Indigenous Action Plan201114 SummAryANZ Indigenous .docx

Indigenous Action Plan
2011/14 SummAry
ANZ Indigenous Action Plan
2011-2014
Summary
The ANZ Indigenous Action Plan outlines the specific
commitments ANZ will make over the next three years in the
areas of Indigenous employment, cultural recognition and
capability, financial capability and inclusion as well as
capacity building in areas that are directly related to our
business, our staff and the communities in which we operate.
The Plan builds on our achievements over the past four years
under our previous three Reconciliation Action
Plans (RAPs).
By delivering on these commitments, our aim is to contribute to
increased financial and social well-being for Aboriginal
and Torres Strait Islander peoples. These commitments also
reflect ANZ’s corporate responsibility priorities and our
approach to human rights.
Summary of our key commitments:
1. Employment
To employ, develop and promote Indigenous people to establish

a team that is representative of the communities in
which we live, work and operate.
Task Timeline CR Framework
alignment
Element
Produce ANZ’s inaugural Indigenous Employment Strategy. Dec
2012 Responsible
Growth/
Responsible
Practices
Australian Employment Covenant employment opportunities
for Indigenous Australians. This includes:
• Making available 176 roles for graduates of the Indigenous
trainee programs
• Direct employment of 176 Indigenous staff.
Dec 2008 –
Dec 2012
Individual
Prosperity
/ Education and
Employment
Ongoing Indigenous employment opportunities. Recruit 100
Indigenous staff per year to ANZ roles.
Dec 2012 –
Dec 2014

Individual
Prosperity
/ Education and
Employment
Recruit 100 Indigenous Trainees per year. Dec 2014 Individual
Prosperity/
Education and
Employment
20 Indigenous staff in management positions – Engagement
and retention of current Indigenous employees to be
developed and promoted to leadership positions.
Dec 2014 Individual
Prosperity/
Education and
Employment
Recruit 5 Indigenous candidates to ANZ Graduate Programs
per year.
Dec 2014 Individual
Prosperity
/Education and
Employment
Introduce ANZ Cadetship Program targeting Indigenous
University students
Dec 2012 Individual
Prosperity/
Education and
Employment
2. Cultural Recognition & Capability

To improve our understanding of Indigenous culture to enable
us to better meet the needs of our customers.
alignment
Element
Make available 24 cultural capability workshops to ANZ
per year.
Dec 2014 Responsible
Growth/
Responsible
Practices
Individual Prosperity Creating pathways to prosperity through
innovative education, employment,
financial skills development and wealth-building programs with
a particular focus on
disadvantaged and vulnerable communities.
Thriving Communities Strengthening employee engagement,
championing the development of local leaders
and contributing skills and resources to address local issues
aligned with our priorities.
Responsible Growth Being a role model for responsible business
growth and business behaviour and making
decisions that balance economic, social and environmental
considerations in every
market across our ‘super-region’.
• ANZ is committed to attracting and retaining a diverse
workforce that reflects our customer

base, and is focused on providing an inclusive culture where all
employees are able to
fully contribute to the best of their ability. The Action Plan
contains goals to build greater
understanding within the organisation of Indigenous issues This
will include targeted events
and cultural capability programs for ANZ employees, from the
people that serve our customers
every day, right through to senior management.
• The success of our commitments in this Action Plan depends
not only on the programs
we have in place, but also the strength of our relationship with
Indigenous communities
and consumers. The Action Plan contains goals to build local
relationships between ANZ,
Indigenous communities and consumers via our Local
Indigenous Action Plan program.
• Helping to improve the social and economic wellbeing of
Indigenous Australians is a key
part of ANZ’s overall social responsibility. And because
measures contained in the Action
Plan are closely related to the business we also expect the
success of these new and existing
initiatives to translate over time into direct benefits for the
business and for Indigenous people.
For example, employing more Indigenous people and building
our understanding of the
experience of Indigenous consumers will help us better meet the
needs of those customers
and earn their trust and respect.
Cover Photo - Emma McDonald Assistant Manager ANZ
Regional & Commercial Banking Moree, Sinoma Gilbert
Service Quality

Manager Retail Banking ANZ Sydney CBD Region, Josh Riley
Indigenous Recruitment Officer ANZ Indigenous Employment
Sydney.
Aligning with ANZ’s Corporate Responsibility Framework:
Our commitments in this Indigenous Action Plan (IAP) align
with ANZ’s overarching Corporate Responsibility
Framework, specifically the priority areas of Individual
Prosperity, Thriving Communities and Responsible Practices.
For more information on our approach see anz.com/cr.
Recognition of Reconciliation Australia RAP program:
ANZ recognises the growing Reconciliation Action Plan
community under the auspices of the Reconciliation
Action Plan program, and the emerging RAP format which
focuses on the elements of Relationships, Respect and
Opportunities. This updated ANZ Indigenous Action Plan also
aligns ANZ’s commitments with these elements.
Respect
Relationship
Opportunities
Australia and New Zealand Banking Group Limited (ANZ) ABN
11 005 357 522. Australian Credit Licence Number 234527.
ANZ’s colour blue is a trade mark
of ANZ. Item No. 87856 06.2012 W276019
Summary of our key commitments (continued):

3. Financial Capability & Inclusion
To continue to expand our commitment to improve financial
capability and inclusion, and work with Indigenous partners
and Government to develop and implement effective programs.
alignment
Element
Continue to roll-out Money Business financial capability
materials in partnership with Australian Government and
local service providers.
Ongoing Individual
Prosperity
/ Financial
Capability
Investigate customer service solutions for Indigenous
customers living in remote areas.
Sept 2012 Responsible
Growth/
Responsible
Practices
4. Capacity Building
To build our own capacity to serve Indigenous customers as
well as assist Indigenous organisations improve their own
capacity, governance and business skills.
alignment

Element
Develop a co-ordinated ANZ approach for engaging the
emerging Indigenous customer segment.
Growth/
Responsible
Practices
Local Indigenous Action Plans (LIAPs) developed and
maintained in an additional 10 districts each year.
Growth/
Responsible
Practices
ANZ Australian Division Diversity Council to guide,
implement and manage ANZ IAP programs. IAP to be made
available to all staff and the public through websites. IAP
progress to be tabled annually through CR reporting.
Growth/
Responsible
Practices
For more detailed information about ANZ’s programs in support
of Indigenous Australians and our progress to date,
see www.anz.com/cr.
IRHR3035 Managing Diversity

Workshop 8
Employing Indigenous Australians
Prepared by Sidsel Grimstad
Date: 2 May 2016
1
Programme for today
Echolecture on Employing Indigenous Australians by Dr.
Sharlene Leroy-Dyer - To be watched at home
2. Feedback on group presentations on Cultural Diversity
Diversity
3. Summary of lecture and frameworks to change Indigenous
Disadvantage.
4. Efforts to change Indigenous Disadvantage - Activity 1 and 2
5. Knowledge about local Indigenous People’s Advancements
News about Wollotuka Institute at UON From NITV Oct 2015
https://www.youtube.com/watch?v=r0QJxWg4GbU
May 2, 2016
Prepared by: Dr. Sidsel Grimstad
2

2
First- “We are better than this”
Stan Grant’s passionate speech at the IQ2 Ethics Centre in
December 2015
Posted in January 2016
https://www.youtube.com/watch?v=uEOssW1rw0I
Viewed by almost 400.000 people since January 2016 – a new
focus/interest also due to the discussion around Aboriginal
Recognition in the Constitution
Stan Grant was recently appointed to the 16-member
Referendum Council designed to give bipartisan advice on
constitutional -indigenous recognition.
May 2, 2016
3
Indigenous Population (2011 ABS
Census)JurisdictionAboriginal PopulationProp of Aboriginal
population %Prop of total population
%NSW16191029.42.3Victoria358946.50.7Queensland15645428.
43.6W A7485913.63.4S A
297755.41.8Tasmania196413.63.9ACT45990.81.3Northern
Territory6744112.230.2Australia5508181002.5
Anything that people did not know here ? Why Important?
May 2, 2016
4

4
Employing Indigenous Australians
Aboriginal and Torres Strait Islander peoples are the most
disadvantaged in the Australian community:
Historically excluded from the social security, industrial
relations and education systems amongst others
Unemployment rate three times higher than the national average
Federal and state governments working to
reduce the disadvantage with proactive policies
for employing Aboriginal and Torres Strait
Islander peoples
5
May 2, 2016
Stolen wages cases
5
Use of the Terms - Indigenous Australians
In Australia, the term Indigenous refers to people who are of
Aboriginal and/or Torres Strait Islander origin. The Indigenous
community of Australia is diverse and comprised of a wide
range of cultural groups speaking many different languages.
Only Australian Aboriginal people write their cultural name
with a capital A!. You can have aboriginal peoples in other
countries meaning the same as indigenous, but this is NOT
written with capital A.

