal and non-verbal communication
when dealing with people from another culture?

 Identify the country and culture


 Take time to plan what to say and how to say it
 Be mindful of your body language
 Avoid industry and establishment jargon
 Avoid local expressions
 Avoid complex statements
 Give the person your full attention
 Use alternative communication strategies to support the verbal communication
 Be alert to feedback from the other person

5. When attempting to overcome language barriers, it is useful to learn a few


simple words in a foreign language. What are three topics in which you could
learn simple words or phrases?

 To greet and welcome


 To farewell and say goodbye
 Count the numbers 1 – 10
 The days of the week and months of the year
 Titles used by people including Mister and Misses
 Basic functions – walk, drive, sleep, eat and drink
 Basic establishment facilities
 Basic products and services
 Methods of transportation

6. Using gestures is an effective way to communicate with someone who does not
speak your language. What are three ways you can use gestures to help a
customer understand?

 Pointing to indicate a location, a position or a menu item


 Holding fingers up to establish quantities
 Rubbing your hands to indicate temperature
 Nodding your head in agreement
 Shaking your head in disagreement
 Using facial expressions to relay your feelings

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Answers to Written Questions

7. What are two examples of written communication you can use to collect
information relating to cultural communication?

 The Internet – type key words/phrases in the search engine


 Media – especially newspapers, radio stations and magazines that are specific to
certain countries
 Local cultural centres
 Local library – books and electronic formats
 Language centres
 Hospitality, industry and events industry groups or organisations
 Government or private training and educational providers
 Purchased or borrowed books.

8. Answer ‘True’ or ‘False’ to the following statement: It is not a good idea to ask
the customer questions about cultural needs as this is seen as unprofessional.

The answer is false. Getting information from customers is a great source of


information.

9. Difficulties or conflict often arise out of misunderstandings. What is this caused


by?

 Poor communication
 Lack of communication
 Intolerance
 Impatience
 Poor judgment
 Conflicting personal values, beliefs and opinions
 Personal prejudices

10. How can you identify conflict in the workplace?

 Personal observation
 Being informed by the person themselves
 Being told by another person that you have upset someone

11. What are some tips when addressing conflict and misunderstandings?

 Quick identification of a misunderstanding


 All possible cultural differences should be taken into consideration
 Resolve the misunderstanding as quickly as possible
 Putting yourself in the other person’s shoes
 Frustration or impatience should be avoided
 Involve the customer in trying to find a solution

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Answers to Written Questions

12. Answer ‘True’ or ‘False’ to the following statement: Giving someone a free item
will not solve all problems

The answer is true.

13. Answer ‘True’ or ‘False’ to the following statement: You should always be
informal with all customers as it shows you are friendly. All customers will
appreciate this approach.

The answer is false.

14. What is a cultural difference that a Hindu customer would have in relation to
food?

 Hindu people will not eat beef products

15. What are actions you can take to help resolve misunderstandings?

 Discussing the issue in a courteous manner


 Speaking directly with the person concerned in a respectful way
 Apologising for offence or misunderstanding that may have been caused
 Taking time to talk with the person concerned
 Asking for advice from the other party
 Seeking advice from a supervisor or manager
 Enrolling in a language class
 Enrolling in other courses to improving cultural awareness or interpersonal skills.

16. Answer ‘True’ or ‘False’ to the following statement: A person from another
country must change their culture to that of the country they are visiting.

The answer is false. They can’t change their culture.

17. Answer ‘True’ or ‘False’ to the following statement: If you can’t solve a problem,
you should refer it to your manager or supervisor as soon as possible.

The answer is true.

18. Answer ‘True’ or ‘False’ to the following statement: As soon as a problem is


referred to someone else, you don’t need to follow it up any more.

The answer is false.

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Observation Checklist

Observation Checklist
Student name
Assessor name
Location/venue
Unit of competency Work in a Socially Diverse Environment
D1.HRS.CL1.19 D1.HOT.CL1.02 D2.TCC.CL1.02
Dates of observation
Instructions 1. Over a period of time observe the student completing each of
the following tasks:
a. Communicate with customers and colleagues from
diverse backgrounds
b. Deal with cross cultural misunderstandings
2. Enter the date on which the tasks were undertaken
3. Place a tick in the box to show they completed each aspect
of the task to the standard expected in the enterprise
4. Complete the feedback sections of the form, if required.

