BSBPEF502 Develop and Use Emotional Intelligence - Learner Assessment Pack

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.

Learner Assessment Pack
BSBPEF502 - Develop and use emotional intelligence (Release 1)
Learner Assessment Pack Produced 17 July 2020
© Precision Group (Australia) 1
Learner Assessment Pack
BSBPEF502
Develop and use emotional
intelligence

Learner Assessment Pack
Precision Group (Australia)
Level 13, 269 Wickham St, Fortitude Valley 4006
Email: [e-mail]
Website: www.precisiongroup.com.au
© 2020 Precision Group (Australia)
BSBPEF502 - Develop and use emotional intelligence (Release 1)
Overseas Student Information
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to people on student visas who are studying with private
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does, or make a complaint online, by visiting
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Copying for Educational Purposes
The Australian Copyright Act 1968 allows 10% of this resource to
be copied by any educational institute for educational purposes,
provided that the institute (or the body that administers it) has
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(CAL) under the Act. For more information, email
[e-mail] or visit www.copyright.com.au for other
contact details.
Copyright Notice
No part of this resource may be reproduced in any form or by
any means, electronic or mechanical, including photocopying
or recording, or by an information retrieval system without
written permission from Precision Group (Australia). Legal
action may be taken against any person who infringes their
copyright through unauthorised copying.
These terms are subject to the conditions prescribed under the
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Disclaimer
Precision Group (Australia) has made a great effort to ensure
that this material is free from error or omissions. However, you
should conduct your own enquiries and seek professional advice
before relying on any fact, statement or matter contained in this
document. Precision Group (Australia) is not responsible for any
injury, loss or damage as a result of resource included or
omitted from this material. Information in this course material is
current at the time of publication.
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Learner Assessment Pack
Version Control & Document History
Date Summary of modifications Version
17 July 2020 Version 1 final produced following assessment
validation. 1.0
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Learner Assessment Pack
Table of Contents
ASSESSMENT DELIVERY...............................................................................................................................5
LEARNER INFORMATION..............................................................................................................................6
STEPS FOR LEARNERS..................................................................................................................................8
REASONABLE ADJUSTMENT..........................................................................................................................9
RESOURCES REQUIRED FOR ASSESSMENT......................................................................................................10
ACCESSING INTRANET PAGES AND EXTERNAL LINKS........................................................................................11
ASSESSMENT AGREEMENT.........................................................................................................................12
ASSESSMENT TASKS..................................................................................................................................14
Short Answer Questions.............................................................................................................16
Practical Assessment..................................................................................................................24
Workplace Supervisor/Assessor Instructions...............................................................................25
Project Assessment......................................................................................................................26
Project Overview.....................................................................................................................26
Part I. Identify Impact of Own Emotions on Others in the Workplace.....................................27
Part II. Recognise and Address Emotional Intelligence of Others............................................41
Part III. Promote the Development of Emotional Intelligence in Others.................................59
ASSESSMENT WORKBOOK CHECKLIST...........................................................................................................74
Assessment Workbook Checklist................................................................................................75
RECORDING............................................................................................................................................77
Record of Assessment................................................................................................................78
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Learner Assessment Pack
Assessment Delivery
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Learner Assessment Pack
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
Recording
Record of Assessment
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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.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack
The record of assessment is a legal document and must be signed, dated, and a copy stored as
required by your Registered Training Organisation (RTO).
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Learner Assessment Pack
Steps for Learners
Your Learner Assessment Pack:
1. 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.
2. 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.
3. 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.
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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be
as simple as changing classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
 The same learning opportunities as learners without a disability, and
 The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
 Customising resources and assessment activities within the training package or accredited
course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure learners needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must not impact on the
standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the learner’s competency in writing,
allowing the learner to complete the assessment verbally would not be a valid assessment
method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.
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Learner Assessment Pack
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:
o 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
o People, including:
 At least two co-workers
 At least two relevant stakeholders
Stakeholders can include the following:
 Your co-workers
 Your supervisor
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Accessing Intranet Pages and External Links
Workplace Simulation
Throughout this unit you will be required to access workplace documents such as policies and
procedures, HR forms, and various templates. You will need to access these as you move through
this unit of competence. Links to these pages are formatted in Blue Text.
If you do not have access to these documents in your workplace, you can access Bounce Fitness, the
simulated business which has been created for these tasks.