6
May 2, 2016
Indigenous Australians
The term Indigenous is a term that has evolved through
international law to acknowledge the particular relationship of
the original inhabitants of a country or geographical region to
their lands. In Australia, the term Indigenous refers to people
who are of Aboriginal and/or Torres Strait Islander origin. The
Indigenous community of Australia is diverse and comprised of
a wide range of cultural groups speaking many different
languages.
6
Background
Aboriginal and Torres Strait Islander peoples have:
low rates of labour force participation
high rates of unemployment
Low job related skills
high job turnover
relatively low wages
Long durations of unemployment
low health standards
low levels of education attainment
Are more likely to be victims of crime
May 2, 2016
7

7
Disadvantage Faced
Disadvantaged in:
Employment, Health, Housing, education
Why?
Destruction of traditional lifestyle, Economic and cultural
activities
Dispossession of land, waterways
Exclusion from mainstream society
May 2, 2016
8
The disadvantage experienced by Aboriginal and Torres Strait
Islander peoples in employment, health, housing and education
is a consequence of the widespread destruction of their
traditional economic and cultural activities (Dockery & Milsom
2007), the dispossession of their land and waterways, and their
subsequent exclusion from mainstream society (Sully 1997).
8
Labour market disadvantage
Inferior employment outcomes largely the result of:
low levels of education
poor health
poor housing,
living in remote communities with poor levels of support and

infrastructure.
How would these factors affect employment opportunities?
May 2, 2016
9
“There is long standing evidence that many Indigenous people
face major barriers to employment that cannot be overcome with
short term pre employment training” (Jordon & Mavec
2010:23).
9
Diversity strategies
Diversity strategies are based on the principles of social justice
and give an organisation a competitive advantage
It is important that diversity strategies or programs contain
targets for organisations to meet
The NSW government target for Aboriginal and Torres Strait
Islander peoples is 2 per cent
Diversity strategies, when implemented in line with the
organisation’s strategic directions, can help organisations reach
this target
May 2, 2016
10
10

Indigenous Employment Strategies
Indigenous Diversity strategies should include:
A Reconciliation Statement of Commitment and/or
A Reconciliation Action Plan (RAP) and
An Indigenous Employment Strategy (IES).
Example ANZ:
http://www.anz.com.au/about-us/corporate-
responsibility/framework/responsible-practices/indigenous-
action-plan/
May 2, 2016
11
11
ANZ’s commitment: ANZ’s Reconciliation Action Plan 2011 -
2014
ANZ’s Reconciliation Action Plan sets out specific and
measurable steps ANZ will take to:
increase employment opportunities for Indigenous Australians
improve financial literacy and inclusion
improve cultural recognition and awareness among ANZ people,
and build the capacity of Indigenous organisations supporting
financial inclusion objectives
Let’s study what they want to do:
https://www.anz.com/resources/b/8/b88e62004bb3e854b47efec9
6010cd62/Indigenous_IAP.pdf

May 2, 2016
12
ANZ Reconciliation Plan 2011 - 2014
What activities/initiatives can be argued as a business case for
ANZ?
What activities are implemented to attract, recruit and retain
Indigenous Employees?
May 2, 2016
13
Reconciliation Action Plan
Organisations from different backgrounds have developed RAPs
Organisations have developed specific action plans in the form
of RAP’s. Only 19 of the top100 Australian listed companies
have one though!
These organisations include
ANZ Bank
National Australia Bank (NAB)
Qantas
NRL
AFL
Government departments and small businesses
UON has one too
http://www.newcastle.edu.au/Resources/Institutes/Wollotuka/In
digenous%20Collaboration/rec-action-plan.pdf

May 2, 2016
14
Print out ANZ Indigenous Action Plan (saved to lecture folder)
and perhaps put on projector.
14
Indigenous Employment Strategy
An Indigenous Employment Strategy (IES) is a specific
statement of practical measures to attract, employ and retain
Indigenous employees
It should play a part in redressing the past practices that have
contributed to the unequal status of Aboriginal and Torres Strait
Islander peoples.
An IES needs to contribute to the social capital and future
empowerment of Aboriginal and Torres Strait Islander peoples
May 2, 2016
15
15
Indigenous Employment Strategy
Recruitment, selection and retention are the most important
aspects of any IES
The strategy should outline which positions are targeted and
whose responsibility it is to ensure that the strategy is carried
out
Strategy should contain a cultural enlightenment component for

non Aboriginal employees
Strategy needs to include mentoring / support mechanism
May 2, 2016
16
ANZ’s for example includes: Commitments, support &
development, indigenous employment and specified employment
opportunities.
16
Mentoring Indigenous Workers – What’s Different?
Mentoring – multiple definitions, widely used, significant US
research but limited in Australia.
One definition = “A relationship between a young adult and an
older, more experienced adult that helps the younger individual
learn to navigate in the adult world and the world of work. A
mentor supports, guides and counsels the young adult as he or
she accomplishes this important task” (Kram 1985:2)
Why is mentoring Indigenous workers different?
About relationships (who the mentor is, not what they are)
Greater positive impact on career development
Same race mentoring provides greater sense of identification for
the mentee
Direct supervisors do not make good mentors
Greater barriers to overcome: e.g. stereotyping
Cultural and social disadvantage including systematic exclusion
has led to distrust that is hard to overcome
Generational disadvantage – unable to see value of work
Outreach to communities leads to “work and community”
balance (Burgess and Dyer, 2009)
May 2, 2016

17
17
ObjectiveStrategyResponsibilityTo promote workplace X as an
Aboriginal and Torres Strait Islander employer of choiceLiaise
with external agencies and internal marketing to provide ATSI
friendly advertising that show satisfied Indigenous
workersIndigenous Employment Coordinator
Indigenous Community Engagement Officer
Equity and Diversity Officer
Human Resource CoordinatorTo provide career development
options for existing and newly recruited Aboriginal and Torres
Strait Islander staffProvide cadetships through NCIP programme
Provide career progression planning for existing staff
Mentoring supportIndigenous Employment Coordinator
Human Resources CoordinatorTo maximise retention of ATSI
employees by offering culturally sensitive, supportive and
rewarding environment Provide non-indigenous staff with
cultural awareness training
Ensure that organisational policies and procedures are culturally
sensitiveSenior management
Indigenous Employment Coordinator
Human Resource Coordinator
May 2, 2016
18
Elements in an indigenous employment strategy
Activity 2 – Analysing company efforts

Compare and analyse accessible information on Indigenous
Employment Strategies and Plans of the following companies
Rio Tinto Iron Ore
National Australia Bank
Wesfarmers
How do they argue the business case for improving Indigenous
employment?
What activities do they suggest to attract, recruit and retain
Indigenous employees?
Critically assess the initiatives, how do you think they would
work ?
May 2, 2016
19
Knowledge about Aboriginal Peoples in Hunter Newcastle
Region
Population
Local tribes
UoN’s great achievements
The Wollotuka Institute global recognition as a tertiary
education institution From NITV Oct 2015
https://www.youtube.com/watch?v=r0QJxWg4GbU
History of Wollotuka youtube
May 2, 2016
20
Indigenous Population (2011 ABS
Census)JurisdictionAboriginal PopulationProp of Aboriginal

population %Prop of total population
%NSW16191029.42.3Victoria358946.50.7Queensland15645428.
43.6W A7485913.63.4S A
297755.41.8Tasmania196413.63.9ACT45990.81.3Northern
Territory6744112.230.2Australia5508181002.5
Anything that people did not know here ? Why Important?
May 2, 2016
21
21
Hunter Region Aboriginal Tribes
May 2, 2016
22
Useful References
Appo, D and Hartel, C (2003) ‘Questioning management
paradigms that deal with Aboriginal development programs in
Australia’ Asia Pacific Journal of Human Resources, vol.41,
no.1, pp.36-50.
Burgess, J. and Dyer, S. (2009) “Workplace Mentoring for
Indigenous Australians: A Case Study”, Equal Opportunities
International, 28(6): 465-485.
Kram, K.E. (1985) Mentoring at Work: Developmental
Relationships in Organisational Life, Scott Foresman,
Glenview, USA.
Norris, R (2001) ‘From bad to worse? The development of

Australian Indigenous employment disadvantage’ in D. Kelly
(ed) Proceedings of the 15th AIRAANZ Conference, Volume 1:
Refereed Papers, pp. 242- 249
Ostenfeld, S, Le Queux, S and Reichard, L (2001) ‘ Breadline’
and ‘sitdown’ money: The Aboriginal and islander peoples,
employment and industrial relations’ in D. Kelly (ed)
Proceedings of the 15th AIRAANZ Conference, Volume 1:
Refereed Papers, pp. 257-264.
May 2, 2016
23
Workshop 8
Employing Aboriginal and Torres Strait Islander peoples
Prepared by Sharlene Leroy-Dyer
Lecturer – The Wollotuka Institute
Date: 21st April 2016
The
Institute
1
Acknowledgement of Country

I would like to acknowledge that University of Newcastle is on
the traditional lands of the Awabakal & Darkinjung peoples.
I would like to acknowledge the ongoing sovereignty of
Aboriginal peoples over these lands and pay my respects to the
elders both past, present and future, for they hold the memories,
the traditions, the culture and hopes of Aboriginal Australia.
This land is, was and always will be traditional Aboriginal land.
2
The
Institute
2
Introduction to Lecturer
Sharlene Leroy-Dyer
Proud Aboriginal woman from the Guringai, Gadigal, Dhurag
and Wiradjuri peoples of NSW
Just complete a PhD in Management at UoN
Thesis title: Private-sector employment programs for Aboriginal
and Torres Strait Islander peoples: Comparative case studies
Wrote Chapter 11 of text book - Strachan, G., French, E. and
Burgess, J. (eds) (2010) Managing Diversity in Australia,
McGraw-Hill Australia, North Ryde,
3
The
Institute
So some of the lecture material will be taken from the chapter
and some will be taken from my Thesis as the information is

more up to date.
3
Terminology
Aboriginals and Torres Strait Islanders are referred to as
‘peoples’ in recognition of the fact that Aboriginals and Torres
Strait Islanders have a collective, rather than purely individual,
dimension to their livelihoods.
The Australian Government uses the term Indigenous to refer to
Aboriginal and Torres Strait Island peoples in legislation and
other official documents (and similarly defines the term for
legal purposes), so when government documents or policies are
referred to the word Indigenous has been maintained for the
sake of consistency.
I also use the term Aboriginal and Torres Strait Islander, as
those who identify within these groups prefer the use of these
words, as do I.
4
The
Institute
4
Background
Aboriginal and Torres Strait Islander peoples are by
conventional labour market criteria one of the most
disadvantaged groups in Australia.
This disadvantage is a direct result of European invasion.
Historically, Aboriginal and Torres Strait Islander peoples have
been systematically excluded from many institutions of
Australian society such as social security, industrial relations

