Category: Writing

SITHKOP002-Plan And Cost Basic Menus
Assessment Method 2 – Project- Part 1
Instructions for students
This assessment requires you to identify customer preferences, and plan, cost and write an à la carte seasonal menu.
This assessment consists of 4 tasks. Student must complete these tasks.
Task 1-Identify customer profile
Task 2- Develop a seasonal à la carte menu (background information) and written report
Task 3- Cost menu and written report
Task 4-Write menu content and written report
Task 5-Prepare and cost a table d’hote menu
To achieve satisfactory in this assessment, you must satisfactorily complete all the skills listed in the marking guide.
Assessor will inform you the submission date for this assessment. It recommends allocating approximately 6 hours for this assessment.
You could complete with assessment in computer lab, classroom based, simulated industry environment and self-paced.
You must use spreadsheet software and word processing software as per the instructions given in the task. (E.g. MS Excel /MS Word)
Your assessor will provide you the soft copies of required templates for this assessment.
Recommended font sizes of the document should range between 10 and 14 and font type should be as Calibri, Arial, Times New Roman or Tahoma.
On completion, you are required to submit all the parts to your assessor.
Your assessor will inform you the submission date.
Ask your assessor, if you do not understand a question. Your assessor cannot tell you the answer he/she may be able to re-word the question for you.
You must use only black or blue pens to complete any document.
The additional and specific instructions are listed under each task.
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Information To Complete The Project-Part 1
Describe your workplace or training environment’s style.
Develop a customer profile for your workplace or training environment.
Identify customer preferences in your workplace or training environment.
Develop and cost a seasonal à la carte menu that incorporates ethnic food preferences of customer groups.
Format and print the à la carte menu.
Develop and determine a selling price for a table d’hote menu.
Complete written reports.
Attach organisational information to this assessment when requested within each task.
Use the list in the
Learner task checklist
provided when submitting your assessments.
Task 1: Identify customer profile
Instructions to complete the task
Research information about your workplace or training environment and customers.
Sources of organisational information could include manual documentation, computerised records and reports, and your colleagues, management or other staff.
Document your research findings in the tables given below.
Attach copies of organisational information used to identify customer preferences.
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Research information about your workplace or training environment’s cuisine, menu and service style.
Category
Organisational information
Style of cuisine
Menu style
Service style
Sequence of courses
Develop a profile of your workplace or training environment’s customers. List the sources of organisational information you used to develop this profile.
Profile category
Profile information
Sources of customer
profile information
Age range
Gender
Income level and/or
buying power
Social and cultural
background
Based on your current menu, what are your customers’ food preferences? Use organisational documents, POS or other computer systems and manual or computerised reports to complete the table.
If your workplace or training environment’s menu does not match the headings provided, please modify heading to reflect your menu structure. Attach one copy of each type of organisational information used to identify customer preferences to this assessment.
Food preferences
Organisational information
First course /
Main course / meal
Dessert / sweet
entrée
item
Highest selling / most popular
menu item
Lowest selling / least popular
menu item
Assessment 2-Project / April 2018
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
SITHKOP002-Plan And Cost Basic Menus
Task 2: Develop a seasonal à la carte menu (background information) and written Report.
Instructions to complete the task
You can choose to
develop a seasonal à la carte menu
for your workplace or training organisation,
or
use the scenario information provided.
If choosing to develop a
Attachments:
3193743_1_2-SITHKOP002-Project.doc

Assessment item 4
Professional Planning Document
Value: 30%
Due Date: 07-Jun-2019
Return Date: 01-Jul-2019
Length: 1200 words
Submission method options: EASTS (online)

Task
Your final assessment task for IKC101 requires you to consider your previous learning across each module of the subject. Each assessment task has asked you to reflect on, and critically analyse specific elements of your standpoint through your engagement with the learning activities: that is, the social, institutional, and historical factors and forces that influence knowledge.
For this task you will take the role of an individual applying to lead the project described for the organisation you have selected from the options below.