You can find Bounce Fitness at this link: https://bouncev1.precisiongroup.com.au/
Login with the following details:
Username: mentorlearner
Password: mentor@123
Please note: The log in details ARE case sensitive. Be sure to input exactly what is written above.
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Assessment Agreement
Instructions:
Discuss and accomplish this section with your assessor before commencing then sign the
confirmation at the end of this Agreement.
Have you signed off ü
Delivery Method
Classroom ¨
Small Group ¨
One-on-One ¨
Online ¨
Other (please describe) ¨
Assessment Pathway (for Practical Assessment)
Learner’s Organisation (Pre-assessment meeting conducted) ¨
Simulated Workplace Environment (Contextualised by RTO) ¨
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Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the
conditions are typical of those in a working environment in this industry. This includes access to:
Challenges and situations to demonstrate the application of performance
evidence ¨
Assessors of this unit must satisfy the requirements for assessors in applicable
vocational education and training legislation, frameworks and/or standards.
I confirm that the activities and assessment completed as part of this unit are my own work and
comply with all relevant copyright and plagiarism rules. I understand that if there is any doubt of the
authenticity of any piece of my assessment, I can be orally examined and the signatory of evidence
records may be contacted.
Learner’s name
Learner’s signature Date
Assessor’s name
Assessor’s signature Date
End of Assessment Agreement
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Learner Assessment Pack
Learner Assessment Pack
Assessment Tasks
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Tasks
Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.
Contextualisation of Assessments by RTOs
Contextualisation is the process of modifying assessment tools to make learning more meaningful
for your learners and their employers.
Precision Group (Australia) recommends that your RTO contextualise the assessment tools to suit
particular industry requirements and specific organisational requirements before using them.
Contextualisation must retain the integrity of the assessment and the outcome of the unit of
competency.
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Learner Assessment Pack
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.
a. Self-awareness
i. Self awareness can be applied at a workplace by keeping an open mind.
ii. Stay focused is also required.
b. Self-management
i. Prioritize health and well-being.
ii. Focusing on one task at one time.
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c. Social awareness
i. Pay attention to voice tone.
ii. Watch facial expression and body language.
d. Relationship Management
i. Encourage team work.
ii. Formal and informal team building activities.
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Question 2
Answer the following questions on the principles of emotional intelligence using your own words.
a. Describe the principle of self-awareness.
Self awareness is a term used to know the individual value, personality, needs, habits,
emotions, strengths, weakness and all related aspects. This also include knowing strengths
and weakness.
b. 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
i. Emotional self awareness Emotional self awareness is an ability to
understand about the own emotions and their
implications on performance. This is about to
understand what the feeling is and how the
feeling is further channelizing in performance.
ii. Accurate self awareness Accurate self awareness is an ability of an
individual to accurately understand the
individual ability and capability. Knowing
strengths and weaknesses is a part of this
competencies.
iii. Self confidence Self confidence is all about trusting on the
individual and own capabilities in order to deliver
a certain function. This is more like a self belief
which motivate a person to perform certain
action.
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c. Describe the principle of empathy.
Empathy is like an ability to understand and share about the emotions related to another
person. Principle of empathy state a fact that an empathetic person observe the burden of
another individual and support other person in a way that such burden belong to them only.
d. Identify and define the three kinds of empathy.
Kinds of Empathy Definition of Kinds of Empathy
i. Cognitive Cognitive empathy is further known by
empathetic accuracy. This empathy allow an
individual to understand what is going on
exactly in the mind of other person.
ii. Emotional Emotional empathy involve when a person
share the struggle and challenge they faced.
It means that the bodies are fully responsible
for the emotions that are experiencing while
in the presence of another person.
iii. Compassionate Compassionate is like an emotional response
given to empathy or a sympathy which
further create a want to help the other
person.
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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
a. Practice self awareness i. Look yourself objectively Looking objectively will allow an individual to
understand the situation better.
ii. Keeping journal Keeping journal will allow an individual to regular
update the knowledge and information about
actions taken. This will also highlight all the
development made in the near future.
b. Be motivated
i. Focus on positive side
Focusing more on positive side will allow an
individual to keep themselves motivate all the
time. Motivation is more like building self trust in
certain activity in a way that such an individual
can perform such an action. Focusing on positive
side will built confidence for an individual to stay
motivated.
ii. Schedule activities Scheduled activities will guide an individual to
understand what actions need to perform. This
will also support and direct the person to set
priorities to deliver important and necessary
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work on a priority basis.
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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 work group
members. He often avoids eye contact with his work group members due to social anxiety.