and education systems
5
The
Institute
Aboriginal and Torres Strait Islanders are not a homogenous
group of people, prior to invasion there were over 600 nations
throughout Australia each with their own territory, language and
customs. Most of the problems facing Aboriginal peoples today
stem from the generations of oppression and have resulted in a
lack of trust of white society.
5
Results of Exclusion
Aboriginal and Torres Strait Islander peoples have:
low rates of labour force participation
high rates of unemployment
Low job related skills
high job turnover
relatively low wages
Long durations of unemployment
low health standards
low levels of education attainment
Are more likely to be victims of crime
6
The
Institute
According to the Australian Bureau of Statistics (2011)
“Neither the Aboriginal and Torres Strait Islander labour force
participation rate or the unemployment rate compares

favourably to the equivalent non-Indigenous rates”. Through
relatively high unemployment rates and a relatively long
unemployment duration, there are adverse social consequences
including being a victim of crime, not engaging in training or
study and being prone to health problems (Hunter, 2000).
6
Disadvantage Faced
Disadvantaged in:
Employment, Health, Housing, education
Why?
Destruction of traditional lifestyle, Economic and cultural
activities
Dispossession of land, waterways
Exclusion from mainstream society
The
Institute
The disadvantage experienced by Aboriginal and Torres Strait
Islander peoples in employment, health, housing and education
is a consequence of the widespread destruction of their
traditional economic and cultural activities, the dispossession of
their land and waterways, and their subsequent exclusion from
mainstream society. This exclusion has led to Aboriginal and
Torres Strait Islander peoples being marginalised, with a long
historical legacy to overcome.
7
ABS 2015 - Unemployment rate by Indigenous status

8
The
Institute
Labour market participation rates, job related skills,
qualifications and income are all well below those of the non-
Indigenous population. Aboriginal and Torres Strait Islander
people are more than three times as likely as non-Indigenous to
be unemployed, 17.2% compared with 5.5% - a gap of 11.7
percentage points. The unemployment rate for Aboriginal and
Torres Strait Islander peoples is three times the national
average. In fact, Aboriginal and Torres Strait Islander peoples
have the highest unemployment rates of any group in the
Australian labour market, with relatively long durations of
unemployment.
8
Labour Force Participation Rates by Indigenous Status 2011
9
The
Institute
According to 2011 Census of Population and Housing, there is a
considerable gap between the labour force outcomes of
Aboriginal and Torres Strait Islander peoples and those of non-
Indigenous Australians. The following graphs show that 56% of
Aboriginal and Torres Strait Islander working age people were
participating in the labour force.

9
Labour Force Status By Indigenous Status 2011
10Labour Force Status Aboriginal and Torres Strait Islander
people %Non-Indigenous people %Employed
46.272.2Unemployed 9.64.2Not in the labour force
44.123.6Total 100.0100.0Total (no.) 315 23013 195
580%%Labour force participation rate (c)
55.976.4Unemployment rate (d) 17.25.5
The
Institute
When comparing the Aboriginal and Torres Strait Islander
labour force participation rate and the unemployment rate to
those of non-Indigenous Australians, it is clear that the gap is
not closing. The Aboriginal and Torres Strait Islander labour
force participation rate is 20.5 percentage points lower than the
non-Indigenous rate (55.8% compared to 76.4%). In addition,
the unemployment rate is more than three times higher (11.7
percentage points) than the non-Indigenous rate (17.2%
compared with 5.5%) (Australian Bureau of Statistics, 2014).
10
Labour market disadvantage
Inferior employment outcomes largely the result of:
low levels of education
poor health
poor housing
living in remote communities with poor levels of support and
infrastructure.

11
The
Institute
As well as having the highest unemployment rate of any group,
Aboriginal and Torres Strait Islander peoples have the lowest
levels of education, housing and community services in
Australia, which produces adverse social consequences.
Aboriginal and Torres Strait Islander peoples (like some other
groups of other socially disadvantaged people) are more 22%
likely to be victims of crime, they often miss out on even basic
levels of education and training, and are prone to a range of
health problems
The under-resourcing of Aboriginal and Torres Strait Islander
education has contributed to low levels of English literacy over
many decades and low levels of education attainment can create
huge obstacles to participation in mainstream employment.
Therefore for some Aboriginal and Torres Strait Islander
peoples inadequate literacy and numeracy combined long term
unemployment can put even in low-skilled occupations out of
reach.
11
Labour market disadvantage: Another Explanation
Aboriginal and Torres Strait Islander peoples are not offered
jobs or are ranked so low on the list of candidates that they
rarely get the chance to accept a job. Why?
Some believe Aboriginal and Torres Strait Islander people have
such low skill levels that they are unable to perform well at any
job.
This is not the case. Aboriginal people want to learn and want
to work, but in some instances are not given the chance to do
so.

Discrimination remains a factor that prevents Aboriginal and
Torres Strait Islander peoples from gaining meaningful
employment
12
The
Institute
Another explanation for inferior employment outcomes is that in
many cases Aboriginal and Torres Strait Islander peoples simply
are not offered jobs or they rank so low on the list of candidates
that they rarely get the chance to accept a job. Dominant images
from 1788 until present times have depicted Aboriginal men as
lazy and women as ‘slave-drudges’. This has resulted in the
misconception by some in the Australian community that
Aboriginal and Torres Strait Islander peoples do not want to
work. They are depicted as lazy and stereotyped as ‘bludgers’
who decline work and want to go ‘walkabout’. McGrath (1995,
pp. 34-35) states that “representations of Aboriginal labour have
never been fresh or objective…and many of the representations
had to do with the colonial preoccupation with a social order”.
Representations we not just mistakes, they were a conscious
contrived actions which “simultaneously ratified the ideals of
the dominant culture and debunked those of the dispossessed”
by doing so it discredited the validity of traditional Aboriginal
economy.
Another misconception is that Aboriginal and Torres Strait
Islander peoples have such low skill levels that they are unable
to perform well at any job. This is not the case. Aboriginal and
Torres Strait Islander peoples want to learn and want to work,
but in some instances are not given the chance to do so. Some
Aboriginal and Torres Strait Islanders become discouraged
jobseekers, and will withdraw from the labour market. For the
most part they want to work, but are not actively looking for
work as the cost of finding a job outweighs the probability of

finding a job. There may be no jobs for people with their skills,
or no jobs in close proximity to where they live and are
reluctant to relocate due to disconnection with land and family.
They might also feel they will be discriminated against (Savvas
et al., 2011). Therefore discrimination remains a factor that
prevents Aboriginal and Torres Strait Islander peoples from
gaining meaningful employment (Gregory, 2006).
12
Statistical Discrimination
Aboriginal and Torres Strait Islander peoples are more likely to
hold lower status, lower paid jobs
Less chance of promotion, training and career opportunities
Less likely to obtain their preferred job
Not always due to lack of education or qualifications
Why?
Prejudice
stereotypes
Avoid training costs
Preference of white Australia
13
The
Institute
Aboriginal and Torres Strait Islander peoples are far “more
likely to hold lower-status, lower-paid jobs with less chance of
promotion, training and career opportunities” (Kirton & Greene,
2005, p. 54). They are far less likely to be successful in
obtaining the kind of job they want, and it is not always due to
lack of education or qualifications. According to Becker (1971)
who developed a model of employer behaviour, employers are

prejudiced against certain groups of workers. Due to costs
incurred when employing people, employers will hire fewer
people from the discriminated group to avoid cost. Becker
(1971) calls this ‘statistical discrimination’. Stereotypes are
bound up with perceptions of what is acceptable in an
employee, and generally leads to a preference for a white man
or woman over a person from a minority group (Cockburn,
1991).
As Kirton and Greene (2005, p. 72) suggest, “discriminatory
practices are socially constructed, and involve a racialised
discourse which stereotypes and stigmatises minority groups”.
Thus a vicious cycle exists where occupational segregation is
perpetuated and jobs become stereotyped through a combination
of institutional discrimination and limited expectations of job
seekers themselves.
13
Key Policies Timeline since 1967
14
The
Institute
The next two slides give an overview of the key policy
timelines since the 1967 referendum.
The 1967 referendum saw the granting of a concurrent power to
the Commonwealth, enabling the Commonwealth Government to
make laws for ‘Aboriginal people’ no matter where in Australia
they lived. Prior to this, individual states made laws for
Aboriginal people. ‘
14

Key Policies Timeline since 1967
15
The
Institute
15
AEDP 1985
16
The
Institute
The AEDP had a ‘primary focus on employment and
development and contained a range of Aboriginal employment,
training, education and economic resource programs’
(Australian Government, 1987a). The broad objective of the
AEDP was ‘employment and income equity’ for Aboriginal
Australians by the year 2000
But even the government succeeded there was no way
employment equity could be reached by the year 2000. Public
sector employment remained high
16
IEP - 1999
17
The
Institute

he Indigenous Employment Policy was announced in May 1999
and, like its predecessor, was an umbrella program that
incorporated a range of Indigenous-specific programs. Some of
the components of the new IEP were the CDEP, the Corporate
Leaders for Indigenous Employment Project (CLIEP),
Structured Training and Employment Project (STEP), Wage
Assistance, the National Indigenous Cadetship Project (NICP),
the Indigenous Small Business Fund (ISBF) and the Voluntary
Service to Indigenous Communities Foundation (VSICF). The
overall policy objectives were to increase the level of
Aboriginal and Torres Strait Islander participation in private-
sector employment, improve outcomes for Indigenous job-
seekers and support the development and expansion of
Indigenous small business
17
Reducing Labour Market Disadvantage
Governments and private sector offer a range of labour market
programs including:
CDEP – community development employment programs (now
only in remote locations – but see Norris, 2001)
CLIEP - Corporate leaders for indigenous employment program
STEP – structured training and employment projects
NCIP – national Indigenous cadetships program
NCAP – new careers for Aboriginal people program
ICV – Indigenous Community volunteers
AEC – fifty thousand jobs.com
AES – Aboriginal employment strategy
18
The
Institute

