Develop and use emotional intelligence

Student Assessment

BSBPEF502

Develop and use emotional intelligence

UNIT OVERVIEW

BSBPEF502 Develop and use emotional intelligence

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements

To achieve competency in this unit students must demonstrate their ability to:

Prepare to develop emotional intelligence

Develop emotional intelligence

Promote development of emotional intelligence in others

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

demonstrate emotional intelligence in relation to at least two different work tasks

promote development of emotion intelligence in others on at least one occasion.

In the course of the above, the candidate must:

develop assessment criteria to assess personal emotional strengths and weaknesses

conduct an analysis to identify personal emotional triggers, incorporating feedback from others

analyse and document interactions with co-workers

develop and implement plans for responding to emotional expressions

apply techniques that promote flexibility in interactions with others and show consideration for the emotions of others.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

application of emotional intelligence attributes, including:

self-awareness

self-management

social awareness

relationship management

emotional intelligence principles and strategies

strategies for communicating with a diverse workforce that has varying expressions of emotion

methods to develop emotional intelligence in others

emotional intelligence in the context of building workplace relationships.

A complete copy of the above unit of competency can be downloaded from the TGA website: https://training.gov.au/Training/Details/BSBPEF502

The assessment activities and information in this booklet are based on and customised from the BSBPEF502 Develop and use emotional intelligence, assessment resources provided by Precision Group (Australia). Precision Group (Australia) owns all copyright to this information and the intellectual property of this resource remains with Precision Group (Australia).

Contents

INFORMATION FOR STUDENTS

General Assessment Information

This information is designed to provide you with a full overview of the tasks you need to successfully complete to be deemed competent in this unit.

You must achieve a satisfactory performance in each of the assessment tasks in order to be deemed competent in the relevant unit. Where necessary, the assessment tasks are divided into parts or steps. These are designed to take you through a step-by-step approach to completing the activities.

Instructions

First and foremost, please contact your assessor to discuss any necessary adjustments that may need to be made prior to completing these tasks. The instructions for each of the assessment tasks are logically sequenced. If you have any questions, contact your assessor immediately. If there is a practical component to your assessment, you will need to discuss the arrangements for its completion with your assessor in advance.

Assessment Cover Sheet

Once you have completed all the tasks, complete the Assessment Cover Sheet, sign the declaration and forward along with your documentation to your assessor, or upload on the student portal as directed by the assessor.

Submitting Assessment Tasks

All written assessment tasks must be typed and submitted with the provided cover sheet.

Your trainer/assessor will tell you when assessments are due. It is your responsibility to ensure that assessment tasks are submitted on or before their due date.

Extensions for individual assessment tasks may be negotiated with your trainer in specific circumstances. You must request this prior to the due date, and extensions due to illness will require a medical certificate. Extensions will be confirmed by your trainer/assessor.

Where assessment tasks are submitted following the conclusion of the term without a medical certificate or extension, a late submission fee for each assessment task will be charged.

Assessment Outcomes

There are two outcomes of assessment tasks: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

You will be awarded C = Competent on completion of the unit when you have achieved S for all completed assessment tasks and by meeting all the performance criteria. If you fail to meet this requirement, you will receive the result NC = Not Competent and will be eligible to be re-assessed according to Australian Vocational Training Institute (AVTI)‘s policy.

If you are deemed Not Competent by your assessor and require re-assessment, you will be informed of the process. A fee may be charged according to AVTI policy.

If all assessment tasks are not completed for a qualification, a certificate will not be awarded. A Statement of Attainment for completed units of competency will be provided.

Your Results

Your assessor is committed to providing you with detailed feedback on the outcomes of the assessment and will provide guidance on areas for improvement. In most instances, you should only need to complete the sections of the assessment that were deemed not satisfactory. However, it is important to remember that depending on the task, it may be necessary to repeat the whole task (for example presentations or the delivery of a training session).

You are entitled to view your results at any time by viewing them once they are uploaded on RTO Manager.

Reasonable Adjustment

AVTI supports individual differences in the learning environment and provides ‘reasonable adjustment’ in training and assessment activities to support every learner. If you have any special needs that make it difficult for you to complete your learning or assessments, you should discuss this with your assessor beforehand and will be provided with reasonable alternatives to assist you to complete the required tasks such as completing tests verbally or using an interpreter.

What happens if you do not agree with the assessment result?

If you do not think the assessment process is valid, or disagree with the decision once it is made, or believe that you have been treated unfairly, you can appeal. The first step is to discuss the matter with your trainer.

If you still do not agree with the results, refer to the AVTI Complaints and Appeals Policy and speak to the Student Services team.

Support

While we may not be in a position to assist you with language training or specific LLN training, our assessors will work with you to ensure that you are supported throughout your qualification. If you require individual tutoring this may attract an additional fee (see Student Handbook). Support may be offered by your assessor, or for more specialist support you may need to contact AVTI administration.

Plagiarism and Referencing

Plagiarism is a form of theft where the work, ideas, inventions etc. of other people are presented as your own. Information, ideas etc. quoted or paraphrased from another source, must be cited using the Harvard referencing system. Direct quotes must be acknowledged with quotation marks around the relevant words/ sentences or ideas.

You must also list the sources at the end of your assessment.

It is advisable to never copy another person’s work. Should it appear that your work has been copied or does not appear to be authentic, you will be asked to speak to your Course Coordinator and required to re-submit it. A fee may be charged according to AVTI policy. If it occurs on more than one occasion, your enrolment may be cancelled.

Contacting the RTO

If you should need further support or assistance, please do not hesitate to contact the Student Services team.

Instructions for assessment

Learner Information

This Learner Assessment Pack is designed for you to complete the assessment for BSBPEF502 – Develop and use emotional intelligence (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.