Communication Strategy
i. Non verbal communication strategy can also be used at a place where it is required. The
personality of the Takashi favour to take a support of this communication strategy in more
efficient manner.
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
i. Verbal communication strategy is a best suitable for Michael. As the personality of the
Michael allow him to communicate effectively with other people.
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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
a. Empathy Cultivate curiosity Curiosity will allow the people to take interest in
the subject area. Curiosity is a basis to create an
interest in the mind of people which will favour
the people to get to know more about the
empathy and its significance. Human being
contain a nature where they even tend to
research on the subject they found interesting.
Cultivating curiosity will allow and guide the
people to spread more about the empathy.
b. Self-regulation Meditation Medication is a key source to develop self
regulation. This concept of self regulation is
about to manage everything on their own
without any external support. Medication will
allow a person to effectively manage the
work ,time and everything related to performing
assigned role. Medication will allow the person
to grow concentration that will further empower
a person to self regulate the whole work.
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Question 6
Briefly explain how emotional intelligence improves workplace relationships.
Emotional intelligence is a personality trait that allow an individual to understand other people
better. This ability guide the person to favour the emotional need and requirements of other
people at the workplace. At a workplace relations are only developed if the two people carry the
same mindset which can favour them to establish a connection between them. Emotional
intelligence favour the person to cope up with the emotions and feeling of people at workplace
more favorably that further allow them to develop and establish a proper and positive relationship
at workplace.
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Learner Assessment Pack
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.
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.
IMPORTANT!
 All signatures/initials in your submissions, including yours, must be handwritten and
dated. Submissions with signatures/initials must be scanned.
 Should you encounter issue or concerns regarding your assessment, contact your assessor.
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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:
o observing the learner as they complete these activities,
o signing the learner’s submissions,
o providing feedback on the learner’s performance, and
o 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.
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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:
1. Part I. Identify Impact of Own Emotions on Others in the Workplace
2. Part II. Recognise and Address Emotional Intelligence of Others
3. 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.
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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:
o At least two co-workers
Templates required to complete this project are provided within this workbook.
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Task 1.1 Identifying Emotions in the Workplace
ASSESSMENT INSTRUCTIONS
1. Seek an opportunity to develop evaluation criteria for assessing your emotional strengths
and weaknesses.
2. Access the Evaluation Criteria template found within this workbook. Use this template for
developing evaluation criteria for assessing emotional strengths and weaknesses.
3. 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.
4. Submit your partially completed Evaluation Criteria to the Assessment Submission Folder.
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Evaluation Criteria
Completed by
Date Completed
Organisation/Workplace
Industry
Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
Emotional Intelligence Criteria
Rating Scale
Self-Assessment
4 5-7 8 8+
Self awareness  Self awareness is very high.
The ratting is extremely
favorable and positive.
Self regulation  5-7 is a moderate rating which
demonstrate that self
regulation is not very good. IT
is required to develop to reach
upto 8 ratting.
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Motivation  8+ mean the motivation is
extremely high which is very
favourable indicator.
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SUPERVISOR DECLARATION
TO THE SUPERVISOR
By signing in the spaces provided below, you are confirming that you approve of the learner’s Evaluation Criteria. If you are using the Bounce Fitness Business
Simulation to complete this task leave this section blank.
Supervisor Name:
Organisation/Workplace:
Position:
Signature:
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Task 1.2 Assessing Emotional Strengths and Weaknesses
ASSESSMENT INSTRUCTIONS
1. Locate the Emotional Assessment template found within this workbook. Use this template
for assessing your emotional strengths and weaknesses.
2. Assess your emotional strengths and weaknesses using your Evaluation Criteria. Record
results on your template.
3. Based on the assessment of your Evaluation Criteria, complete the Emotional Assessment.
This must include the following information:
a. 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.
4. Submit the following to the Assessment Submission Folder:
 Completed Evaluation Criteria template
 Completed Emotional Assessment template.
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Emotional Assessment
Completed By
Date Completed
Organisation/Workplace
Emotional Strengths Emotional Weaknesses
a. Think clearly a. Understanding
b. Feel less stressed b. Emotional control
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Task 1.3 Identifying and Analysing Potential Emotional Stressors in the
Workplace
ASSESSMENT INSTRUCTIONS
1. Locate the Potential Emotional Stressors template found within this workbook. Use this
template to identify and analyse potential stressors in the workplace.
