Within Myself


Increase my awareness of diversity and inclusion

Performance Criteria

 


 

Definitions – what the terms used in this competency mean

  1. Feedback: in an ongoing, informal, or formal context e.g. during assessments. You can use this competency inside and outside the workplace g. in feedback from colleagues (360 degrees), clients, or from your personal network and influencers.
  2. Behaviours: including performance on diversity and inclusion

 


 

Required knowledge

 


 

Example(s) – what might this look like in practice?

 

Advocate for diverse perspectives

Performance Criteria

 


 

Definitions – what the terms used in this competency mean

  1. Perspectives: opinions, cultures, experiences, beliefs, ability, age, gender, roles, friends, affinity groups
  2. Advocacy: behaviour within the workplace should align with organizational values and be in accordance with local legislation (e.g. safety, protected grounds)
  3. Language: verbal, non-verbal (cues, free from words, phrases) and that reflect stereotypical or discriminatory views of people or groups, whether deliberately or inadvertently

 


 

Underpinning knowledge – what do people need to know to be able to demonstrate this competency?

  1. Communication:
    • The role of context in communications.
    • Language that can avoid people feeling excluded.
    • Examples of language that commonly excludes people and why it does this.
  2. Techniques and strategies that help supressed differences to become clear.
  3. Barriers and enablers to openness.
  4. Active listening techniques.
  5. Methods of inquiry, appreciative inquiry techniques.
  6. Emotional intelligence.
  7. Stereotypes, prejudice, bias.
  8. Organizational culture.
  9. Applicable legislation.

 


 

Example(s) – what might this look like in practice?

Adjust and adapt communication styles to be effective in a diverse workplace

Performance Criteria

 


 

Definitions – what the terms used in this competency mean

  1. Communication: formal (e.g. meetings), informal (e.g. social event, breaks, kitchen), spoken (e.g. face to face, phone, virtual), written (e.g. email, chat), body language, space and how we use it, facial expressions, appearance, voice, touch, speed, tone, volume
  2. Perspectives: opinions, cultures, language, ability, age, gender, roles, experiences, beliefs, friends, affinity groups

 


 

Required knowledge

  1. Basic differences in communication styles
  2. Barriers to effective communications (e.g. impact of culture, age, gender, stereotypes etc on communication)
    • Strategies to overcome communication barriers
    • Impact of cultural values on communication (e.g. low context / high context, direct/indirect, collectivist/individualist, hierarchy/equality)
    • How to identify unwritten rules, ways of doing things, norms, organizational culture (specific to organization)
  3. Ways of adapting to different communication styles
  4. Mindfulness: definition and impact

 


 

Example(s) – what might this look like in practice?

Model inclusive behaviour

Performance Criteria

 


 

Required knowledge

  1. Techniques to dispel common myths, perceptions and stereotypes about people, diversity and inclusion
  2. Group work

 


 

Example(s) – what might this look like in practice?

Within My Team


Contribute to inclusive workplace relationships

Performance Criteria – in my team, I…

 


 

Definitions – what the terms used in this competency mean

  1. Perspectives: opinions, cultures, experiences, beliefs, ability, age, gender, roles, networks
  2. Assumptions: stereotypes, prejudice, biases, conscious or unconscious attitudes
  3. Support: coaching, mentoring, training, feedback, recognition, commitment, information, resources, tools

 


 

Required knowledge

  1. Techniques for helping others to adapt their behaviour.
  2. Effective practices for interacting with others within a diverse group.
  3. The elements of Describe-Analyze-Evaluate.
  4. For each of these issues:

You need to know

 


 

Example(s) – what might this look like in practice?

Collaborate in diverse teams to foster productive outcomes

Performance Criteria – in my team, I…

 


 

Definitions – what the terms used in this competency mean

  1. Diverse: (protected grounds under applicable human rights legislation) race, colour, ancestry, creed (religion), place of origin, ethnic origin, age, sex (including pregnancy, breastfeeding), sexual orientation, gender identity, gender expression, age, marital status, family status, disability, record of offences.
  2. Diverse: (other dimensions of diversity) education, work experience, work style, personal habits, management status, work location, job title.