CDEP - The original aim of the CDEP which was introduced in
1977 was to create local employment opportunities in remote
Indigenous communities where there was not much employment
on offer. Helps Indigenous job seekers to gain the skills,
training and capabilities needed to find sustainable employment
and improves the economic and social well-being of
communities. CDEP is one of the key Indigenous employment
programs contributing to the Australian Government’s aim of
halving the gap between Indigenous and non-Indigenous
employment within a decade. The CDEP program provides
services and projects through two streams: the Work Readiness
Stream and the Community Development Stream (FaHCSIA
2012b). The CDEP is linked to welfare support for the
unemployed, and participants in the program receive welfare
support payments in exchange for employment in the
community programs. Norris states little more than work-for-
dole scheme and offers on part time employment.
CLIEP - an initiative where private sector employers sign a
statement in which they make a public commitment to
employing Indigenous people. An MOU and formal contract are
developed by the organisation and DEEWR. This contract
provides funding for businesses that employ Aboriginal and
Torres Strait Islander peoples. This would include pre
employment training, cross cultural awareness, and mentoring
programs
STEP – government funded project that provides flexible
funding to eligible employers, including structured and
accredited training, to help employers take on Indigenous
Australians in long-term jobs. Currently $2200 at
commencement and $2200 in 3 further payments at 13 weeks, 26
weeks and on successful completion of training.
NCIP - an Australian Government initiative that improves the
professional employment prospects of Aboriginal and Torres
Strait Islander peoples. It links Aboriginal and Torres Strait
Islander tertiary students with employers in a cadetship

arrangement involving full-time study and negotiated work
placements (DEEWR 2012), and ongoing employment once they
finish their studies (NICP 2012). Cadetships enable Aboriginal
and Torres Strait Islander students to gain the professional
qualifications and experience needed for a range of jobs in the
private, public and community sectors and assists them to move
into employment on completion of their studies.
NCAP - The NSW Department of Education and Communities
funds organisations to employ and train people as NCAP
officers. An NCAP officer’s role is to assist Aboriginal people
into employment and /or training. NCAP officers are
Aboriginal people who have the ability to provide training and
employment assistance and advice, and who know and are
sensitive to the needs of Aboriginal communities.
ICV (Indigenous Community Volunteers) - Is a non-government
organisation which partners with Aboriginal and Torres Strait
Islander communities to develop community and human
capacity in order to improve the quality-of-life, health, social
and economic wellbeing of the community. ICV develops strong
relationships in the communities that they work with in order to
identify skills and assets within the community.
AEC – launched in 2008 by mining mogul Andrew Forrest, the
AEC’s goal was to create 50 000 jobs for Indigenous
Australians within 2 years. The AEC was an industry-led
initiative that aimed at driving engagement and partnerships to
develop commitments to tackle Indigenous disadvantage. The
Government funded the AEC to the amount of $20.9 million for
the first 3 years, with a further expectation of $200 million in
order for the AEC to reach its target of 50 000 jobs. After 2
years only 2800 Indigenous people had been placed in jobs, so
the level of actual job creation under the scheme was quite low.
In 2011, the AEC was entering into its second phase of
operation, with a shift away from capturing commitments from
employers to focus on activating vacancies by supporting
employers to develop real employment opportunities for
Indigenous job-seekers and creating supportive workplaces

In 2013, the Auditor General produced an audit report of the
Government’s contribution to the AEC. In March 2013 the AEC
reported that more than 330 employers had made public
commitments to assist Indigenous job-seekers. In addition,
employers had made public commitments of over 60 000 jobs
that had led to 14 000 job placements. The Government reported
that it had allocated $150 million in support for the AEC
through direct funding and through the IEP. The AEC has now
amalgamated into Generation One
AES - The AES is a 100% Indigenous managed, national, not -
for -profit Recruitment Company. According to the AES, being
wholly Indigenous gives them the “know how" to match the
right career seekers to the right opportunities, to achieve great
retention rates.
18
Closing the Gap
March 2008 Federal Govt announced its newest initiative to
reform and improve Aboriginal and Torres Strait Islander
disadvantage
COAG has set six high level targets for “Closing the Gap” of
Indigenous disadvantage, each having specific timeframes.
19
The
Institute
In March 2009 the federal government announced its newest
initiative to reform and improve Indigenous employment: ‘The
Australian government has committed to halving the gap
between Indigenous and non-Indigenous employment outcomes
within a decade’ (O’Connor, 2009). “Closing the Gap” is a
commitment by all Australian governments to improve the lives

of Indigenous Australians and in particular provides a better
future for Indigenous children. COAG has set six high level
targets for “Closing the Gap” of Indigenous disadvantage, each
having specific timeframes. An important target and the one
that is of most concern to this study is COAG target 6, which is
to “halve the gap in employment outcomes between Indigenous
and non-Indigenous Australians within a decade” (Council of
Australian Governments, 2011, p. 12). According to the COAG
Reform Council, this is interpreted to mean halving the gap in
the employment to population ratio (COAG Reform Council,
2010).
19
Closing the Gap targets
They are to:
close the gap in life expectancy within a generation (by 2031);
halve the gap in mortality rates for Indigenous children under
five by 2018;
ensure access to early childhood education for all Indigenous
four year olds in remote communities by 2013;
halve the gap in reading, writing and numeracy achievements
for children by 2018;
halve the gap for Indigenous students in Year 12 (or equivalent)
attainment rates by 2020; and
halve the gap in employment outcomes between Indigenous and
other Australians by 2018.
20
The
Institute
The target that is of most concern to this lecture is COAG target
6, which is to “halve the gap in employment outcomes between
Indigenous and non-Indigenous Australians within a decade”

(Council of Australian Governments, 2011, p. 12). According to
the COAG Reform Council, this is interpreted to mean halving
the gap in the employment to population ratio (COAG Reform
Council, 2010). ‘The Australian Government has committed to
halving the gap between Indigenous and non-Indigenous
employment outcomes within a decade’ (O’Connor, 2009).
These initiatives were aimed at increasing employment among
Aboriginal and Torres Strait Islander peoples and, therefore,
their economic situation. This Government initiative focused on
collaborative consultation with key stakeholders, especially
Aboriginal and Torres Strait Islander communities,
organisations and individuals, to deliver a broad range of
projects suited to their local circumstances and focusing on the
best employment outcomes (O’Connor, 2009).
There is no quick fix or one approach that will reduce labour
market disadvantage for Aboriginal and Torres Strait Islander
peoples because the disadvantage is not limited to the labour
market. There are interconnecting factors that contribute to the
disadvantage, such as, low levels of education, health, housing,
intergenerational trauma, cultural dislocation, cultural genocide,
and deaths in custody just to name a few. The disadvantage is
multidimensional and intergenerational as will be discussed
later in the thesis.
The way to close the gap on Aboriginal and Torres Strait
Islander labour market disadvantage, is to keep the focus on
school participation and retention and on commitment to
learning and achievement. Low levels of educational attainment
are a leading influence in the employment rate disparity, and it
is compounded by particularly poor employment outcomes
among Aboriginal and Torres Strait Islander peoples with very
poor levels of educational attainment. A higher proportion of
Indigenous peoples participate in vocational education and
training than non-Indigenous Australians, however Aboriginal
and Torres Strait Islander peoples are also more likely to

complete lower level qualifications than non-Indigenous
Australians. Aboriginal and Torres Strait Islander peoples with
degrees have employment outcomes largely on par with their
non-Indigenous counterparts, however workplace discrimination
and high levels of incarceration also play a negative role
(Karmel et al. (2014).
20
Closing the Gap in Employment
Target is not on track
The Indigenous employment rate fell from 53.8 per cent in 2008
to 47.5 per cent in 2012-13
The overall employment rate for all Australians fell from 73.4
per cent in June 2008 to 72.1 per cent in June 2013
21
The
Institute
In the sixth Closing the Gap Report, Prime Minister Tony
Abbott stated that ‘while some progress has been made in some
objectives, it is clear that we are still failing in too many’
(Abbott, 2014, p. 1). Data from the Australian Aboriginal and
Torres Strait Islander Health Survey (AATSIHS) suggests that
the proportion of Indigenous people who were unemployed fell
in 2012–13. However, the proportion of non-Indigenous people
who were unemployed rose. This means that the gap in
employment widened. ‘It is clear that no progress has been
made against the target to halve the gap in employment
outcomes within a decade (by 2018)’ (Abbott, 2014, p. 12).
In the 2016 Closing the gap report, Prime Minister Malcolm
Turnbull stated that “This target is not on track. However,
although no progress has been made against the target since