The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.

Each Learner Assessment Pack is made up of four parts:

Assessment Delivery

Learner Information

Steps for Learner

Assessment Agreement

Assessment Tasks

Assessment Tasks, including:

Short Answer Questions

Practical Assessment

Assessment Workbook Checklist

Assessment Workbook Checklist

Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.

Assessments are designed to be completed using your industry/organisation, but your Registered Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated workplace environment.

You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence. Verification from at least one third-party signatory, and preferably two or more witnesses is required to confirm your demonstration of these practical knowledge and skills. These witnesses would usually be your current or recent supervisors, or your assessor.

The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to your industry/organisation, you may be asked by your assessor to provide additional information based on your industry/organisation.

Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor.

Steps for Learners

Your Learner Assessment Pack:

Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry.

Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both.

Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor.

After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor.

Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.

Resources Required for Assessment

To complete the Practical Assessment projects, you will require access to:

Computer with internet and email access and a working web browser

Installed software: Word, Adobe Acrobat Reader

A workplace that will allow you access to:

Documentation, including:

Policies and procedures relevant to:

Organising informal opportunities to express thoughts and feelings in the workplace

Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

People, including:

At least two co-workers

At least two relevant stakeholders

Stakeholders can include the following:

Your co-workers

Your supervisor

Accessing Intranet Pages

Some assessment tasks may require you to access specific pages from the simulated business, Bounce Fitness. Links to these pages are formatted in Blue Text.

To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users, directly click the link.

The simulated business, Bounce Fitness, can be accessed by going to http://bouncefitness.precisiongroup.com.au/

Please Login to Bounce Fitness using the username and password below:

Username: avti

Password: [email protected]

ASSESSMENT DECLARATION SHEET

Student Name:

Student ID:

Contact Number:

Email:

Trainer / Assessor Name:

Qualification:

BSB60720 – Advanced Diploma of Program Management

Unit of Competency:

BSBPEF502 Develop and use emotional intelligence

Assessment:

Assessment 1-Short Answer Questions

Assessment 2-Practical Assessment

Due Date:

Date Submitted:

If your assessment is being submitted after the due date, please attach a copy of the written confirmation of extension received from your assessor.

Declaration:

I have read and understood the following information at the beginning of this assessment (please tick):

Assessment information

Submitting assessments

Plagiarism and referencing

I declare this assessment is my own work and where the work is of others, I have fully referenced that material.

Name (please print)

Signature

Date

ASSESSMENT 1- Short Answer Questions

Question 1

Outlined below are the attributes of emotional intelligence. Identify at least two ways of applying each attribute in the workplace.

Self-awareness

     

     

Self-management

     

     

Social awareness

     

     

Relationship Management

     

     

Question 2

Answer the following questions on the principles of emotional intelligence using your own words.

Describe the principle of self-awareness.

     

Identify and briefly explain the three competencies of self-awareness.

Competencies identified here refer to the observable skills required to demonstrate self-awareness.

Competencies of Self-Awareness

Explanation of Each Competency of Self-Awareness

     

     

     

     

     

     

Describe the principle of empathy.

     

Identify and define the three kinds of empathy.

Kinds of Empathy

Definition of Kinds of Empathy

     

     

     

     

     

     

Question 3

Identify at least two strategies for using emotional intelligence. For each identified strategy, identify at least two methods. Briefly explain each identified method for each strategy.

Emotional Intelligence Strategies

Methods to Implement in Emotional Intelligence Strategy

Explanation for Methods in Emotional Intelligence Strategy

     

     

     

     

     

     

     

     

     

     

Question 4

The following are different scenarios depicting employees from two different backgrounds. Read through each scenario and identify at least one strategy that can be used to communicate with each employee effectively.

Scenario 1

Takashi is working as a fitness instructor for Bounce Fitness. He is an excellent and efficient employee seen in his work ethic and the feedback from members of the fitness centre. He tends to be quiet during work-related events such as meetings and lunch outs. He also relies on non-verbal signals such as facial expressions and body language to convey his responses to his workgroup members. He often avoids eye contact with his workgroup members due to social anxiety.

Communication Strategy

     

Scenario 2

Michael works as a fitness instructor for Bounce Fitness. He is very direct, clear, transparent, and open about work-related matters. He is also easily frustrated when something doesn’t go his way. When frustrated, Michael makes unnecessary comments about his workgroup members’ work ethics, causing some colleagues to view him as rude and aggressive.

Communication Strategy

     

Question 5

Below are two principles of emotional intelligence. For each area:

Identify at least one method of promoting the principle of emotional intelligence in other people.

Briefly explain how the method promotes the area of emotional intelligence in other people.

Principle of Emotional Intelligence

Method of Promoting Principle of Emotional Intelligence in Other People

How the Method Promotes the Principle of Emotional Intelligence in Other People

Empathy

     

     

Self-regulation

     

     

Question 6

Briefly explain how emotional intelligence improves workplace relationships.

     

Assessment 1: Short Answer Questions – Result Sheet

Student’s name:

Student ID:

Assessor’s name:

Unit of competency:

BSBPEF502 Develop and use emotional intelligence

Question

Response

Comment

Satisfactory

Not Satisfactory

1

2

3

4

5

6

Feedback to student:

Student’s overall performance is:

Satisfactory

Not Satisfactory

Is re-assessment required?

Yes

No

Assessor’s signature:

Date:

ASSESMENT 2-Practical Assessment

Practical Assessment

The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.

To be assessed for this unit of competency, you must demonstrate your skills and knowledge to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

Wherever possible, this assessment must be completed in your own workplace, including the gathering of evidence.

Where a current workplace is not available, you must conduct your practical assessment in an environment where conditions are typical of those experienced in a workplace. The environment must provide you access to all the resources required to complete this assessment.