2. Complete the Potential Emotional Stressors template. Your Potential Emotional Stressors
must contain the following information:
a. Briefly explain at least one workplace situation where you felt stressed.
b. Analyse the identified workplace situation by identifying the following:
i. 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
ii. 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.
c. 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.
3. Submit your partially completed Potential Emotional Stressors template to the Assessment
Submission Folder.
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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
Poor management at the
organization.
a. Long hours of working.
This involve working
more than the actual
working hour offer by the
organization.
i. Direct email can send
to the human
resource department
to overcome the
issue of long working
hours. Many instance
have been reported
where the senior
employee try to
execute their role by
pressuring the junior
employees or the
human resources
work beneath to
them.
Communicating
directly with the
board of directors or
senior management
Co-workers also facing the
similar issues. Colleague at a
similar position or level in the
departments of organization
hierarchy facing the same
issue where they are also
forced to deliver or execute
the long working hours more
than the actual one instructed
at the time of joining. IN case
of other department this issue
is not reported by many
employees of such
departments.
This is important that the
reporting manager must
aware about the issue and
conflicts employees are facing
Direct communication with
the senior management will
allow to solve the respective
issue. Many times senior
management in the
organization are not aware
with the overtime situation
going on in some specific
department of company.
Direct communication will
allow the employee to deal
positively and take a required
step to address the respective
issue. Proof should also be
mentioned indicating a fact
that other employees are also
facing the same issue in the
department. Consent form
must be signed by other
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will help the
employee to resolve
the respective issue.
with each other. Direct
reporting to the manager will
allow the employee to
communicate with the senior
authority in respect to the
issue they are facing. This will
certainly help the employee
to address the issue
professionally.
Direct conversation with the
employee involving in the
issue would also help the
person to address the issue
effectively. Many times lack of
proper communication resist
in addressing the issue
between employees or
colleagues. Direct
communication will certainly
allow the other person to put
their views on the issue and
this will also support in
understanding the real cause
of the issue.
colleagues addressing similar
issue in the department or
organization.
Employee must also
mentioned clearly about
overtime payment they should
be paid by the company for all
the extra work they were
forced to deliver.
This is recommended that
employee must provide a
sufficient opportunity to the
other person involve in the
issue so that they get to put
out their side related to the
whole issue going on. This will
create a mutual
understanding between both
the employees involved in the
respective issue.
ii. Ask for extra payment
for the extra work
employee are
delivering. Overtime
are permissible for
the extra payment as
employees are
putting extra efforts
along with the
required roles and
responsibilities which
make them liable for
getting an extra
payment. This will
certainly reduce the
work pressure
created due to the
overtime work done
by the employees.
b. Conflict with other senior
employees. Senior
employees generally try
to show superiority which
i. Reporting to the
reporting manager
will be a necessary
step.
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causes to a conflict like
situations that result into
a poor management at
an organization.
ii. Talk directly with the
other employee
causing an issue.
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Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to
Potential Emotional Stressors in the Workplace
ASSESSMENT INSTRUCTIONS
1. Review your partially completed Potential Emotional Stressors template from Task 1.3.
2. You have participated in a consultation with at least two co-workers to seek feedback
regarding your methods. During the consultation:
a. You have 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?
b. Identify at least one method for responding to each identified potential emotional
stressor in the workplace.
Record the information in your Potential Emotional Stressors template.
3. Submit the completed Potential Emotional Stressors template to the Assessment
Submission Folder.
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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.
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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:
 Show how you can 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 or access to the Bounce Fitness Simulated Business that allows you access to:
o 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.
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Task 2.1 Assessing Emotional Expression of Co-Workers
ASSESSMENT INSTRUCTIONS
1. Locate the Team Emotional Intelligence Profile template within this workbook. Use this
template to record some your observations of your co-workers.
2. Complete at least one profile for each co-worker with what you could observe as 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.
3. 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:
o 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.
o 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
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4. Submit the following to the Assessment Submission Folder:
 At least two copies of the Team Emotional Intelligence Profile
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Team Emotional Intelligence Profile
Co-worker Name
Assessed by
Date Observed
Identified Emotion Emotional Cue Emotional Expression
Anger Abandoned, afraid, discounted, disrespected, guilty,
humiliated, impatient, insecure, jealous or rejected.
Anger is like a very intense emotional state of mind
which allow the mind to feel strongly uncomfortable
and non-cooperative towards perceiving provocation,
hurt or threat. Anger do not allow the person to be in
the senses. IT do not offer the best mental state for a
human being to make decisions.