 


 

Required knowledge

  1. The potential performance advantages of diverse teams
  2. Different communication styles
  1. Group facilitation techniques
  2. Team management / leadership principles
  3. Working knowledge of colleagues’ and team members’ preferences, styles, etc.

 


 

Example(s) – what might this look like in practice?

 

Manage issues within diverse groups

Performance Criteria – in my team, I…

 


 

Definitions – what the terms used in this competency mean

  1. Issues: tension, difficulties, misunderstanding, failures of communication, assumptions, inequities, micro-inequities, micro-aggression, conflict.
  2. Dimensions of diversity:
    • Diverse: (protected grounds under applicable human rights legislation) race, colour, ancestry, creed (religion), place of origin, ethnic origin, age, sex (including pregnancy, breastfeeding), sexual orientation, gender identity, gender expression, age, marital status, family status, disability, record of offences.
    • Diverse: (other dimensions of diversity) personality, education, work experience, work style, personal habits, management status, work location, job title.
  3. Assumptions: stereotypes, prejudice, biases, conscious or unconscious attitudes.

 


 

Required knowledge

  1. Sources of potential conflict; differences that may cause misunderstandings or other difficulties
  2. Specific sources of conflict between specific groups
  1. Conflict resolution styles
  2. Conflict resolution techniques

 


 

Example(s) – what might this look like in practice?

Assess performance and capabilities in an inclusive way

Performance Criteria – in my team, I…

 


 

Definitions – what the terms used in this competency mean

  1. Assessment: formal, informal, diagnostic, formative, summative
  2. Feedback: formal, informal, verbal, written
  3. Appropriate ways: appropriate to the assessment criteria, and to the individual’s culture, personality, understanding, ability to express, objectives, career history, expertise
  4. Others: direct reports, peers, supervisors, managers, clients, suppliers
  5. Individual: team member, colleague and peer, candidate, applicant
  6. Evidence: work samples, witness testimony (from colleagues, supervisors, customers, suppliers), video of you performing

 

Required knowledge

  1. Assessment criteria
  2. Giving feedback
  3.  Biases:
    • Common biases related to dimensions of diversity
    • Common cognitive biases that affect decision-making (e.g. confirmation bias)
    • How to identify one’s own biases
  4. Assessment tools and methods
  5. Foreign credential recognition resources and tools
  6. Objective knowledge of the role / task (e.g. required qualifications vs. nice to have)

 


 

Example(s) – what might this look like in practice?

Support learning and development

Performance Criteria – in my team, I…

 


 

Definitions – what the terms used in this competency mean

  1. Person/people: team members, colleagues and peers, supervisors, managers, clients, suppliers.
  2. Feedback: formal, informal, verbal, written.
  3. Appropriate ways: appropriate to the learning required, and to the individual’s culture, personality, understanding, ability to express, objectives, career history, expertise
  4. Support: feedback, learning opportunities, information, resources, time, encouragement, recognition.
  5. Learning opportunities: training, coaching, mentoring, access to learning materials, safe environment in which to practise new behaviours, new challenges, tasks, experiences and responsibilities, stretch assignment.

 


 

Required knowledge

  1. Methods for giving and receiving constructive feedback.
  2. Information and resources that are available to support learning.
  3. The organization’s culture.
  4. Diversity dimensions that affect the process of learning and development.
  5. The strengths of colleagues and team members.
  6. Development methods.
  7. Effect of possible failure on a member of an under-represented group.

 


 

Example(s) – what might this look like in practice?