Choose one organisation only:

Business
Supply Nation was established in 2009 and “works with partners, members, Certified Suppliers, and Registered Businesses to achieve its vision of a prosperous, vibrant and sustainable Indigenous enterprise sector.”
Our company aims to secure a contract with Qantas to provide locally sourced bush tucker for all of their regional flights within NSW. We are a well-established brand who currently supply catering items to businesses throughout NSW, Victoria and the ACT. We will consult and work with local Indigenous communities, businesses and entrepreneurs to enable this vision to be realised in a respectful and sustainable way.
We are recruiting a project officer to lead this initiative.

Graphic design and advertising
Gilimbaa are “a full service creative agency specialising in strategic and connected communication. [They] are driven by the power and process of storytelling and the role this plays in the education and celebration of culture and community.”
Our business has been engaged by a non-Government organisation to create a logo and associated branding related to their new services and building in Dubbo. We are recruiting a project officer to lead this initiative, which will reflect the strength and resilience of the local communities. The project officer will consult with local Indigenous community members, and organisations, and will work with an artist from the region to realise this project.
We are recruiting a project officer to lead this initiative.

Performing Arts
The Indigenous Dance Project aims to provide Wiradjuri secondary students with the opportunity to participate in an arts and cultural program that develops professional pathways for young people, and strengthens their connections with local community and peers. Students will receive artistic mentorship in dance, cultural knowledge and performance skills. It will be led by accomplished contemporary Indigenous dancers from Bangarra.
We are recruiting a project officer to lead this initiative.

Education
The Aboriginal and Torres Strait Islander Independent School was “established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, and capable of self-fulfilment and of contributing to society.”
Yungartilla is a newly accredited independent K-12 school on the NSW north-coast region that is implementing an initiative to encourage high level engagement between Indigenous parents and Yungartilla teachers. Twelve out of the 15 teachers employed by the school are non-Indigenous and comprise eight (8) new graduates and four (4) highly experienced teachers. The aim of the project is to establish a mutual channel so that Indigenous students of the school receive culturally relevant curriculum, and to build trust and rapport between parents and teachers.
We are recruiting a project officer to lead this initiative.

Science
The Nimmie-Caira Project is a “significant water saving project for NSW … aims to balance the environmental and Aboriginal cultural heritage protection with commercial use so as to create an asset for the local community and the Murray-Darling Basin.”
Our organisation is recruiting a lead project officer who will work collaboratively with key stakeholders focusing on the Long Term Land Management Plan component of the project.
We are recruiting a project officer to lead this initiative.

Health
The National Aboriginal Community Controlled Health Organisation (NACCHO) is “the national peak body for Aboriginal health. In 1997, the Federal Government funded NACCHO to establish a Secretariat in Canberra [this] increased the capacity of Aboriginal Peoples involved in [Aboriginal Community Controlled Health Services] to participate in national health policy development.”
In order to close the gap in life expectancy between Indigenous and non-Indigenous people in Australia, a pilot program has been established. This program will employ Indigenous Community Health workers in targeted locations across Australia. The Community Health workers will be responsible for developing and maintaining relationships with the local community they are working in and for facilitating improved health outcomes for that community.
We are recruiting a project officer to lead this initiative.

Social work / Social Welfare
Uniting Burnside “offers a range of short and long-term care options for young people, including foster care, guardianship and adoption.”
Our organisation is recruiting a lead project officer to expand our services into Western NSW. The project will recruit and support carers and staff throughout the region to provide tailored support to children and young people in Out-Of-Home Care.
We are recruiting a project officer to lead this initiative.

Agricultural Science/Veterinary Science/Equine Science
Kimberley Agricultural and Pastoral Company (KAPCO) in Western Australia is a major player in northern Australia’s cattle industry and has just taken over Myroodah Station near Fitzroy Crossing. KAPCO is owned by a syndicate of traditional owner groups in the Kimberley region.
Since securing Myroodah Station KAPCO has increased the herd with the aim to continue creating meaningful employment and training pathways on Country for remote communities in the region. KAPCO has also recently been approved to irrigate fodder crops on Frazier Downs Station near Broome and is therefore working towards land development. This development will allow KAPCO to grow and breed cattle on other properties and bring them to Frazier Downs for high-quality fodder to fatten them and finish them off close to Broome Port ready for live export. To muster cattle KAPCO mainly uses horses from its own horse breeding and training program. Traditional owners live and work on these stations.
KAPCO is looking to employ a team to support this expansion and seek the skills of those with qualifications in agricultural science, veterinary science, and equine science.
We are recruiting three project officers to support this initiative: 1x Agricultural Scientist; 1x Veterinary Scientist; and 1x Equine Scientist.

