Understanding Emotional Intelligence and its Importance in the Workplace

Assessment Tool
Qualification: BSB61215 Advanced Diploma of Project Management
Cluster number and name: PMAD 2.1 Develop and use emotional intelligence
Units of competency: BSBLDR501 Develop and use emotional intelligence
Student’s ID and Full Legal
Name:Assessor’s name:
ASSESSMENT INSTRUCTIONS
Overview
Prior to commencing the assessments your assessor will explain each task and the terms and submission of
your task. Please consult your assessor if you are unsure of any questions. It is important that you
understand adhere to the terms and conditions and address each task. The assessor will support you
throughout this process.
Written work
The assessment tasks are used to measure your understanding and underpinning skills and knowledge of
this unit of competency. When answering please ensure you address each criteria and sub point,
demonstrate your research of each of the questions and cover the topic in a logical and structured manner.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing
all tasks on time. If you do not participate you will be required to report to Student Services Coordinator.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as
your own. Plagiarism is a serious act and may result in a student’s exclusion from a course. When you have
any doubts about including the work of other authors in your assessment, please consult your
trainer/assessor. The following list outlines some of the activities for which a student can be accused of
plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another student
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including assessments
taken totally or in part from the Internet
If it is identified that you have plagiarised within your assessment task, then we will organise a meeting to
discuss this with you.
Copyright
You must be careful when copying the work of others. The owner of the material may take legal action
against you if the owner's copyright has been infringed. You are allowed to do a certain amount of copying
for research or study purposes. Generally, 10% or one chapter of a book is acceptable, where the participant
is studying with, or employed by, an educational institution.
Competency Outcomes
Each activity in this assessment tasks will be marked as either Satisfactory or Not Satisfactory.
If your work is marked as Not Satisfactory you will be provided with feedback from your assessor and then
given time to complete the task. Your assessor will provide you with a timeline in which you will be required
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Assessment Tool
Qualification: BSB61215 Advanced Diploma of Project Management
Cluster number and name: PMAD 2.1 Develop and use emotional intelligence
Units of competency: BSBLDR501 Develop and use emotional intelligence
Student’s ID and Full Legal
Name:Assessor’s name:
to submit your task. Resubmission timeline will be determined by the assessor and based on the extent of
the re-submission.
When you have completed all tasks in this document you will be granted an overall competency outcome,
which will be either Competent or Not Yet Competent.
If your work is marked as Not Yet Competent you will be asked to resubmit the assessment tasks as
indicated by your assessor. You will not be able to gain competency if any of your tasks are not fully
completed.
Assessment Appeals Process
If you are dissatisfied with the outcome of one of the assessment tasks or the final outcome of the
assessment task because you feel that the result is unfair or incorrect, you may request to have the task/s or
overall assessment task reviewed. If you are still dissatisfied with the outcome, you may lodge a formal
assessment appeal. Refer to SBTA’s Complaints/Appeals Policy and Procedure.
Application of the unit
This unit covers the development and use of emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the context of the workplace. It includes
identifying the impact of own emotions on others in the workplace, recognising and appreciating the
emotional strengths and weaknesses of others, promoting the development of emotional intelligence in
others and utilising emotional intelligence to maximise team outcomes. It applies to managers who identify,
analyse, synthesise and act on information from a range of sources and who deal with unpredictable
problems. They use initiative and judgement to organise the work of self and others and plan, evaluate and
co-ordinate the work of teams.
Assessment matrix
The tables below demonstrate how all assessment tasks in this assessment pack contribute to the outcomes
of your learning and assessment activities
BSBLDR501
1. Identify the impact of own emotions on others in the work place 1.1/1.2/1.3/1.4/
1.5
Task 2 and
Task 6
2. Recognise and appreciate the emotional strengths and
weaknesses of others
2.1/2.2/2.3/2.4 Task 3 & Task 6
3. Promote the development of emotional intelligence in others 3.1/3.2/3.3/3.4 Task 4 and
Task 6
4. Utilise emotional intelligence to maximise team outcomes 4.1/4.2 Tasks 5 and
Task 6
Performance
Evidence
 Identify the impact of own emotions on others by identifying own
emotional strengths and weaknesses, stressors, emotional states
and triggers and gathering feedback from others
 Model behaviours that demonstrate management of emotions
 Recognise and respond to the emotional states of others
promote the development of emotional intelligence in others
Tasks 2,3,4 & 5
Task 6
Knowledge
Evidence
 Explain emotional intelligence principles and strategies:
 Describe the relationship between emotionally effective people
and the attainment of business objectives
Task 1
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Assessment Tool
Qualification: BSB61215 Advanced Diploma of Project Management
Cluster number and name: PMAD 2.1 Develop and use emotional intelligence
Units of competency: BSBLDR501 Develop and use emotional intelligence
Student’s ID and Full Legal
Name:Assessor’s name:
 Explain how to communicate with a diverse workforce which has
varying cultural expressions of emotion
 Explain the use of emotional intelligence in the context of
building workplace relationships.
