BSB51415 Diploma: Emotional Intelligence Assessment, Term 1, 2020

This assignment assesses a student's understanding and application of emotional intelligence (EI) within project management, specifically for the BSB51415 Diploma of Project Management and the BSBLDR511 unit. The assessment, worth 100%, comprises written responses and a portfolio of evidence. Task 1 involves questionnaires exploring EI principles like self-awareness, emotional regulation, and workplace behavior, with responses linked to a chosen project. Task 2 requires a portfolio demonstrating EI application in project management, including leadership, emotional strengths and weaknesses, and the ability to manage stressors and emotional triggers. It also includes self-reflection, feedback analysis, and consideration of emotions in decision-making. The assessment covers cultural expressions of emotions and the creation of a positive emotional climate, with a role-play component for practical application. The student must demonstrate competence in identifying emotions, managing responses, and promoting EI in others, using a project management plan, communication plan, budget, and stakeholder involvement as evidence. The marking criteria are detailed, covering various aspects of EI and its impact on project outcomes.

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.

Question 2: Define Emotional Intelligence? Explain in your own words. Based on the Model of Emotional
Intelligence’ by Daniel Goleman’s, how can you as a Project Manager develop the dimensions of this model
in the context of managing your nominated project? State how your understanding supported you to apply
this model of emotional intelligence in your own role to meet the objectives of project. (BSBLDR511 -PC 1.1,1.4,
PE 2,6 KE 1)
<1 mark for the definition, 2 marks for explain the Goleman’s model and 2 marks for explaining how this model assists
you meeting your project objectives. Total of 5 marks> 5 Marks
Emotional intelligence assists in managing and understanding own emotions so that the situation can be
understood adequately. It assists in retrieving stress.
According to Goleman, EI it is the combination of that cluster of skills which has assisted in increasing the
self-awareness and also it helps people in managing the relationship. The emotional intelligence is also useful
for social awareness.
The model of emotional intelligence has assisted in increasing awareness related to future risk, which has
helped in achieving objectives of project.
Question 3: Projects are unpredictable that fosters a lot of interpersonal actions and the need for cognitive
ability of team members. Researches state that emotional intelligence can reinforces a business through
improving the job performance of its team members and in equipping them in ways with the emotional tools
that support them be much happier during work.
a) Do you agree as a Project Manager that emotional intelligence defines the progress beyond achieving a
certain degree for high performance and success? Please explain your reason using an example relevant
to your project. <1 mark for stating your response and 2 marks for explanation. Total of 3 marks>
b) State how you think having emotionally effective team members within your nominated project can
assist in attaining both the project and business objectives. <1 mark for stating your response and 2 marks for
explanation. Total of 3 marks>
(BSBLDR511 – PC 3.1,3.2,3.4,4.2, PE 2, 6, 7, KE 2,4)
6 Marks
Yes, as a project manager emotional intelligence assists the project manager in achieving higher performance
and success. This is because emotional intelligence also assists in developing the intrinsic motivation. It helps
in having positive outlook
The team members are emotionally effective as they are empathetic and also they try to manage conflict by
themselves to achieve business objectives.
Question 4: A project manager should adjust typical project management practices within a diverse
workforce environment to foster the different cultural perspectives they offer. Outline what methods of
communication you used when dealing and managing diverse groups and individuals who have varying
cultural expressions of emotion within your nominated project?
(BSBLDR511 – PC 1.5, 2.1-2.4,4.1,4.2, PE 3,4, 6, KE 2,3,4)
<1 mark for stating your communication methods and 2 marks for explanation and 2 marks for detailed explanation with
example from your project. Total of 3 marks> 3 Marks

