Emotional Intelligence in Project Management

Details of Assessment
Term and Year 1, 2020 Time allowed 8 Weeks
Assessment No 1 Assessment Weighting 100%
Assessment Type Written Responses, Case Studies, Portfolio of Evidence & Role Play
Due Date Week 7 Room G112
Details of Subject
Qualification BSB51415 Diploma of Project Management
Subject Name Emotional Intelligence
Details of Unit(s) of competency
Unit Code (s) and Names BSBLDR511 Develop and use emotional intelligence
Details of Student
Student Name
College Student ID
Details of Assessor
Assessment Outcome
Assessment Result Competent Not Yet Competent Marks /100

Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning
outcomes:
Competent
(C)
Not yet
Competent
(NYC)
1.1 Identify own emotional strengths and weaknesses
1.2 Identify personal stressors and own emotional states related to the workplace
1.3 Develop awareness of own emotional triggers and use this awareness to enable
control emotional responses
1.4 Model workplace behaviours that demonstrate management of emotions
1.5 Use self-reflection and feedback from others to improve development of own
emotional intelligence
2.1 Respond to the emotional states of co-workers and assess emotional cues
2.2 Identify the range of cultural expressions of emotions and respond appropriately
2.3 Demonstrate flexibility and adaptability in dealing with others
2.4 Take into account the emotions of others when making decisions
3.1 Provide opportunities for others to express their thoughts and feelings
3.2 Assist others to understand the effect of their behaviour and emotions on others in
the workplace
3.3 Encourage the self-management of emotions in others
3.4 Encourage others to develop their own emotional intelligence to build productive
relationships and maximise workplace outcomes
4.1 Encourage a positive emotional climate in the workplace
4.2 Use the strengths of workgroup members to achieve workplace outcomes
Assessment/evidence gathering conditions
Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only
achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as
competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as
NYC (Not Yet Competent) is eligible for re-assessment.
Resources required for this Assessment
Weekly eLearning notes relevant to the tasks/questions should be read prior to undertaking the assessment.
Instructions for Students
Please read the following instructions carefully
 This assessment must be completed In class At home
 The assessment is to be completed according to the instructions given by your assessor.
 Feedback on each task will be provided to enable you to determine how your work could be improved. You will be
provided with feedback on your work within two weeks of the assessment due date. All other feedback will be
provided by the end of the term.
 Should you not answer the questions correctly, you will be given feedback on the results and your gaps in
knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed
competent for this unit of competency.
 If you are not sure about any aspects of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-assessment for more information (Student Handbook).

ASSESSMENT TASKS
There are two tasks to complete for this unit of competence:
Task 1 – Written responses
This activity has been designed to assess your knowledge and understanding of the use of emotional intelligence within
projects.
This task consists of questionnaires which associates with the knowledge of project management (PMBOK) in using,
dealing and managing with emotional intelligence including leading of a project team. The responses should include
the following:
 Must be relevant to your project as stated in BSBPMG511 Manage Project Scope, unless otherwise stated.
Responses should link to the theoretical aspects of emotional intelligence management followed by relevant
experience / exposure of your nominated project you recently have or are currently working on to progress
both your studies and your projects simultaneously. Your response to the questionnaires must relate to the
same project topic chosen for BSBPMG511 Manage Project Scope subject unit.
 However, if you have started with this subject topic as an initial attempt of this course, you must negotiate and
discuss with your Assessor to consider a project that you recently or are currently working on or a project that
you have worked in the past.
 If workplace project exposure does not apply to you, you must negotiate with your assessor to use a
scenario/case study examples that you will find on e-learning. However, case study examples are a suitable
substitute where workplace examples cannot be provided. Case studies are available on e-learning. Theory
answers without reference to your experience will not be assessed as satisfactory
 Demonstrate that you can or have applied what you have learnt to your project, regardless of whether you
have undertaken all the performance requirements in your workplace
Task 2 – Portfolio of Evidence
The portfolio of evidence comprises the assessment of the application of your emotional intelligence usage
knowledge whilst managing a project and its team. You will need to demonstrate your emotional intelligence to
increase self-awareness, self-management, social awareness and relationship management as well as identifying the
impact of own emotions on others whilst managing your project team applied to a project which is based on the
project you have chosen for BSBPMG511 Manage Project Scope subject unit. It should state relevant experience /
exposure of your nominated project you recently have or are currently working on to progress both your studies and
your projects simultaneously.
If you have started with this subject topic as an initial attempt of completing this course, you must negotiate and
discuss with your Assessor to consider a project that you recently or are currently working on or a project that you
have worked in the past.
If workplace project exposure does not apply to you, you must negotiate with your assessor to use a scenario/case
study examples that you will find on e-learning. However, case study examples are a suitable substitute where
workplace examples cannot be provided. Case studies are available on e-learning.
To such a degree you must negotiate with your assessor to use a scenario/case study examples that you will find on
e-learning.
Your nominated project must be agreed between you and your Assessor so that its methodology, tools and techniques
accommodate to the performance requirements of each Unit of Competency prior to start of work on the unit.
Some of the tasks have been developed that require reflections of emotions that may exist in a real-life situation,