Media / Theatre
Sydney Festival runs over several weeks in January each year with a “cultural celebration based on critical ideas and cutting-edge art and performance.”
Sydney Festival is currently recruiting a range of project officers to join our dynamic team. We are looking for creatives and media professionals to work on the second chapter of Reconciling Australia. The first chapter was the Artspace exhibition Just Not Australian that explored ideas about being Australian and what it means to be unAustralian. The show featured works by a range of Indigenous and non-Indigenous artists. This next show will focus on communicating and showcasing unacknowledged aspects of Australian national identity and its significance for a reconciled Australia. If you have relevant qualifications in the following professions please submit an expression of interest:
• Theatre
• Theatre media
• Stage and screen
• Media, including social media
• Communications

Context:
You are submitting an expression of interest (EoI) to lead the selected project connected to the organisation you have chosen. You are required to explain your professional philosophy and demonstrate an understanding of the historical and institutional influences on the field in which the organisation operates. In addition, you will review your original assessment of cultural competence from Task 1 and describe how you would enact your evolved understandings in the Project Officer role. A critical part of the project is to work with local Indigenous community or groups to build connections to interpret and respond to their needs.
You will complete an EoI – Project Officer in three sections. You must support your EoI with evidence from your sources, using APA (6th ed.) referencing.
• Section 1. Explain your professional standpoint as it applies to your cultural competence. (300 words)
• Section 2. Describe the social, institutional, and historical factors relevant to the project. Explain the relevant ethical issues. (600 words)
• Section 3. What principles will you apply to establish and build collaborative partnerships with Indigenous community representatives or groups? (300 words)

A template for this assessment task will be provided in the subject site.

Rationale
This assessment task will assess the following learning outcome/s:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.
This task is a summative assessment item and requires you to demonstrate your comprehension of IKC101 LOs 1-5 to meet the following outcome:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.

In Tasks 1 and 2 you critically reflected on the factors and forces that influence, reproduce, and reinforce particular forms of knowledge about Indigenous Australians and yourself as part of Australian society. You considered what knowledge can be taken-for-granted because of this reinforcement by institutions, using the media as one example of a powerful socialising institution. You provided a critical analysis of available historical and contemporary evidence to deepen your understanding of the forces influencing contemporary understandings about, and contemporary experiences of Indigenous Australians.
In Task 3 you are required to apply what you have learned through the IKC101 Modules and after completion of Tasks 1 and 2 to consider your professional responsibilities, your potential contribution to Yindyamarra Winhanganha, and to apply principles for engagement with Indigenous communities to facilitate these.

Marking criteria and standards
Summative Task: Assesses Learning Outcomes 1 – 5
Criterion HD 25 – 30 / 30
D 22 – 24.5 / 30
CR 19 – 21.5 / 30
P 15 – 18.5 / 30
F 0 – 14.5 / 30

Professional standpoint statement demonstrates ongoing self-reflection on developing cultural competence from the student’s baseline articulated in Tasks 1 and 2. The student has considered and clearly linked this reflection on cultural competence to their future profession.
Examines and reflects on standpoint and cultural competence progression from Tasks 1 – 3 to discuss influence on this emerging professional standpoint and cultural competence. Develops original ideas on how you could respond to these issues in your future professional setting. Addresses personal ethical dimensions impacting on professional standpoint.
Examines standpoint and reflects on cultural competence progression from Tasks 1 – 3
Attachments:
3195172_1_Task-4.pdf