Signed by:
Date Signed
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Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional
Expressions
ASSESSMENT INSTRUCTIONS
1. Locate the Emotional Expression Plan template within this workbook. Use this template to
create a plan for identifying and responding to emotional expressions.
2. 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.
3. Ensure to leave the following sections blank:
 Actual Outcome
 Actual Date of Implementation
These sections will be completed in a succeeding task.
4. You are not required to submit the Emotional Expression Plan in this task.
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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
Subjective expression Direct subjective
expression
This would allow an
individual to directly and
straightforwardly express
what they are going
through in front of the
other person.
05/03/2022 This could allow the
person to communicate
effectively about the
emotions with other
people.
10/03/2022
Emotional Expression
Method of Responding to
Each Emotional
Expression
Expected Outcome Planned Date of
Implementation Actual Outcome Actual Date of
Implementation
Physiological response Increase breathing This will allow the person
to identify the stress level
and take necessary steps
to control the emotions
and take necessary steps
to effective respond at
physiological level.
12/03/2022 This could allow the
person to monitor the
emotional expression
easily. Every time
pressure situation is
created this method could
allow the person to relax
and calm down and think
15/03/2022
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about the situation.
Behavioral or expressive
response
Expressions Through expression
person can easily express
what is going on. This
method would allow the
person to communicate
directly about what is the
actual situation and what
is going inside to the mind
of the person.
15/03/2022 IT could help in observing
effectively the behaviour
expressive responses.
Through expression
someone can easily
identify the mindset of
the person which could
further direct to deal with
the real situation.
20/03/2022
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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. If you are using the Bounce Fitness Business Simulation to complete this task leave this section blank.
Assessor Name:
RTO Name:
Position:
Signature:
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Task 2.3 Applying Techniques in Dealing with Others
ASSESSMENT INSTRUCTIONS
1. To complete this task, you must identify at least three separate occasions to implement
your Emotional Expression Plan. Throughout the implementation, you must also be able to
apply techniques that:
a. Indicate flexibility in dealing with others in the workplace
b. Indicate adaptability in dealing with others in the workplace
c. Show consideration for the emotions of others when making decisions
2. Locate the following templates provided within this workbook:
 Reflective Journal
Use this template to record your reflections while applying your emotional
expression plan.
 Document Interactions
This template outlines all the skills you need to demonstrate in this task.
Review your partially completed Emotional Expression Plan from Task 2.2.
You must document an interaction 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:
a. 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.
b. 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.
c. 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:
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 Adjusting to the emotional responses of others when presenting a decision
they may not like
 Asking for others’ suggestions for alternative decisions
3. 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
4. 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
Detailed instructions are provided in the Reflective Journal.
5. Submit the following to the Assessment Submission Folder:
 Completed Emotional Expression Plan
 Completed Reflective Journal
Your assessor will complete the Supervisor Feedback for your Reflective Journal.
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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
At one day my senior suddenly resigned from his position. In such a situation I got the complete responsibility
along with the role my senior was playing. Suddenly, in one single day my responsibilities got double which
could create a huge challenge on my shoulders. I adopted the technique called as ballistic stretching to deal
with the situation. This technique could make me more flexible towards dealing with the whole situation.
Technique Used
Ballistic stretching
How the Technique was Applied
I prepared a complete structure and schedule of all the role I am supposed to be playing in the organization.
This scheduling of my daily routine could allow me to create a balance in my daily activities which I was
required to perform. Ballistic stretching technique could make me understand the significance of scheduling
and prepare accordingly. This technique could also direct me towards time management practice that play an
essential role to execute the whole responsibility.
This section is to be completed by the supervisor only.
Date observed: Supervisor’s initials:
Supervisor’s comments:
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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
Management in our organization has taken a decision of installing new attendance regularization system called
Greyt Hr. This system is more advanced than the earlier system used by the company.
Technique Used
I have used certain techniques like forcing myself to take a risk. I have also changed the thought process. I
also encouraged other to be open minded. Embrace learning is another technique I used to adapt the whole
change.
How the Technique was Applied
I prepared myself mentally and took a complete guidance of all my seniors. All these practices are more like
mentally not physical. Mental practices allow an individual to prepare at a mental level to adopt the certain
change. Embrace learning was involved motivating myself to grab the complete knowledge and information
about the subject area.
This section is to be completed by the supervisor only.
Date observed: Supervisor’s initials:
Supervisor’s comments:
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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
THis instane is related to taking increament related decision in organsiation.