If you don’t have access to a suitable workplace, discuss with your assessor any adjustments required to the tasks to conduct a simulated workplace assessment.

IMPORTANT!

All signatures/initials in your submissions, including yours, must be handwritten and dated. Submissions with signatures/initials must be scanned.

The supervisor/observer who completes and signs your evidence submissions must provide their real name, contact number, and email address for your assessor’s reference.

Should you encounter issue or concerns regarding your assessment, contact your assessor.

Workplace Supervisor/Assessor Instructions

Dear Workplace Supervisor/Assessor,

Thank you for allowing and assisting the learner to complete this project in (please tick at least one):

the workplace.

a simulated workplace environment.

This project requires the learner to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

The learner will discuss with you the requirements they must complete and the resources they need to access in the assessment environment for this project.

Your Role as the Learner’s Supervisor/Assessor

There are activities in this project that will require your involvement. This includes:

providing the learner access to the resources required for this project.

participating in the activities included in this project, including:

observing the learner as they complete these activities,

signing the learner’s submissions,

providing feedback on the learner’s performance, and

providing guidance to the learner as they complete these activities in the selected assessment environment.

testifying that the learner has completed these activities in accordance with the workplace standards, policies, and procedures, and in accordance with the requirements of this project.

being contacted by the learner’s training provider through a phone call or email to further verify that the learner has completed the activities included in this project to a satisfactory level and to verify the authenticity of the learner’s document submissions.

Discuss any queries about the project and associated requirements with the learner. If the learner cannot answer your questions about the project, please contact the learner’s assessor/training provider.

Project Assessment

Project Overview

This project will require you to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

The project is divided into three parts:

Part I. Identify Impact of Own Emotions on Others in the Workplace

Part II. Recognise and Address Emotional Intelligence of Others

Part III. Promote the Development of Emotional Intelligence in Others

Tasks and activities in this project assessment require you to have access to a workplace or a similar environment.

Read the instructions in this project carefully before proceeding.

Resources Required for Assessment

Resources you need to access to complete this assessment are outlined in the Resources Required for Assessment section of this workbook and in the task overview of each part of the assessment.

Forms and Templates

Assessment forms and templates are provided in each task in this Project Assessment, unless otherwise specified.

If you are currently in workplace, you may use similar forms and templates used by your organisation to complete the assessment. However, all requirements specified in the task must be included in your submissions.

Part I. Identify Impact of Own Emotions on Others in the Workplace

Task Overview

This part of the project will require you to identify the impact of your own emotions on others in the workplace. Specifically, you will be required to:

Develop and use evaluation criteria to determine own emotional strengths and weakness

Identify and analyse personal emotional stressors related to the workplace

Evaluate the impact of own workplaces behaviours

Use self-reflection and feedback from others to improve development of own emotional intelligence.

Resources Required:

To complete this project, you will need access to the following:

A workplace that will allow you access to:

At least two co-workers

Templates required to complete this project are provided within this workbook.

Task 1.1 Identifying Emotions in the Workplace

ASSESSMENT INSTRUCTIONS

Seek an opportunity to develop evaluation criteria for assessing your emotional strengths and weaknesses.

Access the Evaluation Criteria template found within this workbook. Use this template for developing evaluation criteria for assessing emotional strengths and weaknesses.

Create an Evaluation Criteria. You will use this to assess your emotional strengths and weaknesses in the next task.

Your developed Evaluation Criteria must include the following information:

Your industry

At least four criteria relevant to assessing emotional strengths and weaknesses

Ensure that the criteria you develop applies to your role in your industry.

At least one rating scale for your provided criteria

Your rating scale must include more than two ratings, e.g., 1-5, 1-10, etc.

For each criterion, at least one response scale for each item in the rating scale

Your response scale must include a description that outlines the observable skills or abilities that illustrate the level of performance for the rating scale of each criteria, e.g.

Learner is very aware of their emotions and capabilities.

Conducts self-reflection to identify any improvements to their practice or task

Seeks to improve on areas identified from self-reflection

Ensure to leave the Self-Assessment column blank. You will complete that column in the next task.

Have your supervisor sign the Supervisor Declaration Form found at the end of the Evaluation Criteria to assure their approval of your criteria.

Submit your partially completed Evaluation Criteria to your assessor.

Evaluation Criteria

Completed by

     

Date Completed

     

Organisation/Workplace

     

Industry

     

Evaluation Criteria for Assessing Emotional Strengths and Weaknesses

Emotional Intelligence Criteria

Rating Scale

Self-Assessment

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

SUPERVISOR DECLARATION

TO THE SUPERVISOR

By signing in the spaces provided below, you are confirming that you approve of the learner’s Evaluation Criteria.

Supervisor Name:

     

Organisation/Workplace:

     

Position:

     

Signature:

     

Task 1.2 Assessing Emotional Strengths and Weaknesses

ASSESSMENT INSTRUCTIONS

Locate the Emotional Assessment template found within this workbook. Use this template for assessing your emotional strengths and weaknesses.

Assess your emotional strengths and weaknesses using your Evaluation Criteria. Record results on your template.

Based on the assessment of your Evaluation Criteria, complete the Emotional Assessment. This must include the following information:

At least two of the following:

Your emotional strengths

Your emotional strengths must be directly taken from your Evaluation Criteria. These must include areas identified in your Evaluation Criteria that you can maintain.

Your emotional weaknesses

Your emotional weaknesses must be directly taken from your Evaluation Criteria. These must include areas identified in your Evaluation Criteria that need improvement.

Submit the following to your assessor:

Completed Evaluation Criteria template

Completed Emotional Assessment template.