Assessment item 3
Essay
Value: 40%
Due Date: 13-May-2019
Return Date: 05-Jun-2019
Length: 1500 words
Submission method options: EASTS (online)
Task
Over module two you responded to critical questions to reflect on how social, institutional,
and historical forces explicitly and implicitly construct knowledge of Self and Others. In Task 3
you will use this as a basis but extend into a critical analysis of Australian policy and historical
events in relation to Indigenous Australian peoples.
You are required to select two events from the Australian History Timeline in Module 2. One
event must be pre-1967 and the other post-1967. This will enable you to investigate the
evolution of approaches to Australian policy for Indigenous Australian peoples, the way in
which Indigenous Australians are positioned to rationalise approaches, and the presumed
relationship between Indigenous and non-Indigenous Australians as a consequence.
You are required to describe and analyse each policy/event in relation to:
• Goals of each policy or event.
• How Indigenous Australians are positioned (e.g., do they have a role in decisionmaking, are their views represented, are they constructed as a ‘problem to be
resolved’).
• The relationship between Indigenous Australians and wider Australian society (e.g., is
there a social or cultural norm evident? Are Indigenous Australians constructed as
‘different’ to or divergent from the norm?);
• The similarities and differences evident in the goals, positioning of Indigenous
Australians, and the implied relationship between Indigenous Australians and wider
Australian society;
• How knowledge about Australian history is reproduced to reinforce contemporary
understandings;
• A personal reflection on your standpoint on the influence of these policies and events
on your own cultural competence and the social and cultural influences on your
understandings.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to critically reflect on the factors that have shaped historical and
contemporary engagement with Indigenous communities and Indigenous peoples
and critique deficit paradigms as they relate to Indigenous Australians.
• be able to critically examine how racialised power and privilege influence historical
and contemporary structures of Australian society and its institutions.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 22 of 46
This task extends on Task 1 and 2 to meet the following IKC101 Learning Outcomes:
LO 3: Be able to critically reflect on the factors that have shaped historical and contemporary
engagement with Indigenous communities and Indigenous peoples and critique deficit
paradigms as they relate to Indigenous Australians;
LO4: Be able to critically examine how racialised power and privilege influence historical and
contemporary structures of Australian society and its institutions.
In Task 1 and 2 you reflected on your knowledge and the factors that influence what you know,
and how you come to know about Indigenous Australians and Australians more generally. You
undertook further reflection in a critique of two media articles. You began to consider how
knowledge can be taken-for-granted or assumed to be true because powerful institutions like
schools, churches, government, the media (and social media) reinforce them over time.
In Task 3 you will analyse evidence of the social, institutional, and historical framing,
reproduction, and reinforcement of particular kinds of knowledge and associated issues of
power and privilege.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 23 of 46
Marking criteria and standards
Assesses Learning Outcomes 1 – 4
Assessable
component
HD
34– 40 / 40
D
30 – 33 / 40
CR
26 – 29 / 40
P
20 – 25 / 40
F
0 – 19 / 40
Identifies the
stated goals and
intentions of the
policy/event and
the evident or
implied power
relations between
Indigenous and
non-Indigenous
Australians.
Provides a
comparative
analysis of the
level of input of
Indigenous
Australians in
developing the
policy, or in
relation to the
event pre-1967 and
post-1967.
Examines evidence of
the goals and intentions
of the policies/events to
comparatively analyse
the evident and implied
power relations between
Indigenous and nonIndigenous Australians.
Compares and analyses
the extent of Indigenous
Australians’
contributions to
selected policies and/or
events of each era.
Includes documentation
to support any
questioning of evidence.
Provides a fluid and
integrated analysis.
Analyses the links
between the goals
and intentions of the
policy/event and the
evident or implied
power relations
between Indigenous
and non-Indigenous
Australians.
Compares how
Indigenous
Australians
contributed to the
development of the
selected policies/
events in each era.
An attempt has been
made to question
the evidence.
Discusses the goals of
the selected policies/
events and makes
connections to
evident power
relations between
Indigenous and nonIndigenous
Australians. Identifies
the contributions of
Indigenous
Australians and
describes the impact
of this on the
development of
policies or influence
on the events.
Describes the stated
goals and intentions
of the two selected
policies/events and
discusses the
evident or implied
power relations
between Indigenous
and non-Indigenous
Australians.
Discusses the links
between the goals
and the
relationship.
Discusses
Indigenous
Australians’
contributions to the
development of the
policy or influence
on the events.
Ideas supported by
Describes fewer
than two policies /
events. Does not
describe the stated
goals and intentions
of policies / events.
Does not establish
links between goals
and implied power
relations. Does not
discuss Indigenous
Australians’
contributions to the
development of the
policy or influence