2008, Indigenous employment rates are considerably higher now
than they were in the early 1990s. Historically, cyclical
softening of the labour market, where employment levels have
fluctuated, has impacted adversely on employment prospects.”
21
Indigenous Advancement strategy
Federal Govt initiated a review into Indigenous employment
Review done by mining mogul Andrew Forrest
2014 Govt announced new approach to Indigenous employment
Consolidation of many different policies and programs
Objective is to get Aboriginal and Torres Strait Islander peoples
into employment
22
The
Institute
Prime Minister Tony Abbott commissioned a review of
Indigenous training and employment in Australia. Tony Abbott
asked mining mogul Andrew Forrest to do the review. When the
review was released, in 2014, the Federal Government
announced a ‘new approach to engaging with Aboriginal and
Torres Strait Islander people to achieve real results’. The
Indigenous Advancement Strategy’s new approach consolidates
the many different Indigenous policies and programs that are
delivered by the Government. One objective has a particular
focus on getting Indigenous Australians into work, fostering
Indigenous business and ensuring Indigenous people receive
economic and social benefits from the effective management of
their lands and native title rights

Jon Altman, Australia’s leading researcher in Indigenous
employment policy states about the Forrest Review:
The Forrest Review, philosophically, blends 1961 assimilation
policy ideas with 21st century neoliberalism focusing on the
individual and the family as if policy can be removed from the
community and society and operating on the basis of economic
rationalism alone
The Review irresponsibly over - reaches its terms of reference
and so rather than delivering something useful on training and
employment, it seeks to reshape the Indigenous policy
framework without engaging with the new Indigenous
Advancement Strategy that has its own significant
shortcomings, having a back to the future focus.
The review is conceptually flawed as it has no costing, there is
no timeline to parity and there are few clear examples of
success or sustainable practice. it is very ‘problem’ and ‘deficit’
focused
22
Private Sector employment
Analysis of Australia’s top 100 companies
Only 33 have Aboriginal and Torres Strait Islander employment
policies / programs (A&TSIEP’s)
19 have RAP’s (discussed later)
49 have Community programs
23
The
Institute
In the previous section, government-directed labour market
programs were analysed to ascertain their effectiveness in
assisting Aboriginal and Torres Strait Islander involvement in

the labour market. do organisations care about Aboriginal and
Torres Strait Islander disadvantage? If so, what are they doing
to alleviate this disadvantage?
In my PhD I did an analysis of Australia’s top 100 companies.
Of the 100 companies listed, 33 have A&TSIEPs. Nineteen have
RAPs (discussed in Chapter 3) and 49 have Aboriginal and
Torres Strait Islander community programs.
The 33 companies that have A&TSIEPs are covered by the
banking sector, logistic companies, finance companies,
retailers, mining, resource and associated companies and
building and construction companies.
23
Driving forces behind A&TSIEP’s
Range of reasons
Affirmative Action (AA)
EEO
Anti-discrimination
Corporate and social responsibility
Native title
Land use agreements
Organisational reputation
24
The
Institute
What is the driving force behind their initiatives? There are a
range of reasons and purposes that have been identified as the
drivers for this practice, such as equal employment opportunity
(EEO), anti-discrimination, corporate and social responsibility,
native title requirements, land use agreements, lease conditions
and environmental credits and offsets (Strachan et al., 2010).
Some of these practices are voluntary; some are imposed or
linked to the organisational reputation.

Programs are being developed and implemented across many
large private-sector organisations in Australia under the banner
of managing diversity. Managing diversity is linked to
providing opportunities for groups that traditionally have been
left out of the Australian labour market, including Indigenous
Australians’. The nature, rationale and implementation of
managing diversity programs is complicated, however, MD is
based on the principles of social justice, therefore creating a
strong equity focus.
24
Managing Cultural diversity
non-legislative activity that integrates minority employees into
an organisation
Based on principles of social justice
Gives an organisation a competitive advantage
Should contain targets
NSW public service 2.7%
Should include
RAP
A&TSIEP
Embedded into strategic direction and corporate culture
25
The
Institute
Improving employment outcomes for Aboriginal and Torres
Strait Islanders is a key element in providing economic
independence and a way to address the long-term disadvantage
experienced by these groups
For employment strategies to be effective, they require a

systematic strategy of development, implementation and
evaluation. The way in which organisations can achieve this is
through organisational programs and policies designed to
address the issue of increasing and maintaining diversity.
Managing diversity strategies are based on the principles of
social justice and give an organisation a competitive advantage
It is important that managing diversity strategies or programs
contain targets for organisations to meet. For example, The
NSW Government expects that all public employers and large
corporations will seek to ensure that EEO target groups are
represented in staff profiles in the same proportions that they
are present in the general community, at all times. The target
for Aboriginal and Torres Strait Islander peoples is 2.7%
Diversity strategies can include a Reconciliation Statement of
Commitment and/or a RAP and an Aboriginal and Torres Strait
Islander Employment Strategy (A&TSIEP). Diversity strategies
also need to be embedded in the corporate culture of the
organisation and in line with the strategic direction and plans of
the organisation, which will contribute to its competitive
advantage.
25
A&TSIEP
Practical measure to
Attract
employ
Retain
Aboriginal and Torres Strait Islander employees
Requires systematic strategy of
Development
Implementation
evaluation
27

The
Institute
An A&TSIEP is a specific statement of practical measures to
attract, employ and retain Aboriginal and Torres Strait Islander
employees and can be developed with or without an
accompanying RAP. An A&TSIEP requires a systematic
strategy of development, implementation and evaluation. It
should be culturally sensitive to the needs of Aboriginal and
Torres Strait Islander peoples and should play a part in
redressing the past practices that have contributed to the
unequal status of Aboriginal and Torres Strait Islander peoples.
An A&TSIEP needs to contribute to the social capital and future
empowerment of Aboriginal and Torres Strait Islander peoples.
It includes a statement of the employer’s commitment to
Aboriginal and Torres Strait Islander peoples, the underpinning
principles of the strategy and its alignment with the
organisation’s strategic direction. It also contains a target
percentage for Aboriginal and Torres Strait Islander
employment within the organisation, as well as strategies for
recruitment, selection and retention (Dyer, 2010).
26
Planning stage - A&TSIEP
27
The
Institute
The initial stages of planning to employ Aboriginal and Torres
Strait Islander peoples can be the most difficult stage in an
A&TSIEP, so getting this stage right is vital to an organisation.
This stage involves identifying stakeholders, establishing links

and partnerships with local Aboriginal and Torres Strait
Islander communities, forming advisory groups, developing the
A&TSIEP, and ensuring that the workplace is culturally safe for
Aboriginal and Torres Strait Islander employees, including
creating a workplace culture that values Aboriginal and Torres
Strait Islander cultures. The first step should be identifying the
driving force for the strategy, ensuring it aligns with the
strategic plan of the organisation, and then identifying the
drivers of the strategy.
27
Employment stage – A&TSIEP
28
The
Institute
Recruitment and selection strategies are the most important
aspects of any A&TSIEP, so having a culturally appropriate
recruitment strategy is vital. The types and classification of
positions should already be outlined in the A&TSIEP. The
strategy should also outline whether positions are ‘specifically
identified’ or targeted towards Aboriginal and Torres Strait
Islanders. Positions that are identified as requiring
Aboriginality as a genuine occupational qualification are
advertised as such based on the exemption clause from the Ant-
discrimination Act. If positions are not targeted or ‘identified’
as requiring Aboriginality, it should be ensured that the
advertised jobs encourage Aboriginal and Torres Strait Islanders
to apply
28
Retention stage – A&TSIEP

29
The
Institute
There are a number of factors that influence employee turnover.
These include job-related, personal, economic and social
factors. There are several strategies an organisation can adopt to
retain its Aboriginal and Torres Strait Islander workforce, such
as providing cultural competency training for non-Indigenous
employees to reduce racism and improve workplace
understanding and culture, explaining training and education
opportunities, ensuring effective communication processes,
providing leave provisions to attend cultural or family
obligations, providing flexible working hours and offering
mentoring to assist in overcoming barriers
29
What outcomes are expected and how are they monitored?
Specific objective about what is to be achieved
Eg number of potential employees
Numeric target of percentage of workforce
Should be evaluated yearly to ensure targets are met
Refine processed if needed
RAP reporting requirements
Annual reports
Federal parliament
30
The
Institute
An A&TSIEP should include specific objectives about what is

to be achieved, for example, the number of Aboriginal and
Torres Strait Islander employees the organisation would like to
employ in a numerical target or percentage. This shows an
organisation’s commitment to Aboriginal and Torres Strait
Islander employment and also assists to keep the organisation
accountable to their shareholders and the public. An A&TSIEP
should be evaluated on a yearly basis by the Consultative
Committee to ensure that targets are being met and to refine any
processes, as needed. Some organisations that have a RAP are
required to report each year to RA on their performance towards
their specified target. Large corporations are required to
disclose this information in their annual reports and in federal
Parliament
30
The RAP program was launched by Reconciliation Australia in
July 2006
Organisations are invited to work collaboratively with
Reconciliation Australia to ensure that their RAP meets the
specific criteria for registration on the Reconciliation Australia
website.
Reconciliation Australia’s RAPs are considered to be living
documents that include a commitment on the organisation’s part
to publicly report progress and refresh policies annually.
32
The
Institute
Reconciliation Australia’s RAPs include a commitment on the
organisation’s part to publicly report progress and refresh
policies annually. Tracking and reporting progress ensures that
organisations and the community can see where achievements

have been made, where challenges remain and what
opportunities exist for future RAP development and
implementation (RA 2009b).
The RAP program is just one way organisations can improve
opportunities for Aboriginal and Torres Strait Islander peoples.
A RAP is a ‘living’ document and an ongoing commitment, and
is based on three key areas: relationships, respect and
opportunities. The success of a RAP hinges on organisations
working collaboratively with RA to drive social and cultural
change by building respectful relationships that generate
sustainable opportunities. RAPs are reviewed regularly and
must be reported on annually
31
A Reconciliation Action Plan (RAP) outlines an organisation’s
commitment to bridging the gap between Aboriginal and Torres
Strait Islander peoples and the non- Indigenous population.
It helps an organisation build positive relationships between
Aboriginal and Torres Strait Islander peoples and non-
Indigenous people.
A RAP is an organisation’s contribution towards the national
effort to improve Aboriginal and Torres Strait Islander peoples’
social and economic situation, including closing the 17-year life
expectancy gap between Indigenous and non-Indigenous
Australians
33
The
Institute
A RAP is an organisation’s contribution towards the national

effort to improve Aboriginal and Torres Strait Islander peoples’
social and economic situation, including closing the 17 year life
expectancy gap between Indigenous and non-Indigenous
Australians.
Through the RAP program, organisations develop business plans
that show how they will contribute to reconciliation, whether in
employment, economic development or within Indigenous
communities. Within a RAP, the organisation outlines practical
steps it will take to build stronger relationships and respect
between Indigenous and non-Indigenous people, its plans to
drive diversity within the organisation in pursuing sustainable
employment, economic development or other outcomes. There
are four types of RAPs that an organisation can commit to:
Reflect RAP, Innovate RAP, Stretch RAP and Elevate RAP.
These are based on three key areas: relationships, respect and
opportunities. The RAP chosen by an organisation will depend
on its size, its development stage and what it strives to achieve
32
Organisations from different backgrounds have developed RAPs
Organisations have developed specific action plans in the form
of RAP’s.
These organisations include
ANZ Bank
National Australia Bank (NAB)
Qantas
NRL
AFL
Government departments and small businesses
34
The
Institute