Emotional Assessment

Completed By

     

Date Completed

     

Organisation/Workplace

     

Emotional Strengths

Emotional Weaknesses

     

     

     

     

Task 1.3 Identifying and Analysing Potential Emotional Stressors in the Workplace

ASSESSMENT INSTRUCTIONS

Locate the Potential Emotional Stressors template found within this workbook. Use this template to identify and analyse potential stressors in the workplace.

Complete the Potential Emotional Stressors template. Your Potential Emotional Stressors must contain the following information:

Briefly explain at least one workplace situation where you felt stressed.

Analyse the identified workplace situation by identifying the following:

At least two potential emotional stressors present in the identified workplace situation

Potential emotional stressors refer to the conditions present in the situation that made you feel stressed, e.g.

Lack of communication from co-worker

Personal deadline not being met

At least two methods for responding to each identified potential emotional stressor

The methods identified must be specific, applicable, and shows healthy responses to each identified potential emotional stressor.

Ensure to leave the following sections blank:

Feedback from Co-workers

Recommended Methods for Responding to Potential Emotional Stressors

These sections will be completed in Task 1.4.

Submit your partially completed Potential Emotional Stressors template to your assessor.

Potential Emotional Stressors

Completed by

     

Date Completed

     

Organisation/Workplace

     

Workplace Situation Where You Felt Stressed

Potential Emotional Stressors Present in Workplace Situation

Methods for Responding to Potential Emotional Stressors

Feedback from Co-workers

Recommended Methods for Responding to Potential Emotional Stressors

     

     

     

     

     

     

     

     

     

Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential Emotional Stressors in the Workplace

ASSESSMENT INSTRUCTIONS

To complete this task, learner must seek feedback from at least two co-workers regarding their identify potential emotional outlined in their Potential Emotional Stressors template from Task 1.3.

Locate the Observation Form provided within this workbook. This template outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified when seeking feedback on methods of responding to emotional stressors in the workplace.

Arrange a time with your assessor to observe you in seeking feedback. Provide them with a copy of the Observation Form provided within this workbook. Discuss all requirements of the task with your assessor and prepare these before the consultation meeting.

Your assessor will complete the Observation Form.

If direct observation is not possible, record the activity in a video. Ensure to obtain permission first from persons involved before doing so.

Review your partially completed Potential Emotional Stressors template from Task 1.3.

Arrange a consultation with at least two co-workers to seek feedback regarding your methods. During the consultation:

Ask your co-workers for confirmation on each of your methods for responding to potential emotional stressors in the workplace, as identified from the Potential Emotional Stressors in Task 1.3.

Confirmation of your methods can include but is not limited to the following discussion points:

Is the method of response to potential emotional stressors effective?

Will the method of response to potential emotional stressors need to be revised?

Identify at least one method for responding to each identified potential emotional stressor in the workplace with assistance from your co-workers.

Record the information in your Potential Emotional Stressors template.

Submit the completed Potential Emotional Stressors template to your assessor.

Observation Form (For Assessor’s Use Only)

INSTRUCTIONS TO THE ASSESSOR

The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.

Before observing the learner:

Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.

Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to consult with at least two co-workers regarding the learner’s methods for responding to emotional stressors in the workplace. Prior to the consultation, discuss with the learner to ensure that they have access to the following:

A safe environment for consultation (please tick at least one):

the workplace: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):

At least two co-workers

Meeting Minutes template

Video camera or a mobile phone with video recording capabilities

Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor

You are required to observe the learner in their consultation regarding their methods for responding to potential emotional stressors. The learner will provide you a copy of the Observation Form which you must complete during the observation task.

Select the method of observation to be conducted:

Direct observation

Assessor must be physically present in the assessment environment.

Observation via video recording

Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:

Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.

Indicate the date when the observation is conducted.

Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.

Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.

Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.

Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page.

Observation Form

Learner Name:

     

Name of Workplace/
Organisation:

     

Task Title

Refer to task title.

     

Date of Observation:

     

Did the learner demonstrate the following during the consultation?

Yes

No

Comments

Seek feedback from others to confirm methods for responding to potential emotional stressors in the workplace

During the consultation, did the learner:

Discuss their emotional response to the potential emotional stressors as identified in the Potential Emotional Stressors template

     

Discuss their methods of responding to the potential emotional stressors as identified in the Potential Emotional Stressors template

Seek feedback to identify methods for responding to potential emotional stressors in the workplace

During the consultation, did the learner:

Discuss the potential emotional stressors as identified in the Potential Emotional Stressors template

     

Ask each co-worker for at least one method for responding to potential emotional stressors in the workplace

Use the following skills to present information and seek feedback

Appropriate language

During the consultation, did the learner:

     

Use formal language by avoiding usage of first-person pronouns, contractions, and slang

Avoid using idiomatic expressions and euphemisms

Nonverbal features

During the consultation, did the learner:

     

Use appropriate body language to provide acknowledgement (e.g. nodding, eye contact, etc.)

Avoid bad posture such as slouching, towering, etc.

Uses the following skills to present information and seek feedback

Listening skills

During the consultation, did the learner:

     

Paraphrase to show understanding

Give nonverbal cues which show understanding such as nodding, eye contact, etc.

Questioning skills

During the consultation, did the learner:

     

Ask questions that introduce additional details

Ask yes or no questions to clarify understanding of information

Ask open-ended questions to get additional information

OVERALL FEEDBACK TO LEARNER

     

ASSESSOR DECLARATION

By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during the consultation.

I further confirm that the information recorded on this Observation Form is true and accurately reflects the learner’s performance during this task.