Technique Used
Deep breathing and relaxation
How the Technique was Applied
This technique could help me to take the necessary decision by taking into the consideration of the fact that
how other people got influenced with the decision will feel. Employee put efforts throughout the year just to
take a good and very healthy appraisal at the time of increment cycle is performed. This technique could
allow me to understand the concern of employees while making decision related to the increment.
This section is to be completed by the supervisor only.
Date observed: Supervisor’s initials:
Supervisor’s comments:
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Instance 2
Solving issues between employees
Technique Used
Be a good listener
How the Technique was Applied
In order to deal or address issues between employees it is necessary to listen effectively to the people
involved in the issues. Being a good listeners will support the person to understand the issue better and make
required decisions. Listening is important while taking decision to deal with any of the issue going on in the
organization. This technique could allow me to understand point of view of all the employees involved in the
issue and make necessary and required decision to deal with the respective issue.
This section is to be completed by the supervisor only.
Date observed: Supervisor’s initials:
Supervisor’s comments:
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Task 2.4 Identifying Improvement Areas for Emotional Intelligence
ASSESSMENT INSTRUCTIONS
1. You are reflect on your professional development and to identify two improvement areas
and activities you can undertake for your own emotional intelligence.
The improvement areas can include the following:
 Instance during Task 2.3 where you did not apply the following:
o Flexibility in dealing with others in the workplace
o Adaptability in dealing with others in the workplace
o Consideration of the emotions of others when making a decision
 Areas where you can demonstrate better emotional intelligence, which include:
o Self-awareness
o Self-management
o Social awareness
o Relationship management
Word limit: 250 +/- 20 words.
2. Submit your reflection and identified professional improvement opportunities in a word
document to the Assessment Submission Folder.
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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 or the Bounce Fitness Business Simulation that will allow you access to:
o 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.
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Task 3.1 Developing Plans to Increase Emotional Intelligence in Others
ASSESSMENT INSTRUCTIONS
1. Seek an opportunity to create a plan for developing emotional intelligence within your co-
workers.
2. 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.
3. 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
4. Complete the Policies and Procedures Outline:
a. 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
b. For each identified policies and procedures, outline the following:
 Relevant policy
 Relevant set of procedures
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5. 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:
a. 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
b. For each informal opportunity, identify the following:
 At least two persons involved in the informal opportunity
 Expected date of implementation
 Expected outcome
c. 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
a. 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
b. 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
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c. 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.
6. Submit the following to the Assessment Submission Folder:
 Completed Policies and Procedures Outline
 Partially completed Emotional Intelligence Plan
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Policies and Procedures Outline
Completed By
Date Completed
Organisation
Policy and Procedure
Relevant to Organising
Informal Opportunities
Informal opportunities at the organization contain policies and procedure cover
all legal aspects, risk factors, finances, training manual, outline the benefits and
such related aspects are involved. This is a well developed policy that favour in
approaching to the informal opportunities. Informal opportunity at a workplace
involve sharing knowledge and information at a meeting, formation of work
related committee, internet research, participation activities with the
professional association and such related aspects are covered.
Policy
Policy of the organization to develop a culture that can motivate the employees to entertain several
informal opportunities available at a workplace. Information opportunity hold a characteristic which allow
the employees to grow themselves without any professional level of assistance and guidance that will
cherish the entire skill and personality development of an individual. This is more like supporting each other
in order to grow and adopt new skills and knowledge. Sharing information with other employee play a very
vital role in case of informal opportunities available at the organization. The leaders in the company also
motivate to the senior employee to share the knowledge with employees who recently joined the
organization so that they get to learn quicker. The policy of the company also contain giving time to this
area. Every skill take time to acquire and company hold a policy where it allocate a sufficient time to the
employees so that they get to learn the new skill or abilities effectively. Giving time also allow the employee
to acquire a complete knowledge and information on the subject area.
Procedure
Company follow the workplace monitoring procedure to entertain the informal opportunities at a
workplace. Monitoring involve pairing the new employees with the experienced one so that employees who
has recently joined the organization get to know how operations are performed in the company. New
employees get to learn with examples supported by the senior and experienced one guiding to such new
employee. Social media engagement is another procedure that is followed to provide an informal
opportunities in the organization. Social media contain applications like Facebook, Instagram that will share
a complete information about the industry in which organization is operating. This would encourage the
employee to connect with the company on these social media platforms and understand about the culture
and working styles followed by the company better. Management also invite to guest speakers in the
seminars who share all the important insight about the industry company is currently catering and directing
to the new employees in respect to all possible ways that can support them to grow and develop. Ropes
courses are also conduct to provide the informal growth and development opportunities to employees at
the organization. Management also conduct a trip to the trade show, manufacturing facility and
headquarter of a company. This is a very important procedure that has been adopted by the company to
allocate the informal opportunities to the employees associated with the company. Management also
follow the procedure where the employees involved in informal learning activity allocate allowances so that
employee feel more motivated to follow these practices. This will play a significant role for the organization
to support the individual learning requirements.