The type of communication method which will be used will be oral as well as verbal.
The oral communication skills will assist in engaging culturally diverse team members into project. This will
assist in achieving the project goals and objectives
The second used will be written. In this the team members will have in-depth analysis of the what is expected
from them.
For example in project oral communication method was been used in order to make sure that no conflict
existed in team work.
Question 5: Project manager continually experience multiple difficulties of managing project teams due to
highly diverse individuals. Identify a situation during the execution of your nominated project where you felt
stressed or experienced a negative emotional state. This may have raised due to own work performance or
caused by other stakeholders’ line of action. Also state how you dealt with the situation and controlled your
emotion during that stage to avoid any impact on the overall project outcome. (BSBLDR511 – PC 1.1-1.5,2.1, PE 1,
6, 7, KE 3,4)
<1 mark for identifying a situation from your project where you felt stressed and 2 marks for explanation of dealing and
controlling the situation. Total of 3 marks> 3 Marks
There was a situation where an activity was to be completed in two days and the diverse team members were
blaming each other for delayed in completion
I was really stress and also was in negative emotional state. For this I have started making use of effective
communication method so that needs of each team member is been identified and there is no conflict.
Question 6: Considering the reflection of your personal attributes, impact on others and/or adjustment of
your tactics to support your development, outline a situation from your nominated project, when you
exemplified model of workplace behaviour signifying management of emotions as an illustration for your
team members to follow. (You may refer to emotional principles and strategies and/or impact of your own
emotions on others and their feedback in your response)
(BSBLDR511 - PC 1.4,2.3,3.2,4.2, PE 2,4, KE 1)
<1 mark for stating a situation of exemplified model of workplace behaviour signifying management of your emotions, 1
mark for referring to emotional principles and strategies, 1 mark for stating the impact and 2 marks for explanation with
relevant example from your project. Total of 5 marks> 5 Marks
My personal attributes are self-management and empathy. There was situation where the performance of
black team members was lowered down because of workplace behaviour of white team member. I was really
shocked when saw such conditions. This has impacted work. Then After this I have framed better policies to
safeguard workers (Kotsou and et.al., 2019).

Task 2 – Portfolio of Evidence
(BSBLDR511– 1.1-1.5, 2.1 2.4, 3.1 – 3.4 , 4.1 – 4.3 , PE 1-7, KE 1-4_)
You must use the same project for all units in this course and must relate to the project you will nominate for
this subject unit, unless your nominated project changes during the course or cannot adapt to the performance
requirements of any of the units of competency. If either or both events occur during your course, you must
contact your Assessor to find out what you need to do to continue to satisfy the course performance
requirements and achieve competency.
The project must be in an organisation, business or you are operating as a consultant.
Your nominated project must have:
 a comprehensive, detailed and integrated project management plan
 a formal communication plan
 a dedicated and project-based budget
 formal and planned engagement 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.
You will need to complete the relevant templates from each performance evidence area which are provided, you
are required to use the given templates or from your workplace of similar context that provide evidence of your
competency. Responses or evidences must refer your nominated project as stated in BSBPMG511 Manage
Project Scope.
Note: For all written questionnaires stated in Task 2, you will need to complete the relevant templates from each
performance evidence area which are provided, you are required to use the templates as provided within the
assessment or you may use similar from your workplace that provide evidence of your competency and matches
the performance criteria of the tasks.
<50% marks of the allocated marks for the questions and answers in Task 2 (A-G), will be given for providing
theoretical aspect and remaining 50% marks for providing the relevancy on how the information of team
effectiveness 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>
A. Emotional intelligence and Leadership 10 Marks
(BSBLDR511 PC 1.1, 1.2, PC 1,2,6, KE 1)
As a project manager you are required to cooperate and connect with multiple stakeholders associated with a
project environment and build and facilitate a high-level effective teamwork and productivity by understanding
and managing one’s emotion to make a right decision in order to achieve a satisfactory outcome.
You are to acknowledge the two most used models, “Goleman’s mixed model of Emotional Intelligence and
The Mayer and Salovey Model of Emotional Intelligence and demonstrate effective leadership while you
managed or dealt your nominated project as stated in BSBPMG511 Manage Scope Management in the
following two tasks.
a) Demonstration of Goleman’s mixed model of Emotional Intelligence 5 marks
(BSBLDR511 PC 1.1, 1.2, PC 1,2, 6, KE 1)
Using the four components of emotional intelligence as stated in the “Goleman’s mixed model of EI”, state what
aspects of recognition of self-awareness and social awareness, regulation of Self-management and Relationship