Assessor Name:

     

RTO Name:

     

Signature:

     

Date signed:

     

Part II. Recognise and Address Emotional Intelligence of Others

Task Overview

This part of the project will require you to recognise and address the emotional strengths and weaknesses of others. Specifically, you will be required to:

Interact with co-workers and observe their emotional states

Develop plans for identifying and responding appropriately to a range of emotional expressions

Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace

Demonstrate consideration of the emotions of others when making decisions

Resources Required:

To complete this project, you will need access to the following:

A workplace that will allow you access to:

People, including:

Co-workers met with in Task 1.4

At least two relevant stakeholders

Templates required to complete this project are provided within this workbook.

Task 2.1 Assessing Emotional Expression of Co-Workers

ASSESSMENT INSTRUCTIONS

Seek an opportunity in the workplace to observe and analyse the emotional responses of the co-workers you met with in Task 1.4.

Locate the Team Emotional Intelligence Profile template within this workbook. Use this template to record your observations on your co-workers.

Observe each co-worker and their emotional responses to situations in the workplace. Document each co-worker’s interactions.

Each co-worker must address all issues present in their interactions.

Complete at least one profile for each co-worker observed.

Record your observations in the Team Emotional Intelligence Profile. The Team Emotional Intelligence Profile must contain the following information:

The emotion each co-worker expressed upon observation

Analyse each emotion through the following steps:

Identify at least one emotional cue that indicates the emotion your co-worker expressed.

Emotional cues are verbal or non-verbal hints that indicate someone’s emotional state. These cues include but are not limited to:

Facial expressions

Body movements

Tone of voice

Though your identified emotional expressions must differ, the emotions and cues you identify for each emotional expression can be similar.

Identify at least three emotional expressions

Emotional expressions refer to how one outwardly communicates their emotional state. These expressions can be either verbal or non-verbal, e.g.

Crying

Pacing around a room

Venting to a co-worker

Have each of your co-workers sign the profile you made for them to ensure that all assessments are accurate and appropriate. All signatures must be handwritten.

Secure proof of each interaction with each co-worker. This will be submitted as supplementary evidence at the end of this task.

This can include but is not limited to the following:

Meeting minutes

Video recording

Email threads

Submit the following to your assessor:

Supplementary evidence of your interaction with each co-worker

At least two copies of the Team Emotional Intelligence Profile

Team Emotional Intelligence Profile

Co-worker Name

     

Assessed by

     

Date Observed

     

Identified Emotion

Emotional Cue

Emotional Expression

     

     

     

Signed by:

     

Date Signed

     

Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional Expressions

ASSESSMENT INSTRUCTIONS

Locate the Emotional Expression Plan template within this workbook. Use this template to create a plan for identifying and responding to emotional expressions.

Based on the observed emotional expressions of your co-workers from their Team Emotional Intelligence Profiles in Task 2.1, create a plan to identify and respond to a range of emotional expressions.

The plan must contain the following:

At least three emotional expressions observed from your co-workers in Task 2.1

For each emotional expression, identify the following based on the information gathered in your Team Emotional Intelligence Profiles from Task 2.1:

At least one method of identifying the specified emotional expression

At least one method of responding to the specified emotional expression

For each method, you must include:

At least one expected outcome

Planned date of implementation

Record all information in the Emotional Expression Plan found within this workbook.

Ensure to leave the following sections blank:

Actual Outcome

Actual Date of Implementation

These sections will be completed in a succeeding task.

Have your assessor sign the Assessor Declaration Form to assure their approval of your plan. Their signature must be handwritten.

You are not required to submit the Emotional Expression Plan in this task.

Emotional Expression Plan

Completed by

     

Date Completed

     

Emotional Expression

Method of Identifying Each Emotional Expression

Expected Outcome

Planned Date of Implementation

Actual Outcome

Actual Date of Implementation

     

     

     

     

     

     

Emotional Expression

Method of Responding to Each Emotional Expression

Expected Outcome

Planned Date of Implementation

Actual Outcome

Actual Date of Implementation

     

     

     

     

     

     

     

     

     

     

     

     

ASSESSOR Declaration

TO THE ASSESSOR

By signing in the spaces below, you are confirming that the learner created the Emotional Expression Plan to complete this task and that you approve of their Emotional Expression Plan.

Assessor Name:

     

RTO Name:

     

Position:

     

Signature:

     

Task 2.3 Applying Techniques in Dealing with Others

ASSESSMENT INSTRUCTIONS

To complete this task, you must interact with the co-workers you met with in Task 1.4 on at least three separate occasions to implement your Emotional Expression Plan. Throughout the implementation, you must also be able to apply techniques that:

Indicate flexibility in dealing with others in the workplace

Indicate adaptability in dealing with others in the workplace

Show consideration for the emotions of others when making decisions

Locate the following templates provided within this workbook:

Reflective Journal

Use this template to record your reflections while applying your emotional expression plan.

Third-Party Report

This template outlines all the skills you need to demonstrate in this task. Provide your co-worker a copy after interacting with them.

Review your partially completed Emotional Expression Plan from Task 2.2. Your plan will be used as basis for completing the Third-Party Report in this task.

Interact with each co-worker you observed in Task 2.1 on at least three separate occasions to implement each of the following identified methods from your Emotional Expression Plan:

Identifying emotional expression

Responding to emotional expression

During the interactions, you must apply the following:

At least one technique that indicates flexibility in dealing with others in the workplace

Flexibility refers to how willing you are to compromise with others to meet their needs and how this affects your ability to make decisions.

At least one technique that indicates adaptability in dealing with others

Adaptability refers to how well you adjust your response to how someone expresses their emotions and how this affects your ability to make decisions.

At least two techniques that show consideration for the emotions of others when making decisions

Techniques that show consideration for the emotions of others when making decisions can include but is not limited to the following:

Adjusting to the emotional responses of others when presenting a decision they may not like

Asking for others’ suggestions for alternative decisions

After each interaction, record the following on your Emotional Expression Plan:

Actual date of implementation for each method

Actual outcome for each method found in the Emotional Expression Plan

After each interaction, provide each co-worker with at least one copy of the following templates provided within this workbook:

The completed Emotional Expression Plan from Task 2.2

Your co-workers will use this as basis for their feedback.