on the events.
Dismisses evidence
without justification
and /or evidence
provided is
simplistic or not
related to the topic.
Ideas not supported
by academic
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 24 of 46
10 marks
academic sources. sources.
Demonstrates
understanding of
how Indigenous
and nonIndigenous
Australians are
positioned in the
policy/event
pre-1967 and
post-1967.
10 marks
Analysis of the
positioning of
Indigenous and nonIndigenous Australians
at a collective and
individual level is clear
and succinct. Examines
and compares this
positioning in each era
in which the policy/
event occurred.
Critically analyses how
knowledge about
Australian history is
culturally and
institutionally
reproduced to reinforce
contemporary social
understandings. Analysis
and examination is
supported by an
integration of research/
sources to produce an
evidence-based
discussion.
Compares and
analyses the position
of Indigenous and
non-Indigenous
Australians at an
individual and
collective level for
both policies/events.
Describes the
institutional forces
impacting on this
positioning. Analyses
how knowledge
about Australian
history is culturally
reproduced to
reinforce
contemporary social
understandings.
Describes the
positioning of
Indigenous and nonIndigenous
Australians at an
individual and
collective level for
both policies / events.
Discusses how
knowledge about
Australian history is
socially and culturally
reproduced to
reinforce
contemporary
understandings.
Describes the
positioning of
Indigenous and nonIndigenous
Australians at an
individual OR
collective level of
two policies /
events. Discusses
this positioning in
each era in which
the policy/event
occurred.
Broad outline of
how knowledge
about Australian
history is socially
reproduced to
reinforce
contemporary
understandings.
Ideas supported by
academic sources.
No description of
the positioning of
Indigenous and
non-Indigenous
Australians at an
individual OR
collective level for
one or both
policies/events.
Analysis is
grounded in
absolutes. There is
minimal
acknowledgement
of how knowledge
about Australian
history is socially
reproduced to
reinforce
contemporary
understandings
.Ideas not
supported by
academic sources.
Identifies
dominant
Australian cultural
Examines and analyses
overt and covert
evidence of Australian
Analyses overt and
covert evidence of
Australian cultural
Analyses the overt
evidence of
Australian cultural
Identifies overt
evidence of
Australian cultural
Does not describe
the overt evidence
of Australian
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 25 of 46
norms and
analyses in relation
to constructions of
Indigenous
Australians
pre-1967 and
post-1967.
Demonstrates
understanding of
how these
constructions are
positioned as
divergent from the
dominant cultural
norm in both eras.
Reflects on current
level of cultural
competence to
determine the
influence of the
policies/events to
student’s social
and cultural
understandings
and how these are
impacted by
Australian history.
10 marks
cultural norms and uses
diverse perspectives
from a variety of sources
to qualify analysis.
Analyses the
connections between
‘race’, racialisation, and
culture to identify and
critically analyse overt
and covert evidence that
emphasises the
construction of
Indigenous Australians
as divergent from and/or
aligned with the norm
and provides reasons for
the construction of
these ideas. Examines
and reflects on own
standpoint to explain
the social, cultural,
institutional, and
historical influences on
their progressed
understandings, and
integrates these
reflections into the
analysis of these
broader influences. Any
analogies are used
effectively and personal
reflections are clearly
distinguished from the
norms and uses
alternative
perspectives from
sources to qualify
the analysis.
Discusses the
connections
between ‘race’,
racialisation, and
culture to examine
overt and covert
evidence to explain
the construction of
Indigenous
Australians as
divergent from and/
or aligned with the
norm. Critically
examines and
reflects on own
standpoint to
explain the social,
cultural,
institutional, and
historical influences
on their
understandings in
the analysis of these
broader influences.
Any analogies are
used effectively and
personal reflections
are distinguished
norms and uses
alternative
perspectives from
sources to qualify the
analysis. Describes
the links between
‘race’, racialisation,
and culture to discuss
the overt evidence to
explain the
construction of
Indigenous
Australians as
divergent from and/
or aligned with the
norm Examines and
reflects on own
standpoint to explain
the social and
cultural influences on
their understandings
in the discussion of
these broader
influences. Personal
reflections are
distinguished from
the analysis. Analysis
of other positions is
respectful. Provides a
fluid discussion that
is supported by cited
research/sources.
norms to explain the
construction of
Indigenous
Australians as
divergent from OR
aligned with the
norm.
Includes a reflection
on own standpoint
to discuss the social
and cultural
influences on their
understandings.
Personal reflections
are distinguished
from the discussion.
Discussion of other
positions is
respectful.
Discussion is
supported by cited
research/sources.
cultural norms.
Does not explain
the construction of
Indigenous
Australians as
divergent from OR
aligned with the
norm.
Describes a singular
perspective and
fails to discuss
others’
perspectives. Ideas
are not expressed
fluently and there is
a tendency to avoid
discomforting
ideas. Treats other
positions
superficially or
disrespectfully. No
evidence of selfreflection. Personal
reflections are not
distinguished form
the discussion.
Ideas not supported
by academic