33
RA Impact measurement report 2013
358 Organisations had a RAP
RAP orgs employed 18,972 Aboriginal and Torres Strait
Islander peoples
RAP orgs had purchased $58.2 million goods and services
RAP orgs provided $14.7 million towards scholarships
213,446 cultural awareness training
354 Aboriginal and Torres Strait Islander orgs had partnerships
with RAP orgs
34
The
Institute
In 2013, RA produced an Impact Measurement Report that
showed the following key findings: 358 organisations had a
RAP; more than 1.7 million Australians worked or studied in an
organisation that has a RAP; RAP organisations are employing
more than 18 972 Aboriginal and Torres Strait Islander peoples;
RAP organisations had purchased $58.2 million worth of goods
and services from Aboriginal and Torres Strait Islander
businesses; RAP organisations had provided more than $14.7
million towards scholarships for Aboriginal and Torres Strait
Islander students; RAP organisations had provided 213 446
people with cultural awareness training; and 354 Aboriginal and
Torres Strait Islander organisations and communities are
working in partnerships with a RAP organisations.
34
Conclusion
Strategies for success in aboriginal and Torres Strait Islander

employment are:
Active involvement of organisations
Diversity initiatives
Develop and implement A&TSIEP’s
Develop and implement RAP’s
Employment needs to be meaningful
35
The
Institute
Strategies for successful Aboriginal and Torres Strait Islander
employment need the active involvement of organisations to
ensure real progress is made towards reducing labour market
disadvantage. In improving Aboriginal and Torres Strait
Islander employment outcomes, organisations need to
incorporate diversity initiatives aimed at embracing
reconciliation, recognising cultural differences, embracing these
differences and not trying to change Aboriginal and Torres
Strait Islander people to conform or assimilate into ‘white’
ways. Organisations can do this through developing and
implementing a RAP and Aboriginal and Torres Strait Islander
Employment Strategy and have real and meaningful engagement
with Aboriginal and Torres Strait Islander communities.
35
References
Leroy-Dyer, S. (2016). Private-sector employment programs for
Aboriginal and Torres Strait Islander peoples: Comparative case
studies, (Unpublished PhD Thesis). University of Newcastle,
Newcastle.
Dyer, S. (2010). Employing Indigenous Australians: Strategies
for success. In G. Strachan, E. French & J. Burgess (Eds.),
Managing diversity in Australia: Theory and practice. Sydney,

NSW: McGraw Hill.
36
The
Institute
Lecture 7
Cultural Diversity
Prepared by Drs. Sidsel Grimstad and Jenny Waterhouse
Week Commencing: 18.April 2016
1
Today’s workshop - Housekeeping
NEXT WEEK MONADY IS ANZAC Day
-what to do !
Presentation/s
Gender / Work-Family-Life Balance
‘Lecture’
Exercise “It wasn’t about Race Was It?”
Next weekly assignment – Reflections over cultural diversity/
Racism – Link to Assessment 3C.
April 18, 2016

Prepared by: Dr. Jenny Waterhouse and Sidsel Grimstad
2
Legal case marks will be released today
Average mark – 69%
General comments:
Not defining issues in legal terms (Family responsibilities,
direct or indirect discrimination)
Not discussing liability (vicarious and individual)
Lack of or minimal use of case law
Not discussing the two assumptions and not referring to similar
cases when discussing the two assumptions
April 18, 2016
3
Cultural Diversity
What is it?
the process of recognising, utilising and benefiting from the
variety of peoples backgrounds, their cultures and lifestyles
4
Cultural Diversity includes (but is not restricted to)

Language, race, ethnic background
country or region of origin
dress
values
religion and associated practices – (covered separately).
5
Cultural Diversity includes (but is not restricted to)
social and community responsibilities
sexuality (covered separately)
disability (covered separately)
notions of family
family responsibilities (covered separately)
political views
5
6
Australia and Cultural Diversity
Unique history
shaped the diversity of its peoples,
their cultures and
lifestyles today.

a diverse Indigenous population (next week),
a British colonial past and
extensive immigration from many different countries and
cultures.
http://www.racismnoway.com.au/library/cultural/index-
Cultural.html
7
Australia has a unique history that has shaped the diversity of
its peoples, their cultures and lifestyles today. Three major
contributors to Australia's demographic make up are a diverse
Indigenous population, a British colonial past and extensive
immigration from many different countries and cultures. Today,
Australia's population of about 20 million is one of the most
culturally and linguistically diverse populations in the world.
7
Australia and Cultural Diversity
Majority of population Australian born
50% have ancestry other than Australia
3% Aboriginal and Torres Strait Islander
46% have one parent born overseas
60% of population growth was due to migration
25% born in another country, majority of which are
England
New Zealand
China
14% were born in non English speaking countries
Australians identify with more than 270 ancestries
1 in 5 Australians have experienced Race Hate Talk
https://www.humanrights.gov.au/face-facts-cultural-diversity
(2014)

8
Although the majority of the population are Australian born,
more than 50% of Australians identified with an ancestry other
than Australian in the 2006 Census. About 2% of Australians
come from Indigenous backgrounds and about 41% have at least
one parent who has born overseas. 22% of the population were
born in another country. Of the overseas born, the major
countries of birth are England, New Zealand and China. About
14% of Australians were born in non-English speaking
countries[1]. In all, Australians come from over 200 birthplaces.
8
Australia the multi-cultural society
Australia has been a multicultural society due to rapid
immigration of labour since the 19th century.
Scholars have long examined the impact the migrants with
different cultural backgrounds had on society, less attention to
inter-group problems in the workplace.
It is as if in the workplace we are all Australians ! But is this
true ??
April 18, 2016
9
Australia’s immigration policy
Immigration Restriction Act 1901 until 1966 was influenced by
the White Australia policy, which promoted the assimilation of

newcomers to the dominant Anglo-Australian culture. “They”
had to become like “us”.
After WWII more diverse ethnic mixed migrants, led to the
introduction of a policy of multiculturalism in 1973 (Labour
Government). This gave a greater impetus for new laws to
address discrimination and inequity and accepted that other
cultures could retain their own culture and exists side by side
with the Anglo-Saxon culture.
April 18, 2016
10
Policy of multiculturalism
The inadequacy of the policy, led to a report on immigrant
settlement support programmes in 1978, which provided English
courses for newcomers, and also information about housing,
education, employment and other areas of need.
Ethnic Affairs Commission Act (1976) and the Australian
Institute of Multicultural Affairs (1977) to promote tolerance
among different cultural groups and ethnic communities.
This led to the EEO legislation and racial discrimination
legislation, to solve the issue of discrimination, stereotyping,
harassment on an individual basis.
April 18, 2016
11
Multicultural policy
The policy was based on individual remedies, equity/social

justice and elimination of discrimination to achieve social
integration and cohesion. It is central to the legal/compliance
model of Australian policies and norms of society.
Multicultural norms aim to uphold individual rights to “retain,
express and enjoy their culture” and “to have access to and
participate in the social, cultural, economic and political life in
the country”.
Recognise the benefits of diversity, improve absorption of
migrants and ensure harmonious integration of a culturally
diverse society around liberal democratic values”
April 18, 2016
12
1994 White paper for employment and growth (Keating)
NSW Community Relations Commission and Principles of
Multiculturalism Act 2000 - “promotes the equal rights and
responsibilities of all the people of New South Wales within a
cohesive and harmonious multicultural society in which
diversity is regarded as a strength and an asset”
Australian Multicultural Advisory Council (2008) will promote
social cohesion and discourage racism.
Thus they institutionalise the principles of Managing Diversity
April 18, 2016
13
Anti-Discrimination Legislation
Anti-discrimination is designed to provide equal access for

individuals and to address growing incidences of ethnic
stereotyping and sexism.
Equal employment opportunity encourages strategies to provide
equal access to and equal opportunities for employment, and to
recognise, manage and maximise benefits of diversity and
improve the absorption of migrants.
14
14
Cultural diversity in society (Berry’s (1980-2006) model of
acculturation)
April 18, 2016
15
April 18, 2016
16
Theories of Acculturation in Organisations
Assimilation – Minority cultures adopt the dominant culture
unilaterally