Third-Party Report

Your co-worker’s feedback will be recorded in the Third-Party Report.

Complete your Reflective Journal by identifying the following:

At least one instance where the learner applied a technique that indicates flexibility in dealing with others in the workplace

At least one instance where the learner applied a technique that indicates adaptability in dealing with others in the workplace

At least two instances where the learner applied techniques that show consideration for the emotions of others when making decisions

The instances identified in your Reflective Journal must be based on each of your co-worker’s findings found in the Third-Party Report for each interaction you had.

Detailed instructions are provided in the Reflective Journal.

Submit the following to your assessor:

Completed Emotional Expression Plan

Completed Reflective Journal

At least three completed copies of the Third-Party Report, one for each interaction

Reflective Journal

Skill Requirement 1

Describe at least one instance where you applied a technique that indicates flexibility in dealing with others.

Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.

Instance

     

Technique Used

     

How the Technique was Applied

     

This section is to be completed by the supervisor only.

Date observed:

     

Supervisor’s initials:

     

Supervisor’s comments:

     

Skill Requirement 2

Describe at least one instance where you applied a technique that indicates adaptability in dealing with others.

Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.

Instance

     

Technique Used

     

How the Technique was Applied

     

This section is to be completed by the supervisor only.

Date observed:

     

Supervisor’s initials:

     

Supervisor’s comments:

     

Skill Requirement 3

Describe at least two instances where you applied techniques that showed consideration for the emotions of others when making decisions.

Specify at least one technique applied for each identified instance and briefly explain how each identified technique was applied in their respective instances.

Instance 1

     

Technique Used

     

How the Technique was Applied

     

This section is to be completed by the supervisor only.

Date observed:

     

Supervisor’s initials:

     

Supervisor’s comments:

     

Instance 2

     

Technique Used

     

How the Technique was Applied

     

This section is to be completed by the supervisor only.

Date observed:

     

Supervisor’s initials:

     

Supervisor’s comments:

     

Third-Party Report (For Observer’s Use Only)

INSTRUCTIONS TO THE OBSERVER

The learner is to be observed as they complete the assessment task and skill requirements outlined in this Third-Party Report.

For this assessment, the learner is required to interact with their co-workers on at least three separate occasions in the workplace to implement their Emotional Expression Plan.

Learner will provide the observer with their Emotional Expression Plan after each interaction. The plan will be used as basis for the Third-Party Report.

Your Role as Observer

You must interact with the learner for this task. The learner will provide you a copy of the Third-Party Report which you must complete after the interaction. You must confirm that the learner was able to demonstrate the following during your interaction:

Methods to identify each emotional expression found in the Emotional Expression Plan

Methods to respond to each emotional expression found in the Emotional Expression Plan

Techniques that indicate flexibility in dealing with others in the workplace

Techniques that indicate adaptability in dealing with others in the workplace

Techniques that demonstrate consideration for the emotions of others when making decisions in the workplace

Complete the Third-Party Report for this task:

Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.

Indicate the date when the observation is conducted.

Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.

Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.

Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.

Sign off the Observer Declaration at the end of the Third-Party Report to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Third-Party Report

Learner Name:

     

Name of Workplace/
Organisation:

     

Task Title

Refer to task title.

     

Date of Observation:

     

Did the learner demonstrate the following during the interaction?

Yes

No

Comments

Follow the method to identify your emotional expression as indicated in the learner’s approved Emotional Expression Plan?

     

Follow the method to respond to your emotional expression as indicated in the learner’s approved Emotional Expression Plan?

     

Apply at least one technique that indicates flexibility in dealing with others in the workplace?

Flexibility refers to how willing you are to compromise with others to meet their needs and how this affects your ability to make decisions. This can include but is not limited to the following:

Adjusting schedules to meet co-worker’s deadline

Adjusting work arrangements to better suit co-worker’s work conditions

     

Apply at least one technique that indicates adaptability in dealing with others in the workplace?

Adaptability refers to how well you adjust your response to how someone expresses their emotions and how this affects your ability to make decisions. This can include but is not limited to the following:

Choosing words carefully when speaking to an upset co-worker

Using non-threatening but assertive body language when interacting with an anxious co-worker

     

Apply at least two techniques that show consideration for your emotions when making decisions

These techniques can include but are not limited to the following:

Asking for others’ opinions before settling on a decision

Asking for others’ suggestions for alternative decisions

     

OVERALL FEEDBACK TO LEARNER

     

OBSERVER DECLARATION

By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Third-Party Report during the interaction.

I further confirm that the information recorded on this Observation Form is true and accurately reflects the learner’s performance during this task.

Observer Name:

     

Signature:

     

Date signed:

     

Task 2.4 Identifying Improvement Areas for Emotional Intelligence

ASSESSMENT INSTRUCTIONS

To complete this task, you must consult with at least two relevant stakeholders to identify improvement areas for your own emotional intelligence. The relevant stakeholders you must consult with can include the following:

Co-workers you interacted with in Task 2.3

Your supervisor

Arrange a consultation with at least two stakeholders. During the consultation, identify at least two improvement areas related to emotional intelligence.

The consultation can be about any area of emotional intelligence in relation to either of the following:

Your performance in Task 2.3

Your general workplace behaviour

The improvement areas can include the following:

Instance during Task 2.3 where you did not apply the following:

Flexibility in dealing with others in the workplace

Adaptability in dealing with others in the workplace

Consideration of the emotions of others when making a decision

Areas where you can demonstrate better emotional intelligence, which include:

Self-awareness

Self-management

Social awareness

Relationship management

Secure written evidence of the consultation that includes at least two areas of improvement for your own emotional intelligence.