Foundation
skills
interact with others, get the work done Tasks 12,3
Dimensions of
competency
Task skills, task management skills, communication management skills,
analysis &problem-solving skills
Tasks 12,3
Assessment Task 1: Understanding of emotional
intelligence
Instructions to the students
The knowledge test will establish your underpinning knowledge in this unit of competency. It is
important that you read each question carefully and provide detailed answers in the space
provided. You can research the answers using your learner guide or on the internet however your
answers must be in your own words.
Questions:
Read all the questions below in class with your colleagues and your trainer and assessor, and
provide answers to each question below.Answer guide: This assessment task is to be typed. Answers must be a minimum 1 paragraph
unless otherwise specified in the actual question.
1.1. Explain emotional intelligence and discuss the importance of self-regulation and self-
awareness when dealing with others (Guide 100 words)
The efficiency measure of an individual person that evaluates and examines his or her ability to
control and manage his or her own feelings and emotions and also has the capability of
acquiring the access that allows controlling the emotional statement or the situation or the
emotional state of other person is known as emotional intelligence. The matter of the emotional
intelligence also has the capability of creating an influence on the emotional state of other
peoples. The emotional intelligence is a very essential aspect in the category of leadership
skills. The leadership skill comprises of five important elements that are the motivation,
empathy, skills based on social analogy along with two most important aspect that are the self
awareness and the self regulation.
The importance of self awareness is that it helps to hold the person in a better position
that enables to understand while dealing with others in an organization or group. It describes
about the self-assessment of the inner capability of self strengths and weaknesses. Whereas, the
self regulation which means thinking before speaking helps in self regulation and leaves a
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Assessment Tool
Qualification: BSB61215 Advanced Diploma of Project Management
Cluster number and name: PMAD 2.1 Develop and use emotional intelligence
Units of competency: BSBLDR501 Develop and use emotional intelligence
Student’s ID and Full Legal
Name:Assessor’s name:
positive impact on other people.
1.2. Describe the relationship between emotionally effective people and the attainment of
business objectives and how they assist a business achieve its objectives. List three
examples of how a leader with emotional intelligence can motivate workers. (guide 100
words)
The emotionally effective employees in a business organization are one who has the ability of
working together with most effectiveness and effective results. These employees tend to increase
the success rate in the business structure of the organization. The relationship between the
emotionally effective peoples or the employee and the business organizations can be described
as the positive behavior of the employees towards his work he is serving the organization. Such
employees communicate better as they have least anxiety and stress related to the work and can
easily solve out the conflicts that have aroused in the organization. The motivational emotion
effects in improving and comprehend the relationships with the other employees to overcome the
challenges. This aspect directly leads to the growth in the business of the organization.
Listing three examples on how a leader with emotional intelligence motivates workers:
a) The leaders need to motivate the team with high emotional intelligence
and high emotional quotient that will provide better motivation to the
workers of the team.
b) Maintaining the common vision by the leader will help in attaining the
effective understandings for better communication and maintain the
same vision for the team.
c) The leader’s way of praising and complementing them with rewards is an
effective example.
1.3. Explain how to communicate with a diverse workforce which has varying cultural
expressions of emotion Discuss how cultural rules effect how emotions are shown and give
two examples of different cultural emotional and how they are displayed(Guide 50 - 100
Words)
To communicate with the diverse workforce a strong bond of understanding is required by the
employees in how the diverse populations of employees observes the way of communication in
the business. The employees have agreed to believe that meetings and continuous
announcements are wastage of time. Communicating in a face to face condition of meeting is the
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