Did the candidate Yes No

Element 1: Communicate with customers and colleagues from diverse backgrounds

Value customers and colleagues from different cultural groups and treat them  
with respect and sensitivity
Take into consideration cultural differences in all verbal and non-verbal  
communication
Attempt to overcome language barriers  
Obtain assistance from colleagues, reference books or outside organisations  
when required
Element 2: Deal with cross cultural misunderstandings

Identify issues which may cause conflict or misunderstanding in the workplace  


Address difficulties with the appropriate people and seek assistance from team  
leaders or others where required
Consider possible cultural differences when difficulties or misunderstandings  
occur
Make efforts to resolve misunderstandings, taking account of cultural  
considerations
Refer issues and problems to the appropriate team leader/supervisor for follow  
up
Did the student’s overall performance meet the standard?  

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Observation Checklist

Feedback to student and trainer/assessor

Strengths:

Improvements needed:

General comments:

Candidate signature Date

Assessor signature Date

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Third Party Statement

Third Party Statement


Student name:

Name of third party: Contact no

Relationship to  Employer  Supervisor  Colleague  Other


student: Please specify:_______________________________________________
Please do not complete the form if you are a relative, close friend or have a conflict of
interest]

Unit of competency: Work in a Socially Diverse Environment


D1.HRS.CL1.19 D1.HOT.CL1.02 D2.TCC.CL1.02

The student is being assessed against industry competency standards and we are seeking
your support in the judgement of their competence.
Please answer these questions as a record of their performance while working with you.
Thank you for your time.

Do you believe the trainee has demonstrated the following skills? Not
Yes No
(tick the correct response] sure

Values customers and colleagues from different cultural groups and   


treats them with respect and sensitivity

Takes into consideration cultural differences in verbal and non-verbal   


communication

Attempts to overcome language barriers   

Obtains assistance from colleagues, reference books or outside   


organisations when required to address communication difficulties
with people from diverse backgrounds

Identifies, addresses and attempts to resolve issues which may cause   


conflict and/or misunderstanding in the workplace

Considers possible cultural differences when workplace difficulties or   


misunderstandings occur

Refers issues and problems to team leader/supervisor for follow up as   


and if necessary

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Third Party Statement

Comments/feedback from Third Party to Trainer/Assessor:

Third party signature: Date:

Send to:

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Competency Recording Sheet

Competency Recording Sheet


Name of Student

Name of Assessor/s

Unit of Competency Work in a Socially Diverse Environment D1.HRS.CL1.19 D1.HOT.CL1.02 D2.TCC.CL1.02

Date assessment commenced

Date assessment finalised

Assessment decision Competent / Not Yet Competent (Circle one)

Follow up action required


(Insert additional work and
assessment required to achieve
competency)

Comments/observations by
assessor/s

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Competency Recording Sheet

Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each Performance Criteria.

Observation 3rd Party Oral Written Work


Element & Performance Criteria Other
of skills Statement Questions Questions Projects

Element 1: Communicate with customers and


colleagues from diverse backgrounds

Value customers and colleagues from different


cultural groups and treat them with respect and
sensitivity

Take into consideration cultural differences in all


verbal and non-verbal communication

Attempt to overcome language barriers

Obtain assistance from colleagues, reference books


or outside organisations when required

Element 2: Deal with cross cultural


misunderstandings

Identify issues which may cause conflict or


misunderstanding in the workplace

Address difficulties with the appropriate people and


seek assistance from team leaders or others where
required

Consider possible cultural differences when difficulties


or misunderstandings occur

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Competency Recording Sheet

Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each Performance Criteria.

Observation 3rd Party Oral Written Work


Element & Performance Criteria Other
of skills Statement Questions Questions Projects

Make efforts to resolve misunderstandings, taking


account of cultural considerations

Refer issues and problems to the appropriate team


leader/supervisor for follow up

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Competency Recording Sheet

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