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Policy and Procedure
Relevant to Organising
Tasks
Organizing task is an act involve designing an operating force,s support the staff,
create logistic package and composition to meet up all the task requirements.
This involve managing all the role and responsibilities associated with the task in
such a manner that the respective operations get to deliver as per the stipulated
time limit.
Policy
Company has adopted policies like scalar principle, flexibility, authority, delegation, unity of command, span
of control, unity of objectives and efficiency like of policies in order to organize the whole task. All these are
the policies that support to the management to effectively organization the entire task activities. All these
policies are required to cope up by the organization so that task are organized efficiently.
Procedure
Company review the plan and objectives on a priority basis in order to organize the task activity. Reviewing
the plan is important as planning contain all strategies that has been adopted to conduct a certain activity or
task. Objectives are also analyzed at this level so that all aspects can cover while implementing the
respective plan. Determination of all the activities that are required to perform in order to accomplish the
objective. This involve identification all the practices and strategies that will support the organization to
execute the identified task effectively. All the necessary work is classified into different category and based
on the classification groups are formed. This is a very important practice that is followed by the company.
Team formation play a significant role in delivering all the expected outcome for the project. Every tea,,
contain a specific bunch of people who will handle different role and responsibilities belong to such team or
group that has been constructed. Delegation of authority to all the team members is also included while
organizing the task. Management further establish a proper hierarchy for the team or group that has been
formed. This hierarchy will set the direction in which the task that has been assigned would be supposed to
perform by the management. Every team will have its own individual team leader who will take care of all
the team related roles and responsibilities. Regular team meeting are also conduct so that proper
assassination can be done related to progress made by the team over the assigned task. Accountability also
set in every team related to all activities such team is performing. Organizing task play a very important in
every company as this whole practice allow and support the management to deliver the operations on a
given and set deadline.
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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
Mentoring Every senior
employee in the
company would be
involved in this
informal opportunity.
Mentoring is a role
that would allow the
designate to teach
and guide the new
employees so that
they can execute the
assigned role
efficiently. Mentoring
play a role in
directing the young
employees and also
to address the issues
15/03/2022 Proper guidance will help
and support the
employees to deliver and
execute the assigned role
better. Mentoring will
also grow leadership
quality in the mentors
fulfilling the role.
Operation and functional
efficiency of company will
also cherish due to this
practice.
20/03/2022 New employees
could improve. They
get to learn all the
work. Mentors got to
grow leadership skill.
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and problems they
are facing in the
organization.
Games and
simulation
This will improve the
decision making skill,
time management,
work management,
communication,
leadership, decision
making, problem
solving and all such
abilities in the
employee. Analytical
skill will also grow
due to this activity.
16/03/2022 IT is expected that
after this activity
employee will be
good in analysis the
individual task and
get operations
company is
executing. It is
anticipated that this
activity will fairly
grow the overall
personality of
employees work in
the organization.
25/03/2022 Many employees
could improve plenty
of skills such as
decision making,
analytical, decision
making, problem
solving and many
other skills.
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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
Performance
management
Personal
behaviour put a
great impact on
the performance
other employees
could achieve in
the organization.
Regular and
constant
interaction with
other employees
will play a
fundamental role
in improving the
performance at a
workplace.
Senior employee 20/03/2022 This will support
in growing and
improving the
overall
performance at a
workplace. This
will also allow the
employee to get
recognized at a
workplace as a
result of good
and productive
operations
perform by the
employee.
25/03/2022 This entire task
could allow to
grow my
productivity and
performance as
an employee in
the organization.
MY work
efficiency could
also improve
after this.
Relationship
development
Regular
interaction with
employees, team
Manager 25/03/2022 This will improve
the morale of the
employees and
30/03/2022 This activity could
develop the
relationship in the
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meetings,
conducting
indicative
sessions, formal
and informal
meet up and such
related actions
can be taken.
especially of such
who hold a very
low self esteem.
organization.