Pluralism Majority and minority cultures adopt ‘norms’ of each
other’s cultures
Cultural separatism - Little adaptation of norms across cultures
(Cox, 2001)
Marginalisation – Rejects both home and host culture and feels
alienated in both
DISCUSSION: Examples of the different approaches ? Why?
17
A case NSW Railways – Trying to improve gender and cultural
diversity from 1997
April 18, 2016
18
No picture of women cleaning the trains was found.
Talk about invisible workforce !
As of 2008, 800 managers and 3300 staff have undergone
diversity management training. But little has changed.
Why ?
Timeline of ACDEP approaches
From 1950-60 non-English speaking immigrants (Greece, Italy,
East Europe, later Middle East and South America) employed at
ACDEP = Most fluent English speakers became interpreters.
NSW Anti-Discrimination Act 1978,ACTU demands on-the-job

English classes in 1979 due to OH&S concerns
In 1981 large inquiry found conflicts were due to
No common language or culture existed, no grievance
procedures, all directions in English!
Ethnically segregated subcultures(especially Greek-Arab),
created a lot of suspicion and distrust.
April 18, 2016
19
Timeline of ACDEP approaches
Massive pioneering EEO initiative in 1982-83, English classes
on the job, cultural awareness training, including theatre
performances about issues. Yet results in 1983 were
disappointing.
Training attendance diminished, workers wanted to have time
off chatting in their own language in breaks. Only individuals
from ethnic groups that were underrepresented pursued the
language classes.
The majority ethnic groups did not see the advantage of
learning English. (It did not lead to higher salary or better
career prospects in their job). Social pressure (sanctions and
exclusion) to be part of the ethnic group rather than pursue
individual interest/career/prospects
April 18, 2016
20

Using the Social Capital Model to understand Cultural Diversity
Social capital is a multidimensional multifaceted and relational
framework that emphasises the importance of networks, norms,
cultural and linguistic codes, social trust and sanctions.
These aspects are very important for minority groups and
women for integration into a new society.
It can be used to identify in which ways cultural differences,
languages and communication skills, group norms and sanctions
intersect in practice.
Can cultural diversity also undermine social capital ??
April 18, 2016
21
Social capital
Bonding Social Capital : Social capital that relies on strong
family and friendship ties/networks and which influences the
way you perceive yourself (the identity of the group), and the
“way we do things” (who you collaborate with, what language
you speak, what is worthwhile etc) and thereby strong bonds of
reciprocity and care ie a safety net for the person.
Bridging Social Capital : Social capital that builds
networks/ties across social or cultural cleavages. Seeks to meet
and utilise these external networks for own advantage and
innovation.
April 18, 2016
22

Understanding Cultural Diversity… Adopted approach leads to
different outcomes …
Taylor Cox (2005, p.246)….US context,highlights emphasis on
‘multicultural’ organisations:
Monolithic organisation: Homogenous/high levels of
occupational segregation/ characterized by adoption of existing
organizational norms for entry or survival in the organization.
Little inter-group conflict based around culture group
identity…underutilization of human resources and social
equality.
Plural Organisation: More heterogeneous/ steps to be more
inclusive (Hiring policies with preference), manager training,
audits of remuneration systems/ higher level of integration.
Better representation within organization but less so across
hierarchy. More inclusive formal networks, moderation of
attitudes.
Multicultural Organisation: “degree to which an organisation
values cultural diversity and is willing to utilise it and
encourage it” (Taylor Cox 2005, p.246)…. plural/ full
integration of informal networks/ absence of prejudice and
discrimination/ no gap between identification with organization
and identification with cultural identity group/ low levels of
inter-group conflict. (Mor Barak 2005, p.216- 218;Taylor Cox
2005, p. 247-251)
23
different types of organisations categorise according to their
diversity …sometimes have cultureal diversity ultilised in a
broad way to encompass how well an organisation creates an
environement where all members from different backgrounds
can contribute and achieve full potential
Monolithic organisation:

Homogenous organization….highlevels of occupational
segregation/ characterized by adoption of existing
organizational norms for entry or survival in the organization.
Also has little intergroup confluict based around culture group
identity…But-essentially results in an undertulisation of human
resources and concerns about social equality.
*
Plural Organisation : more homogenous…taken steps to be more
includsive…. Hiring policies with pregerence, manager training,
aidits of remuneration systs..higher level of structureal
integration.
Better representation within organization but less so across
heirachcy. More inclusive formal networks, moderation of
attitudes . (more prevalent sinc late 60s… Some backlash
Multicultural Organisation: An org with many different cultural
groups might be considerd plural but will only be multiculture
if has taken the next step towards vvaluing the diversity..plural
integrated/ full integration of informal networkds absence of
prejudice and discrimination . no gap in identification with
organization and indentification with cultural identity group low
level s of intergroup conflict.
Problems with the Multicultural Approach
Integration may not be in the direction of the cultural majority !
Relies on individual solutions to sometimes systemic and
collective intra-cultural and intercultural problems.
Has thereby put a lid on prevailing differences and tensions
between different cultural groups.
Too similar focus on how to approach these issues, maybe one
size does not fit all.
Valuing difference doesn’t mean that companies will hire or
support you !
Fails to appreciate that different types of immigrants respond
differently to the challenge of integration into a new society.
April 18, 2016

24
Implications for MD
While training remains the preferred approach for preventing
sexual harassment, for preventing discrimination and promoting
appreciation of diversity a shift in attention to structural issues
is also required
Requires diagnostic investigation of workplace culture
Consult with employees from different cultural backgrounds
Devise new structures of collaboration that reallocate
organisational authority and ‘crack’ old informal power bases
25
25
Recruitment and MD
Recruiters have expectations of how candidates will conduct
themselves and these expectations are revealed in informal
‘backstage’ comments.
Often deemed lacking is small talk; particularly with Asian
candidates.
The use of small talk for recruiters signals an easy-going
personality.
26

Backstage and frontstage
26
Recruitment and MD
Recruiters rarely listen to candidates at the interview but judge
body language instead.
Non-verbals as opposed to verbals are seen as more important.
The interview and shortlisting processes serve two different
purposes – judging candidates’ interpersonal and technical
skills and judging how they may fit with the company’s
prevailing values.
27
27
Recruitment and MD
Proponents of MD advocate a broader recruitment pool to
recruit the best talent.
Yet cultural predisposition is towards recruiting a particular
group due to the following:
Recruitment exercises are not value-free exercises.
Recruitment exercises are linked with power.
Recruitment exercises have a submerged discourse.
28

28
Recruitment and ‘cultural fit’
‘Cultural fit’:
is often whimsical and inconsistent
often contains inferential decisions that favour those who
display congruence with the recruiters’ personal cultural
preferences
often employs a discourse of ‘whiteness’ including personal
reference, spatial reference and temporal reference
29
29
Power and ‘cultural fit’
Personal references
Use of ‘we’ and ‘them’ terms in reference to a way of life
A ‘culturally fit’ sense of humour
Questioning of authenticity of qualifications
Spatial references
Describing place as desirable, e.g. Australia seen as a desirable
place to work rather than Asia and gratitude required for such
an opportunity.
Temporal references
Questioning of the skills and capabilities of candidates – as
though such skills were achieved long ago and relevance may be
questionable.
30

30
Recruitment and MD
It is not a simple process for managing diversity to include a
meaningful and effective diversity ethic.
Managing diversity requires engagement with deep-seated
views, and challenges to the social and individual issues of
power and control and race.
Diversity is an ethical and political concern within
organisational theory and practices
31
31
Mentoring for Diversity
“Mentoring is particularly effective in fostering the career
development of members of EEO groups such as women, people
with a disability, Aboriginal and Torres Strait Islanders and
members of racial, ethnic and ethno-religious minority groups”
(ODEOPE 2000).
32
Mentoring is a particularly powerful means of promoting and
supporting indigenous workers.
32

Mentoring to improve disadvantage
One initiative that organisations may use to counter such
disadvantage is the use of mentoring
The major benefits or functions of mentoring
Career functions are those that help the mentee to ‘learn the
ropes’ and so to prepare him or her for advancement in an
organisation.
Psychological functions are the aspects of the relationship that
enhance the mentee’s sense of competence and self-worth, both
inside and outside the organisation, and effectiveness in a
professional role
One initiative that organisations may use to counter such
disadvantage is the use of mentoring (Stead 1997). One
government publication states that mentoring has the potential
to redress the disadvantage faced by Indigenous peoples
(Spencer 2004). Traditionally, mentoring is a one-on-one
relationship between a mentor and a mentee. There are two
forms of mentoring, informal and formal. Informal mentoring
relationships are usually spontaneous in nature and are not
structured or formally recognised within the organisation. An
informal mentoring relationship evolves over time and adapts to
the needs of the participants. Conversely, formal mentoring
relationships are endorsed and administered by an organisation
and involve pairing a mentor to a mentee and setting out
specific goals (Murray 1991). Of particular interest are the
benefits that the mentor brings to the mentee (Chao, Walz &
Gardner 1992; Kram 1985).
33
Mentoring (why)
Socialises a new employee
Allows senior staff to pass on wisdom

Provides career development and personal support in the
workplace
34
Mentoring is an effective way of socialising a new employee
whilst at the same time allowing senior staff to pass on their
accumulated wisdom within an organisational setting.
Mentoring therefore can be seen as providing mentees with
much needed personal and career related support (Kram 1985).
34
Mentoring for Diversity Groups
Culturally sensitive
Role modelling
Counselling
Assist in organisational culture
Support
Guidance
Culturally supportive
35
Benefits of Mentoring
Who benefits from mentoring:
Organisation

Mentee
Mentor
36
36
Benefit to Mentee
career satisfaction
motivation
self-confidence
interpersonal growth
organisational socialisation
increased skill and knowledge development
networking opportunities
recognition
Empowerment
enhanced decision making
balance work and family life.
37
37
Benefits to mentor
career satisfaction
improved communication skills
respect for others
Empowerment

gain an insight into other’s roles,
gain coaching skills
personal pride
personal satisfaction from the mentoring process
38
38
Benefits to the organisation
mentoring program not only impacts on the mentor and mentee,
but also an organisation.
The mentoring relationship enhances the abilities of both the
mentor and mentee and therefore the organisation will benefit
considerably.
improved productivity,
attract and retain employees
promotes employee loyalty
enhances leadership
improves strategic and succession planning a
aids in change facilitation
39
39
“It Wasn’t About Racism Was It ?”
Read 3 pages case discuss in groups:
Was it racism?