management in terms of personal and social competence did you demonstrate/model such behaviour during the
project management. Suggested sample has been stated.
List your findings in the given template below: (refer to Goleman’s model to acknowledge what each
component comprises of): each component should consist of at least 2 data each.
< 1 mark allocated for completing all four components, 1 mark allocated to providing 2 self-awareness data
(total of 1 mark for 2 info), 1 mark allocated to providing 2 social-awareness data (total of 1 mark for 2 info), 1
mark allocated to providing 2 self-management data (total of 1 mark for 2 info), 1 mark allocated to providing
2 relationship-management data (total of 1 mark for 2 info). This totals the model of 5 marks>
Personal Competence Social Competence
Recognition
Self-awareness
I was able to get aware of my weak
points because of which my emotions
can trigger.
 I was really confident at the
knowledge for my project
Social awareness
I was empathetic, as I was able to
understand the emotions of others well.
Regulation
Self-management
I have made use of honest and
transparent approach for achieving
goals related to my project
Relationship management
I was able to resolve conflict which was
been faced by my team members.
b) Demonstration of The Mayer and Salovey Model of Emotional Intelligence 5 marks
(BSBLDR511 PC 1.1, 1.2, PC 1,2, 6, KE 1)
Using the four branches of emotional intelligence as stated in the “The Mayer and Salovey Model of EI”, state
how your understanding of each items and their functions was relevant to your management ability and how
they reflected in your approach and behaviour during managing your nominated project. Suggested sample has
been stated.
List your findings in the given template below: (refer to Mayer and Salovey Model to acknowledge what each
branch comprises of, however, some brief information have been provided, use the to assist you with your
identification): each components should consist examples related to your project for each management ability
and action:

< 1 mark allocated for completing all four branches, 0.5 mark allocated for providing each management ability
and action combinedly relating to each branch component (total of 2 marks for all 4 of them) , 0.5 marks for
example related to the information ( total of 2 marks for all 4 of them). This totals the model of 5 marks>
Branch Management ability and action
Perceiving emotions
< The ability to perceive emotions in oneself and
others as well as in objects, art, stories, music, and
other stimuli>
My team members were really stressed because of
organisational structure change, so for this I
perceived their emotions and tried to understand their
feelings as well needs. This helped me in retaining
them.
<Example: positive and healthy attitude towards
individuals through understanding and valuing the
diversity of emotions they bring within project e.g.
team member feeling stressed due to personal issues
impacting on their productivity>
Facilitating thought
< The ability to generate, use, and feel emotion as
necessary to communicate feelings or employ them
in other cognitive processes>
I have experienced that my team members were
unable to communicate their feelings, so for this I
have thought of making use of better verbal and oral
communication method.
Understanding emotions
< The ability to understand emotional information, to
understand how emotions combine and progress
through relationship transitions, and to appreciate
such emotional meanings>
My peers were feeling low because they were not
been rewarded and also they were not appreciated,
This I have understood and also because of this I
have been able to connect with them emotionally.
Managing emotions
< The ability to be open to feelings, and to modulate
them in oneself and others so as to promote personal
understanding and growth>
My team members were really open about their
feelings to me. They openly communicated about
issues which is been faced by them and also this has
increased their growth as well as confidence level.
B. Emotional Strength and Weakness 5 Marks
(BSBLDR511 -PC 1.1. 1.4 PE 1,6)
The association between emotional intelligence and leadership style of a Project Manager and positive
organisational performance encourages the need of both the intellectual competencies to meet cognitive
challenges and the emotional capabilities. Within a project environment that fosters strategic change, these
proficiencies can influence team members to trust and commit to the Project Manager’s decision and build
interpersonal relationship to increase their capacity to the highest standard that results in maximisation of the
overall project outcome.
As a project manager you need acknowledge your own action and behaviour towards all stakeholders to
understand how your they function and emotionally react within the project setting.
While managing your nominated project as stated in BSBPMG511 Manage Project Scope, identify your own
emotional strength and weaknesses and list at least 3 data in the given template below, and provide your reason