Written evidence can include:

Email correspondence

Meeting minutes

Submit the written evidence of the consultation to your assessor.

Part III. Promote the Development of Emotional Intelligence in Others

Task Overview

This part of the project will require you to promote the development of emotional intelligence in others. Specifically, you will be required to:

Create opportunities for others to express their thoughts and feelings

Develop and implement plans to assist others in understanding the effect of their personal behaviour and emotions on others in the workplace.

Resources Required:

To complete this project, you will need access to the following:

A workplace that will allow you access to:

Policies and procedures relevant to:

Organising informal opportunities to express thoughts and feelings in the workplace

Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

Templates required to complete this project are provided within this workbook.

Task 3.1 Developing Plans to Increase Emotional Intelligence in Others

ASSESSMENT INSTRUCTIONS

Seek an opportunity to create a plan for developing emotional intelligence within your co-workers.

Locate the following templates provided within this workbook.

Policies and Procedures Outline

Use this template for outlining policies and procedures relevant to organising informal opportunities and tasks. Your assessor will use this as basis for the Observation Form in the next ask.

Emotional Intelligence Plan

Use this template for creating a plan to develop emotional intelligence within your work team.

Access and review at least one of your organisation’s policies and procedures for each of the following:

Organising informal opportunities for others to express their thoughts and feelings in the workplace

Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

The policies and procedures accessed and reviewed for this task can include but is not limited to policies and procedures relevant to

Scheduling

Preparing for meetings

Personal development plans

Complete the Policies and Procedures Outline:

Identify the following policies and procedures documents you reviewed:

At least one policy and procedure relevant to organising informal opportunities

At least one policy and procedure relevant to organising tasks

For each identified policies and procedures, outline the following:

Relevant policy

Relevant set of procedures

Create an Emotional Intelligence Plan. The template is separated into two sections. Instructions to complete each section are as follows:

Informal Opportunities for Expressing Thoughts and Feelings in the Workplace

To complete this section, you must:

Identify at least two informal opportunities for each co-worker to express their thoughts and feelings when in the workplace

These opportunities refer to activities that occur outside of structured, formal workplace environment. These do not need to be led by an instructor or a trainer, and can include but are not limited to the following:

Individual discussions

Casual group discussions

For each informal opportunity, identify the following:

At least two persons involved in the informal opportunity

Expected date of implementation

Expected outcome

Do not write anything on the following sections. These will be completed in the next task:

Actual Date of Implementation

Actual Outcome

Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace

At least one task for assisting others to understand the effect of their personal behaviour on others in the workplace

These tasks can include but are not limited to the following:

Individual performance reviews

Workplace behaviour assessments

At least one task for assisting others to understand the effect of their emotions on others in the workplace

These tasks can include but are not limited to the following:

Individual check-up sessions

Conflict management sessions

For each task, identify the following:

At least one action item

At least one person to assign the task to

A projected date of implementation

At least one expected outcome

Do not write anything on the following sections. These will be completed in the next task:

Actual Date of Implementation

Actual Outcome

Ensure that the informal opportunities and tasks in the plan align with your organisation’s policies and procedures as outlined in the Policies and Procedures Outline.

Have your supervisor sign your Policies and Procedures Outline. This is to ensure that the identified requirements are in line with the requirements of your organisation. Their signature must be handwritten.

Submit the following to your assessor:

Completed Policies and Procedures Outline

Partially completed Emotional Intelligence Plan

Policies and Procedures Outline

Completed By

     

Date Completed

     

Organisation

     

Policy and Procedure Relevant to Organising Informal Opportunities

     

Policy

     

Procedure

     

Policy and Procedure Relevant to Organising Tasks

     

Policy

     

Procedure

     

Emotional Intelligence Plan

Prepared By

     

Date Completed

     

Organisation

     

Informal Opportunities for Expressing Thoughts and Feelings in the Workplace

Informal Opportunities

Persons Involved in the Informal Opportunity

Date of Implementation

Expected Outcome

Actual Date of Implementation

Actual Outcome

     

     

     

     

     

     

     

     

     

     

     

     

Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace

Task to Assist in Understanding Effect of Personal Behaviour on Others in the Workplace

Action Item

Person Assigned

Date of Implementation

Expected Outcome

Actual Date of Implementation

Actual Outcome

     

     

     

     

     

     

     

     

     

     

     

     

     

     

Task to Assist in Understanding Effect of Emotions on Others in the Workplace

Action Item

Person Assigned

Date of Implementation

Expected Outcome

Actual Date of Implementation

Actual Outcome

     

     

     

     

     

     

     

     

     

     

     

     

     

     

Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others

ASSESSMENT INSTRUCTIONS

Review the following:

Your completed Policies and Procedures Outline from Task 3.1

Your assessor will use your outline as basis for the Observation Form. Provide your assessor with a copy of the completed Policies and Procedures Outline before facilitation.

Your partially completed Emotional Intelligence Plan

Your plan will be used as basis for facilitating informal opportunities and tasks.

Locate the Observation Form provided within this workbook. This outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during the facilitation of informal opportunities and tasks.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in facilitating informal opportunities and tasks. Provide them with a copy of the Observation Form provided within this workbook. Discuss all requirements of the task with your assessor and prepare these before the implementation.

If direct observation from your assessor is not possible, record your implementation of each action item in a video. Ensure to obtain permission first from persons involved before doing so.

Facilitate each informal opportunity for others to express their thoughts and feelings in the workplace identified in your Emotional Intelligence Plan from Task 3.1.