students are encouraged to conduct those tasks by interacting with classmates and stage a real-life work environment to
brainstorm and generate an understanding on the emotions that reflected at a similar situation as stated on scenarios
given or similar. Student may conduct certain roleplays with their fellow students to generate the appropriate project
environment to ensure to meet the required performance criteria.
In addition, a role play task has been developed based on staged real-life workplace environment as will be generated
by your Assessor, with the consideration of your nominated project environment. You are to follow the guidelines on
how to demonstrate the role play with reference to the marking guide provided in the appendices. Partners from your
class will be required to assist you to conduct the role play to demonstrate the skills and knowledge of the units.
Instructions are provided to which students must comply to gain the competency level.
Your project must comprise:
 a comprehensive, detailed and integrated project management plan
 a formal communication plan
 a devoted and project-based budget
 formal and planned involvement with a wide range of stakeholders
 a documented risk, issues and change-management methodology
 a quality plan with assurance and control processes
 a project team-based environment.
Evidence of the following is important:
 demonstration of emotional intelligence usage and management for several complex projects
 knowledge of applying emotional intelligence management plans, tools, issues and likely challenges
To achieve competency, you are required to demonstrate knowledge, skills and experience to:
Performance Evidence
 identify own emotional strengths, weaknesses, stressors, emotional states and triggers through self-reflection
and 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
Knowledge Evidence
 explain emotional intelligence principles and strategies
 describe the relationship between emotionally effective people and the attainment of business objectives
 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.
STRUCTURE AND MARKING CRITERIA FOR ASSESSMENT TASKS:
I. TASK 1 – Written Responses (Total 30 marks for TASK 1)
Q1: Role emotional intelligence in managing a project (3 marks)
Q2: Definition of Emotional Intelligence and model (5 marks)
Q3. Emotional Intelligence and work performance (6 marks)
Q4. Communication and diverse cultural expressions (3 marks)
Q5. Negative emotional state and control (3 marks)

Q6. Modelling workplace behaviour and managing emotions (5 marks)
II. TASK 2 – Portfolio of Evidence (Total 75 marks for TASK 2)
A. Emotional intelligence and Leadership (10 marks in Total)
a) Demonstration of Goleman’s mixed model of EI (5 marks)
b) Demonstration of The Mayer and Salovey Model of EI (5 marks)
B. Emotional Strength and Weakness (5 marks in Total)
C. Considering factors for project work related stressors (10 marks Total)
1. Work related stressors and response (4 marks)
2. Reflection of stressors and emotional weaknesses (6 marks in Total)
Written Responses (6 marks in Total))
Q1. Personal stressors and emotional weaknesses of others (2 marks)
Q2. Personal stressors and emotional weaknesses of own (2 marks)
Q3. Control to reduce stressors and emotional triggers(2 marks)
D. Self-Reflection and feedback (14 marks Total)
1. Self -reflection for growth (4 marks)
2. Feedback from team member (4 marks)
3. Actions to improved Emotional intelligence (4 marks)
E. Emotions in decision making and effect on others (Total 16 marks)
1. Emotions of others into consideration (4 marks)
2. Understanding effect of emotion on others (3marks)
3. Self-managing emotions (3 marks)
4. Influence to develop emotional intelligence (6 marks)
F. Cultural Expressions and positive emotional climate (Total 15 marks)
1. Adapting to Cultural expressions (8 marks)
2. Positive emotional climate (7 marks)
G. Maslow’s hierarchy theory for fulfilling needs and related emotions (Total 5 marks)