to choose them and justification how you think they can contribute or impact on the overall achievement of the
project outcome.
You may use the following stated tools or methods to assist reflecting own emotional strengths and weaknesses.
 personal SWOT analysis
 workplace 360° evaluation
 online emotional intelligence test
Record your reflections in the following template:
<You are required to document at least 3 data of emotional strength, weaknesses and provided associated
contribution/impact data.
1.5 marks allocated for providing 3 data of emotional strength (total of 1.5 marks for all 3 of them), 1.5 marks
allocated for providing 3 data of emotional weaknesses (total of 1.5 marks for all 3 of them). and 2 marks
allocated for providing 3 data of associated contribution/impact data (total of 2 marks for all 3 of them). This
totals the task of 5 marks>
Emotional Strength Emotional Weakness Verify contribution/impact
on achievements
Perceiving emotions Managing emotions The impact of perceiving
emotion is that this helped me
in developing the positive and
better attitude among
individuals. This has helped me
in making sure that stress of
my team member is managed
and they do not feel stressed. I
was low at managing emotions
which affected my work
negatively.
Facilitating thought Lower self-management I was able to communicate my
feelings effectively, it assisted
me in making sure that no
miss-understanding between
me and my team members
existed. I was really low at
managing myself, it led to
delay in work and process.
Understanding emotions Lower self-awareness I was able to understand
emotions better and this has
assisted me in making better
bond with my team members
and peers.
C. Considering factors for project work related stressors 10 Marks
(BSBLDR511 PC 1.1-1.5,2.1,2.2,2.4, 3.1,4.1, PE 1-4, KE 2-4)
C1. Work related stressors and response 4 marks
(BSBLDR511 PC 1.2,1.3, PE 1)
Unforeseen changes can put the Project Manager’s management skills to test especially if such unheralded
changes occur during the implementation phase. This can lead to stress and anxiety for the Project Manager as
well as the affected team members. Multiple aspects here can evoke such emotions.

Identifying various project work related stressors within your project environment supports the diagnosis of the
grounds of your own personal stress and appreciate that of others within your project team.
You are required to provide data indicating the linked emotional triggers, strengths, positive and negative
emotional responses to Project Work Related Stressor within your nominated project. A suggested example is
given below.
<Note: Workplace Stressors can be defined as any event or situation that take place within a workplace which
can trigger the stress response in an individual or team. These stressors can raise physical, chemical or mental
responses inside the body, affecting mental function and performances as well>
List at least 4 data that you considered a factor while managing your project in the given template below:
<You are required to document at least 4 data of Project Work related stressor, and provide the associated
emotional triggers, strength, negative and positive emotional response.
1 mark allocated for providing each data of project work related stressor and associated emotional triggers,
strength, negative and positive emotional response together you provide (total of 4 marks for all 4 of them). This
totals the task of 4 marks>
Project Work related
stressor
Emotional
trigger(s) Emotional strength
Negative
emotional
response
Positive
emotional
response
<Example: Seeking
approval from Project
Sponsors for change
request>
<Example: To feel
valued and be in
control>
<Example:
Positivity and
calm>
<Example:
Disappointment>
<Example:
Acceptance and
acknowledgement
of the purpose>
Seeking advice from
my team members for
decision making
Increasing
confidence level
Positive and
confident
failure Accepting the way
of working.
Asking questions to my
seniors for change
Feeling valued and
happy
Relax and confident disappointment Accepting
proposal made for
change
Seeking for more funds
by asking my investor
Feeling stressed
and anxious
Self-management
and awareness
Anger and
sadness
Funds can be
provided
Seeking for change in
project objective with
my supervisor
Feeling upset and
stressed
Confident and
happy
Frustrated and
irritated
Accepting and
acknowledging of
purpose
C2. Reflection of stressors and emotional weaknesses 6 marks
(BSBLDR511 PC 1.1-1.5,2.1,2.2,2.4, 3.1,4.1, PE 1-4, KE 2-4)
Considering the below mentioned scenario, you are required to provide your response in the given space as
stated:
Scenario 1:
Referring to the above stated example in Task C1 template, assume that you have requested your Project
Sponsor/Key Stakeholder/Client for a change of scope of the project (initially requested to the Project Manager
by team members) to ensure quality of the end product can be maintained, however this change can impact on
the overall budget. While the Project Sponsor/Key Stakeholder/Client considers you competent, he preferred
that he like an expert judgement to revise your proposal or if needed, to bring a second in charge assistant
project manager on board to assist you manage the project and plans to review whether such request for change
is viable or not. This will require you to discuss and consider advises from the expert or second in charge that
may impact in your decision made for your team.