evidence.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 26 of 46
analysis. Clearly justifies
own view while
respecting views of
others.
from the analysis.
Fulfils technical
aspects of the task
10 marks
Writing shows control
and skilful construction
of expression to convey
specific understandings.
Seamlessly integrates
citations and referencing
into the writing. Uses a
style that effectively
integrates personal
reflection into academic
analysis. All language
and
terminology uses are
appropriate and
informed.
Written expression
and referencing
show clear
organisation. Uses a
variety of techniques
to incorporate
source material and
citations. Uses a
style that
demonstrates the
links between
personal reflection
and academic
analysis. Language
and terminology
choices allow for
diversity
and do not
‘generalise’
Indigenous people
or cultures.
There are no errors
relating to writing
and references. Uses
formal written
expression
consistently without
errors. There are no
imprecise or
unsupported
statements or
generalisations. Uses
the
APA reference system
without error. Any
racial or historical
terms used are
accompanied by an
explanation.
There are few errors.
Uses formal written
expression with
fewer than 6
instances of slang,
contractions,
spelling,
punctuation or
grammatical errors.
Uses full sentences
consistently.
Paragraphs identify
and explore one
idea. Paragraphs are
linked using
effective methods.
Content is accurate
and supported;
there are fewer than
3 instances of
unsupported
assertions and/or
inaccuracies. At
least 7 sources
(including 5
required readings)
are cited and
referenced. Shows
There are serious
errors.
Informal or
inappropriate
written expression
is evident and there
are more than 6
instances of slang,
contractions,
spelling,
punctuation or
grammatical errors.
Phrases or run-on
sentences are used
habitually.
Paragraphs are
unfocused, too long
or too short, or links
between
paragraphs are
undeveloped.
Content is not
supported; there
are more than three
instances of
unsupported
assertions and/or
inaccuracies. Fewer
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 27 of 46
judgement in
choosing reliable, relevant, academic
sour
ces of
information. Uses the APA referencing sys
tem;
there may be some
errors ho
w
e
ver
there is consis
tenc
y
in appr
oach. All task
requirements hav
e
been met and
submit
ted.
Within specified word count. Use of appropria
t
e
terminology is
de
veloping.
than 7 sour
ces
(including 5 required readings)
are cited and referenced. Use of
modules as references.
APA referencing is
not used. Referencing style is
inconsis
tent
showing a lack of
under
s
tanding of it
s
purpose. One or
more task requirements ar
e
unmet or missing.
Under or o
ver
specified wor
d
count. Common terminology issues
are evident, such as
non-capitalisation,
use of inappropria
t
e
words without context or explanation.
Charles Sturt University Subject Outline
IKC101 201930 D D Version 1 – Published 07 February 2019
Page 28 of 46
Presentation
Essay requirements
•This assignment is to be completed in essay format. Include an introduction, body
paragraphs and conclusion.
•Develop an overall position and ensure each paragraph contains a specific point that is
demonstrated and supported in the paragraph.
• You must use third-person for the academic analysis; you are able to use first-person [“I”
statements] in the reflective aspects of the task only.
• Information relating to writing essays can be found at: http://student.csu.edu.au/study/
guidesandtips/writing-at-uni (http://student.csu.edu.au/study/guidesandtips/writing-at-uni)
•The essay should be your own original work. This assessment task will be put through
Turnitin to identify plagiarism.
Reference requirements
• Use at least seven (7) reference sources in total. References are not included in the word
count.
• You must use a minimum of five (5) required readings from the IKC101 modules.
• You must cite and reference two (2) additional sources that you have located yourself. These
texts must be of academic standard, such as a journal article, text book, text book chapter or
conference paper proceeding. Assess the quality of content in web sources very carefully. In
general, website references are unlikely to provide reliable, researched information suitable
for this task.
* Articles from The Conversation are written by academics and are appropriate to develop
your understandings and to refer to. However, as these articles are not peer-reviewed they do
not count as a formal reference.
•Do not reference sources such as Creative Spirits, Wikipedia, Skwirk/Red Apple, or
Australians Together as these are unreliable sources.
•Do not cite or reference the module. You may cite and reference the readings linked to in the
module. The written information contained in the modules are not academic sources and are
not to be used in your essay.
•Use in-text citations to identify other people’s ideas and words. These in-text citations must
follow APA (6th Edition) referencing style.
•Quotes must be in quotation marks and the in-text citation must include the page number.
Formal and respectful language requirements
•This assessment task must be in professional and formal language. This means there should
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 29 of 46
be no abbreviations or slang.
•Care must be taken to avoid spelling, grammar and punctuation errors.
•Respectful and appropriate terminology must be used when referring to and writing about
Indigenous Australian people and cultures.
Requirements
Your assessment should be submitted on EASTS as a Microsoft Word document. Do not
submit as a PDF document.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 30 of 46
Attachments:
3195171_1_Task-3.pdf