For each opportunity, record the following on your Emotional Intelligence Plan:

Actual date of implementation

Actual outcome

Secure proof that you have implemented each informal opportunity. This will be submitted as supplementary evidence at the end of the task.

Supplementary evidence can include but is not limited to the following:

Photos

Video recordings

Facilitate the following from the partially completed Emotional Intelligence Plan in Task 3.1:

At least one task for assisting others to understand the effect of their personal behaviour on others in the workplace

At least one task for assisting others to understand the effect of their emotions on others in the workplace

For each task, record the following on your Emotional Intelligence Plan:

Actual date of implementation

Actual outcome

Secure proof that you have facilitated each task. This will be submitted as supplementary evidence at the end of the task.

Supplementary evidence can include but is not limited to:

Meeting minutes

Video recordings

Submit the following to your assessor:

The completed Emotional Intelligence Plan

Supplementary evidence, which must include the following:

At least two as proof of the implementation of each informal opportunity

At least two as proof of the implementation of tasks

Observation Form (For Assessor’s Use Only)

INSTRUCTIONS TO THE ASSESSOR

The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.

Before observing the learner:

Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.

Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to provide their Policies and Procedures Outline to their assessor and implement their Emotional Intelligence Plan. Prior to implementation, discuss with the learner to ensure that they have access to the following:

A safe environment to implement the Emotional Intelligence Plan (please tick at least one):

the workplace: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):

At least two co-workers

Video camera or a mobile phone with video recording capabilities

Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor

You are required to observe the learner’s implementation of their Emotional Intelligence Plan. The learner will provide you a copy of the following:

Policies and Procedures Outline

You must use this as basis for the Observation Form.

Observation Form

You must complete this during the observation task.

Select the method of observation to be conducted:

Direct observation

Assessor must be physically present in the assessment environment.

Observation via video recording

Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:

Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.

Indicate the date when the observation is conducted.

Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.

Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.

Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.

Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page.

Observation Form

Learner Name:

     

Name of Workplace/
Organisation:

     

Task Title

Refer to task title.

     

Start Date of Observation:

     

End Date of Observation:

     

Did the learner demonstrate the following during the implementation?

Yes

No

Details of Observation

Comments

Adhere to the following requirements for organising opportunities as identified in the learner’s approved Policy and Procedures Outline

Follow the organisational requirement for organising opportunities as identified in the ‘Policies’ section of the learner’s approved Policy and Procedures Outline

Observed by:

Initials:      

Date observed:      

     

Follow the organisational requirement for organising opportunities as identified in the ‘Procedures’ section of the learner’s approved Policy and Procedures Outline

Observed by:

Initials:      

Date observed:      

     

Adheres to the following requirements for organising tasks as identified in the learner’s approved Policy and Procedures Outline:

Follow the organisational requirement for organising tasks as identified in the ‘Policies’ section of the learner’s approved Policy and Procedures Outline

Observed by:

Initials:      

Date observed:      

     

Follow the organisational requirement for organising tasks as identified in the ‘Policies’ section of the learner’s approved Policy and Procedures Outline

Observed by:

Initials:      

Date observed:      

     

OVERALL FEEDBACK TO LEARNER

     

ASSESSOR DECLARATION

By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during implementation of the Emotional Intelligence Plan.

I further confirm that the information recorded on this Observation Form is true and accurately reflects the learner’s performance during this task.

Assessor Name:

     

RTO Name:

     

Signature:

     

Date signed:

     

Assessment Workbook Checklist

Instructions:

Your assessor will review your submissions against the checklist below.

The learner has completed the Short Answer Questions in this workbook

Short Answer Questions

The learner has completed the Practical Assessments in this workbook and has submitted all the required evidence:

Project Assessment

Task 1.1 Identifying Emotions in the Workplace

Partially completed Evaluation Criteria

Task 1.2 Assessing Emotional Strengths and Weaknesses

Completed Evaluation Criteria

Emotional Assessment

Task 1.3 Identifying and Analysing Potential Emotional Stressors

Partially completed Potential Emotional Stressors

Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential Emotional Stressors in the Workplace

Completed Potential Emotional Stressors

Task 2.1 Assessing Emotional Expression of Co-Workers

Team Emotional Intelligence Profile

Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional Expressions

Partially completed Emotional Expression Plan

Task 2.3 Applying Techniques in Dealing with Others

Completed Emotional Expression Plan

Reflective Journal

Task 2.4 Identifying Improvement Areas for Emotional Intelligence

Written evidence of consultation

Task 3.1 Developing Plans to Increase Emotional Intelligence in Others

Policies and Procedures Outline

Partially completed Emotional Intelligence Plan

Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others

Completed Emotional Intelligence Plan

ASSESSMENT 2: PRACTICAL Assessment- Result Sheet

Student’s name:

Student ID:

Assessor’s name:

Unit of competency:

BSBPEF502 Develop and use emotional intelligence

Did the student satisfactorily:

Yes

No

Comments

Practical Assessment

Part I Task 1 Identifying Emotions in the Workplace

Part I Task 2 Assessing Emotional Strengths and Weaknesses

Part I Task 3 Identifying and Analysing Potential Emotional Stressors in the Workplace

Part I Task 4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential Emotion Stressors in the Workplace

Part II Task 1 Assess Co-Workers

Part II Task 2 Develop Plan to Identify and Respond to a Range of Emotional Expressions

Part II Task 3 Apply Techniques in Dealing with Others

Part II Task 4 Identifying Improvement Areas for Emotional Intelligence

Part III Task 1 Develop Plans to Increase Emotional Intelligence in Others

Part III Task 2 Implement Plans to Increase Emotional Intelligence in Others

Feedback to student:

Student’s overall performance is:

Satisfactory

Not Satisfactory

Is re-assessment required?

Yes

No

Assessor’s signature:

Date:

End of Document