How should the company respond ?
How can the company avoid clashes between gender and race in
the future?
https://news.starbucks.com/news/what-race-together-means-for-
starbucks-partners-and-customers
April 18, 2016
40
April 18, 2016
41
Additional workshop references
Diversity Statistics:
Australia’s Demographic Challenges
http://demographics.treasury.gov.au/content/default.asp
Intergenerational Report 2010
http://www.treasury.gov.au/igr/igr2010/
Other References:
Allard, M (2002) ‘Theoretical underpinnings of diversity’ in C.
Harvey and M. Allard (eds) Understanding and Managing
Diversity, Readings, Cases and Exercises, 2nd Edn, Prentice
Hall, New Jersey, p.3-27.
Elmes, M and Connelley, D (1997) ‘Dreams of Diversity and the
realities of inter-group relations in organisations’ in Managing
the organizational melting pot: dilemmas of workplace
diversity, Chapter 7.
French, E. and Maconachie, G. (2004), “Managing equity:
structure, policy and justice influences”, Women in
Management Review, vol. 19, no. 2, pp. 98-108.
Kirton, G and Greene, A (2005) The Dynamics of Managing
Diversity: A Critical Approach, 2nd edition Butterworth-
Heinemann, Oxford, Chapter 3.

Liff, S (1997) ‘Two routes to managing diversity: individual
differences or social group characteristics’ Employee Relations
19 (1) pp.65-75. Available from NEWCAT: Online Journals.
Available from NEWCAT: Online Journals.
Nkomo, S M and Kossek, E E (2000) Managing Diversity:
Human Resource Issues, in E Kossek and R Block (eds),
Managing Human Resources in the 21st Century, Chapter 9.
Electronic copy available Shortloans
Terry, D J (2003) ‘Social identity and diversity in
organizations’ Asia Pacific Journal of Human Resources,
vol.41, no.1, pp.25-35. Available from NEWCAT: Online
Journals.
Thornton, M (1990) ‘The elusiveness of equality’, in The
Liberal Promise: Anti- discrimination legislation in Australia,
Oxford University Press, Melbourne, pp.9-23.
41
Use also chpt 1 of HANDBOOK…for notes
Use some of Dessler for figures
Assessment 3C – Reflections around Cultural Diversity and
Racism
Four alternative ways to undertake this task all which challenge
your awareness of racism in Australia.
This small exercise is intended for the students to familiarise
themselves with how to write a reflective research journal. It
seeks to engage the students in reflecting, critically analysing
and explaining their own reactions to experiences around
cultural diversity and racism. This will be important for
Assignment 3D Reflective Research Journal.

Weight ; 5%
Words : 500 words
Due date: Sunday 8th May midnight Through Turnitin
April 18, 2016
42
Alternative 1 – Download Everyday Racism App and challenge
yourself the next 7 days
http://alltogethernow.org.au/news/campaigns/everydayracism/
April 18, 2016
43
7-day challenge to improve your understanding of racism
Immerse yourself in a new environment and face daily scenarios
Test your own limits and overcome your fears of speaking up
Alternative 2: Watch the following three youtubes produced by
BeyondBlue on Racism
Invisible Discriminator – Youtube made by Beyond Blue -
https://www.youtube.com/watch?v=MvTyI41PvTk
Invisible Discriminator - Behind the scenes – Young People
Responds to Racism

https://www.youtube.com/watch?v=UzDxmdU1rkk
Invisible Discriminator - Responding to Racism
https://www.youtube.com/watch?v=nH2uGncTYD8
April 18, 2016
44
Alternative 3:Read Race Discrimination Commissioner Dr. Tim
Soutphommasane, Speech at Queensland University of
Technology, “The Role of Universities” on 25th March 2015.
https://www.humanrights.gov.au/news/speeches/role-
universities
April 18, 2016
45
Alternative 4:Use an event of cultural diversity/racism that you
or someone close to you has experienced in a social or work
environment.
April 18, 2016
46

DIEP Strategy
D – Describe objectively what you experienced, what was seen,
heard, read ?
I - Interpret the experience/events. Explain what you
experienced, what you felt, new insights you gained. Explain
your reaction to the events/experiences using vocabulary and
theories covered in the course. How does it connect to other
things you have learnt in the course.
E – Evaluate the effectiveness and usefulness of the experience.
What is your opinion about the experience, was it valuable?
Why or why not?
P – Plan how this reflective activity will be useful to you. How
may this learning experience be useful for managing diversity
and in their personal or professional life? How will I seek to
apply this new knowledge in the future?
April 18, 2016
47
NEXT WEEK ! Employing Indigenous Australians.
Read chapter in Textbook !
Use the Everyday Racism App !
April 18, 2016
48
Assignment 3C. Reflective Exercise on Cultural

Diversity/Racism
Learning outcomes
This small exercise is intended for the students to familiarise
themselves with how to write a reflective research journal. It
seeks to engage the students in reflecting, critically analysing
and explaining their own reactions to experiences around
cultural diversity and racism. This will be important for
Assignment 3D Reflective Research Journal.
Objective
Students will write a reflective research journal around cultural
diversity and racism based in readings covered in week 7 –
Cultural Diversity and/or week 8 – Employing Indigenous
Australians.
Task Description
Students can write about their understanding of racism by
selecting one of four different alternative activities.
Alternative 1. Immerse yourself in somebody else’s persona for
one week using the “Everyday Racism” mobile phone app.
“Everyday Racism” comprising a 7-day challenge to improve
their understanding of racism, immerse themselves in a new
environment faced with daily racist scenarios, and test own
limits and fears of speaking out.
Find information about the app on this website:
http://alltogethernow.org.au/everyday-racism/
Download the app from the App-store on your smartphone.
Alternative 2. Watch the following three youtubes produced by
BeyondBlue on racism.
· Invisible Discriminator – Youtube made by Beyond Blue -
https://www.youtube.com/watch?v=MvTyI41PvTk
· Invisible Discriminator - Behind the scenes – Young People
Responds to Racism
https://www.youtube.com/watch?v=UzDxmdU1rkk
· Invisible Discriminator - Responding to Racism
https://www.youtube.com/watch?v=nH2uGncTYD8

Reflect over how you react to the video “Stop, Think, Respect”
and the responses suggested in the two “behind the scenes
videos”. Based on your own experience how do you think some
of these suggestions might be received in a workplace.
Alternative 3. Read Race Discrimination Commissioner Dr. Tim
Soutphommasane, Speech at Queensland University of
Technology, “The Role of Universities” on 25th March 2015.
https://www.humanrights.gov.au/news/speeches/role-
universities
Reflect over your own experience as a student at University of
Newcastle studying/working with international students in
groups or in private social settings. How might the learning
experience be improved for both Australian and International
students.
Alternative 4. Use an event of cultural diversity/racism that you
or someone close to you has experienced in a social or work
environment.
Describe the event and how it affected you/your relative.
Reflect on what could have been done differently. What
learning it provided you with for the future.
Based on the one selected activity/experience the student shall
write a reflective research journal following the DIEP strategy:
D – Describe objectively what you experienced, what was seen,
heard, read ?
I - Interpret the experience/events. Explain what you
experienced, what you felt, new insights you gained. Explain
your reaction to the events/experiences using vocabulary and
theories covered in the course. How does it connect to other
things you have learnt in the course.
E – Evaluate the effectiveness and usefulness of the experience.
What is your opinion about the experience, was it valuable?
Why or why not?
P – Plan how this reflective activity will be useful to you. How

may this learning experience be useful for managing diversity
and in their personal or professional life? How will I seek to
apply this new knowledge in the future?
At least two references from the reading list must be used.
Word Limit : 500 words +- 10% (Exclusive of references)
Weighting : 5%
Due Date and Submission : Sunday 8th May at Midnight
Through Turnitin
Assessment Criteria : See attached rubric.
Prepared by Drs. Sidsel Grimstad and Jennifer Waterhouse
Page 3
IRHR 3035 – Weekly Exercise Rubric – 3C – Reflective
Research Journal Cultural Diversity and Racism.
1.5 marks
2.5 marks
3.5 marks
5 marks
WEIGHT
Level of critical reflection on and cultural understanding from
exercise.
Some attempt at task however fragmented and incomplete –little
evidence of student understanding cultural diversity theories nor
critical reflections around experiences. No references used.
Student show evidence of critical reflections and some use of
vocabulary/theory from the course to explain their experiences
and reactions. Some cultural diversity theories not understood.
Lacks references.
Students exhibits good critical analysis and reflective writing

skills. Good understanding of all cultural diversity issues,
theories and vocabulary. At least two references.
Excellent reflections, critical analysis of own reactions and
experiences. Excellent understanding of theories and vocabulary
that can explain what was experienced. More than two
references correctly referenced.
2.5%
Exhibition of learning outcomes
No learning outcomes identified.
Some learning outcome identified.
Good identification of how learning was achieved and how it
will be used in future.
Excellent reflection over how the learning experience has led to
insights useful for the future.
2.5%
Total /5Comments :

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