Employees facing
issues with other
employees could
also get to
resolve all issue
they were facing
earlier. This could
improve the
relationship
between
employees at the
organization.
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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
Feedback Proper feedback
forms will
develop consider
all areas. The
submission time
will also decide to
fill the feedback
form.
Human resource
manager
30/03/2022 This will allow the
person to
understand what
other people in
the organization
thinking or
feeling about
them. This would
clear or provide
a clear opinions
of other towards
the personal or
individual
behaviour.
4/04/2022 It could provide a
valuable
suggestion about
the behaviour
and its impact on
other employees
in company. This
could direct all
the key areas
which require a
change in term of
behaviour and
attitude.
Regular
engagement
Upholding the
core values of the
organization.
Creation of
career path.
Providing proper
opportunities
Manager 25/03/2022 This will change
the culture of the
organization.
Employees will
get to interact
more with each
other. Anticipated
05/04/2022 This activity could
change the
culture of
company in more
positive manner.
Regular
engagement
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related to growth
and development
in the
organization.
Promote
transparency will
also help in
enhancing the
engagement at
an organization.
Holding up the
employees of the
organization
accountable
towards actions
they have
performed.
outcome also
involve the fact
that this activity
will also favour
the employees to
solve the issues
they are facing
with senior
management.
Employees will
also get to
present the
individual point of
view with the
senior
management in
the organization.
could create a
bonding between
the employees at
a workplace. This
could also
motivate
employees to
perform better
and productive.
This task could
result into the
overall
personality
development and
enhancement of
human resources
in organization.
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Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others
ASSESSMENT INSTRUCTIONS
1. Review the following:
 Your completed Policies and Procedures Outline from Task 3.1
 Your partially completed Emotional Intelligence Plan
Your plan will be used as basis for facilitating informal opportunities and tasks.
2. Update your Emotional Intelligence Plan to include informal opportunities 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
3. Update the Emotional Intelligence Plan from Task 3.1 to include:
 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
4. Submit the following to the Assessment Submission Folder:
 The completed Emotional Intelligence Plan
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Learner Assessment Pack
Assessment Workbook Checklist
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Assessment Workbook Checklist
Instructions:
Your assessor will review your submissions against the checklist below. This section is to be
completed by your assessor.
The learner has completed the Short Answer Questions in this workbook ü
Short Answer Questions ¨
The learner has completed the Practical Assessments in this workbook and has
submitted all the required evidence:
ü
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 ¨
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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
Reflection Task ¨
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 ¨
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Learner Assessment Pack
Recording
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Record of Assessment
Instructions:
This section is to be completed by your assessor.
Assessment Details
Learner
Course Code
Unit of Competency BSBPEF502 - Develop and use emotional intelligence (Release 1)
Assessor Name
RTO
Assessment Activity Satisfactory Needs more
evidence
Short Answer Questions
Short Answer Question 1 ¨ ¨
Short Answer Question 2 ¨ ¨
Short Answer Question 3 ¨ ¨
Short Answer Question 4 ¨ ¨
Short Answer Question 5 ¨ ¨
Short Answer Question 6 ¨ ¨
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Assessment Activity Satisfactory Needs more
evidence
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 ¨ ¨
Context Details Satisfactory Needs more
evidence
¨ ¨
¨ ¨
¨ ¨
¨ ¨
¨ ¨
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Context Details Satisfactory Needs more
evidence
¨ ¨
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Supervisor/Observer Verification Log
Supervisor/Observer Name Role in the
Assessment
Contact
Details
Date of
Contact
Supervisor/Observer
verifies the learner’s
submissions
¨ Yes ¨ No
¨ Yes ¨ No
¨ Yes ¨ No
¨ Yes ¨ No
Assessor’s Comments
Remarks/feedback
Details of further evidence required
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Please tick the appropriate box. Yes No
Comments and further action required are noted in the Learner Assessment
Pack ¨ ¨
Results discussed and agreed to by the learner
You have the right to appeal the outcome of your assessment.
¨ ¨
The Learner is ¨ Competent
¨ Not Yet Competent
Assessor’s signature Date signed
I further confirm that I have verified the learner’s submissions by contacting the learner’s supervisor
and/or observer whose names appear in the Supervisor/Observer Verification Log above.
After reassessment, the Learner is: ¨ Competent ¨ Not Yet Competent
Assessor’s signature Date signed
Learner’s Comments
The signature confirms that I have submitted all my own work, and agree with the assessment
decision and feedback.
Learner’s signature Date signed
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End of Document
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