Mediation: Master Solution to Employment Disputes?
We typically think of mediation as the province of marital counselors and labor strife. More organizations use mediation to resolve conflicts than you might think. In fact, in the United States, Canada, Great Britain, Ireland, and India, mediation is growing rapidly as a means to settle employment disputes. We introduced mediation in this chapter; let’s look at some examples when it has succeeded and when it has failed.
Mediation has often succeeded: Mediation has often succeeded:
? Many states have experimented with mediation as an alternative to traditional trials to resolve legal disputes. The state of Maryland found in a pilot program that 58 percent of appellate cases could be resolved through mediation and that mediation was both cheaper and faster than a traditional courtroom resolution.
? The Equal Employment Opportunity Commission (EEOC), the federal agency that oversees employment discrimination complaints in the United States, uses mediation extensively. Safeway, the third-largest U.S. supermarket chain, uses the EEOC to mediate numerous employment disputes. Says Donna Gwin, Safeway’s Director of Human Resources, “Through mediation, we have had the opportunity to proactively resolve issues and avoid potential charges in the future. We have seen the number of charges filed with EEOC against us actually decline. We believe that our participating in mediation and listening to employees’ concerns has contributed to that decline.”
? In 2008, the Screen Actors Guild (SAG) and the Alliance of Motion Picture and Television Producers (AMPTP), representing some 350 studios and production companies, engaged in prolonged negotiations over a new labor agreement. The negotiations failed, and the parties agreed to mediation. However, mediation also failed, and in response SAG asked its members to approve a strike authorization.
? When David Kuchinsky, the former driver for New York Knicks center Eddy Curry, sued Curry for sexual harassment, discrimination, and failure to pay $93,000 in wages and reimbursements, the parties agreed to mediation. However, after the sides failed to reach a settlement during mediation, Kuchinsky reinstated his lawsuit, and Curry filed a $50,000 countersuit.
Questions
1. Drawing from these examples, what factors do you think differentiate occasions when mediation was successful and when it failed?
2. One successful mediator, Boston’s Paul Finn, argues that if the disputing parties are seeking justice, “It’s best to go somewhere else.” Why do you think he says that?
3. Do you think a mediator should find out why the parties want what they want? Why or why not?
4. The EEOC reports that whereas 85 percent of employees agree to mediate their charges, employers agree to mediate only 30 percent of the time. Why do you think this disparity exists?