TABLE OF CONTENT
Content Pages Marks Marks
Achieved
TASK 1 – Written Responses (Total 25 marks for TASK 1)
Q1: Role emotional intelligence in managing a project 3
Q2: Definition of Emotional Intelligence and model 5
Q3. Emotional Intelligence and work performance 6
Q4. Communication and diverse cultural expressions 3
Q5. Negative emotional state and control 3
Q6. Modelling workplace behaviour and managing emotions 5
TASK 2 – Portfolio of Evidence (Total 75 marks for TASK 2)
A. Emotional intelligence and Leadership (10 marks in Total)
a) Demonstration of Goleman’s mixed model of EI 5
b) Demonstration of The Mayer and Salovey Model of EI 5
B. Emotional Strength and Weakness (5 marks in Total)
Emotional Strength and Weakness 5
C. Considering factors for project work related stressors (10 marks Total)
1. Work related stressors and response 4
2. Reflection of stressors and emotional weaknesses (6 marks in Total)
Written Questions (6 marks in Total)
Q1. Personal stressors and emotional weaknesses of others 2
Q2. Personal stressors and emotional weaknesses of own 2
Q3. Control to reduce stressors and emotional triggers 2
D. Self-Reflection and feedback (14 marks Total)
1. Self -reflection for growth 4
2. Feedback from team member 4
3. Actions to improved Emotional intelligence 6
E. Emotions in decision making and effect on others (Total 16 marks)
1. Emotions of others into consideration 4
2. Understanding effect of emotion on others 3

3. Self-managing emotions 3
4. Influence to develop emotional intelligence 6
F. Cultural Expressions and positive emotional climate (Total 15 marks)
1. Adapting to Cultural expressions (Total 8 marks)
a. Staff Meeting Role play 4
b. Recording cultural expressions of emotions 4
2. Positive emotional climate 7
G. Maslow’s hierarchy theory for fulfilling needs and related emotions (Total 5 marks)
Maslow’s hierarchy theory for fulfilling needs and related
emotions 5
Total 100
The learner is required to update and adjust the page numbers and topics based on the amount of their content and the
responses made to each task.

Task 1 – Written Responses
(BSBLDR511 – PC 1.1-1.5, 2.1-2.4, 3.1-3.4,4.1-4.2, PE 1-4, KE 1-4)
Answer the following questions in the appropriate spaces below:
All responses must:
This activity has been designed to assess your knowledge and understanding of leading and managing project
team within projects.
This task consists of questionnaires which reflect the knowledge of project management (PMBOK). The
responses should include the following:
This task consists of questionnaires which associates with the knowledge of project management (PMBOK) in
using, dealing and managing including leading of a project team. The responses should include the following:
Must be relevant to your project as stated in BSBPMG511 Manage Project Scope, unless otherwise stated.
Responses should link to the theoretical aspects of emotional intelligence management followed by relevant
experience / exposure of your nominated project you recently have or are currently working on to progress both
your studies and your projects simultaneously. Your response to the questionnaires must relate to the same
project topic chosen for BSBPMG511 Manage Project Scope subject unit.
However, if you have started with this subject topic as an initial attempt of this course, you must negotiate and
discuss with your Assessor to consider a project that you recently or are currently working on or a project that
you have worked in the past.
If workplace project exposure does not apply to you, you must negotiate with your assessor to use a
scenario/case study examples that you will find on e-learning. However, case study examples are a suitable
substitute where workplace examples cannot be provided. Case studies are available on e-learning. Theory
answers without reference to your experience will not be assessed as satisfactory
Demonstrate that you can or have applied what you have learnt to your project, regardless of whether you have
undertaken all the performance requirements in your workplace
You will need to complete the relevant templates from each knowledge area which are provided, you may use
templates from the text or from your workplace that provide evidence of your competency.
<50% marks of the allocated marks for the questions and answers in Task 1, will be given for providing
theoretical aspect and remaining 50% marks for providing the relevancy on how the information fits in within
your project management functionalities. Only theoretical responses will not be accepted, and 50% marks will
be allocated, should that be the case. However, Assessor to assess if relevant theory has been provided by the
student as per the requirement of the tasks. Non-relevant answers will be considered not competent>
25 Marks
Question 1: Project management frameworks and methodologies are endlessly emerging through best
practices and ideals to progress efficiency in project organisations. It is vital to examine emotional leadership
in project settings to gain an inclusive understanding of the complex emotional intelligence concepts. Based
on your chosen nominated project as stated in BSBPMG511 Manage Project Scope, outline what role
emotional intelligence played in leading and managing the project? (BSBLDR511 – PC 1.4,1.5, 2.1,2.4,3.1,3.4,4.1, PE
1-7, KE 1-4)
<1 mark for stating your response outlining the role of emotional intelligence in your project and 2 marks for detailed
explanation with example from your project. Total of 3 marks> 3 Marks
Emotional intelligence is a useful aspect in managing the projects. It assists the project manager in
developing the self-awareness skills so that they can be able to understand real reason because of which the
project may or may not work. Self-management is also being developed by emotional intelligence. It assists
project manager in sticking to same schedule. For example when doing my project I was been able to set and
prioritise all the tasks on timely basis.