Within My Organization, Workplace and Community


Foster, promote, support and drive inclusion in my organization

Performance Criteria – in my organization, I…

 


 

Definitions – what the terms used in this competency mean

  1. Stakeholders: relevant community members, shareholders, owners, subcontractors, customers/clients, suppliers

 


 

Required knowledge

  1. The business Case for diversity and inclusion.
  2. D&I strategies to support diverse team and community members.
  3. Bias-aware and inclusive practices.
  4. Inclusive behavioural expectations

 


 

Example – what might this look like in practice?

Achieve results through diversity and inclusion best practices

Performance Criteria – within my organization, I…

 


 

Definitions – what the terms used in this competency mean

  1. Feedback: informal, formal, diagnostic, formative, summative.
  2. Diversifying external relationships: suppliers, customers, community partners.

 


 

Required knowledge

  1. How the organization’s D&I strategy or activities, policies and KPIs support the organizational strategy.
  2. The business case for diversity and inclusion.
  3. D&I best practices.

 


 

Example(s) – what might this look like in practice?

Respond to inappropriate and non-inclusive behaviour

Performance Criteria – within my organization, I…

 


 

Definitions – what the terms used in this competency mean

  1. Inappropriate behaviour: discrimination, bias, harassment, unfairness.
  2. Non-inclusive behaviour: use of words, humour, gestures, other acts or omissions that cause offence.
  3. People: colleagues, employees, superiors, subcontractors, customers/clients, suppliers.

Applies to behaviour relating to:

 


 

Required knowledge

  1. Relevant requirements under Protected Grounds under Human Rights and other legislation for your jurisdiction.
  2. Concepts of discrimination, bias, harassment, equity/equality.
  1. The impact of subtle bias in the workplace and community.
  2. Dimensions of diversity.
  3. Your organization’s policies, rules and regulations and your responsibilities.
  4. Common instances of inappropriate and non-inclusive actions and typical responses to them.
  5. Strategies for addressing discrimination, (subtle) bias, harassment, micro-aggressions.
  6. Sources of information and support.
  7. Systemic barriers and micro-inequities and how to address them.
  8. Inclusive behavioural expectations

 


 

Example(s) – what might this look like in practice?

Influence others to promote, embrace, and progress diversity and inclusion

Performance Criteria – within my organization, I…

 


 

Required knowledge

  1. Expectations of inclusive behaviour.
  2. Diversity and inclusion characteristics of organization, community and stakeholders.
  3. Purposeful diversity and inclusion practices.

 


 

Example(s) – what might this look like in practice?


 

Collaborate on and contribute to organizational and community diversity and inclusion efforts

Performance Criteria – within my organization, I…

 


 

Definitions – what the terms used in this competency mean

  1. Indicators of inclusion: informal (colleague comments), observational (behaviours representation, etc.), formal (conduct surveys, interviews, focus groups, benchmarks).
  2. Stakeholders: relevant community members, shareholders, owners, subcontractors, customers/clients, suppliers.

 


 

Required knowledge

  1. Inclusive behavioural expectations
  2. Inclusive best practices
  3. Relevant initiatives

 


 

Example(s) – what might this look like in practice?

Carry out “The Duty to Accommodate” diverse needs

Performance Criteria – within my organization, I…

 


 

Definitions – what the terms used in this competency mean

  1. Barriers: policies, rules, procedures, practices that have a negative impact on people’s needs that are based on Protected Grounds (e.g. creed (religion), sex (including pregnancy, breastfeeding), age, disability, etc.)
  2. People: colleagues, employees, subcontractors, customers/clients, suppliers.
  3. Impact: effectiveness, physical, socio-cultural, financial, convenience, efficiency.

 


 

Required knowledge

  1. Relevant requirements under Protected Grounds under Human Rights and other legislation for your jurisdiction (for example AODA or equivalent local legislation).
  2. Your organization’s policies and HR procedures.
  3. Relevant common requests for accommodation.
  4. Good practice in developing win-win solutions when accommodating diverse needs.
  5. Sources of advice, support and training.
  6. Inclusive behavioural expectations.

 


 

Example(s) – what might this look like in practice?