<Note: if the above Scenario 1, does not apply to your nominated project, you may consider a similar scenario,
however, must provide detailed description of the situation and associated mental moods, processes and
reactions. Assessor will be unable to assess with appropriateness if situation is not clearly stated, should this be
the case>
Answer the following based on your own reflection as a Project Manager as per Scenario 1 or similar:
Question 1: Reflecting on the suggestion provided by the Project Sponsor/Key Stakeholder/Client, state what
you think could be the personal stressors and emotional weaknesses that may have resulted from this?
(BSBLDR511 PC 2.1, PE 3, 6, KE 2)
<1 mark for stating your response and 1 mark for explanation relevant to your project. Total of 2 marks>
2 marks
Referring to the above scenario there can be various emotional weakness and personal stressor which can be
faced by me. This is because the other expert or person in charge many or may not like the decision made by me
for team. The personal stressor which can be faced by me is that there are chances that the other team member
does not match my thoughts or perception. This can increase my stress level and because of this there are
chances that my confidence is been lose. The emotional weakness which can be faced by me during this
situation is that I might lose my confidence and this can make my work less impressive.
Question 2: Reflecting on the responses from the Project Sponsor/Key Stakeholder/Client, explain how you felt
and identify your own personal stressors and emotional weaknesses that resulted as on outcome of the situation.
(BSBLDR511 PC 1.1,1.2,1.3, PE 1)
<1 mark for stating your response and 1 mark for explanation relevant to your project. Total of 2 marks>
2 marks
After getting the response of project sponsor I felt somewhat relaxed. I felt like there are
areas where I need to work on and also to improve those. In first I was really stressed and I
felt like the thoughts and perception of me and project manager does not match. I have also
analysed that my emotional weakness also came out from that situation. I was stressed so it
resulted in increasing of miss-understanding, the project supervisor does not clearly have an
idea about what I wanted and also this has led to lowering down of my confidence. But in the
end project sponsor understood what I was trying to speak.
Question 3: Explain what approach you would take to reduce or control any of the above stressors and
emotional triggers to ensure it does not impact on your work relations and your performance to achieve the
project outcome? (BSBLDR511 PC 1.1-1.5,2.1,2.2,2.4, 3.1,4.1, PE 1-4, 6, KE 2-4)
<1 mark for stating your response and 1 mark for explanation relevant to your project. Total of 2 marks>
2 marks
I think I should be involved in taking various approaches for controlling my stress and
anxiety level. I should take help from any person in my work place who has been same in
same situation. This will assist me in overcoming from these emotional weakness, stressors
and problems.
D. Self-Reflection and feedback 14 Marks
(BSBLDR511- PC 1.1-1.5, PE 1, 2, 5,6)
You will be required to use the following scenario given below for self-reflection and seeking feedback
responses from your team member to improve growth of your own emotional intelligence. The development of

these skills is to be recorded in the given templates below through analysing the situation and reflecting self as
well as other’s emotional status.
Scenario 2:
Consider a situation when you encountered an event when one of your project team members failed to perform
his/her responsibility to order supplies (e.g. raw materials or equipment of a major task) that was scheduled to
be delivered the day after for a task to be completed as per the planned project schedule (suggested reason:
failure of team member could be, due being under pressure with other tasks that was due to be completed at the
similar time frame and had forgotten, or was unaware of the due date of delivery, or was not confirmed his
responsibility). You only came to learn this situation when you communicated with that team member whilst the
Project Sponsor/Client was physically present during conversation. Your anger was evident, and you
commented negatively to the team member and departed the scenario.
<Note: if the above Scenario 2 does not apply to your nominated project, you may consider a similar scenario,
however, must provide the description of the situation and associated mental moods, processes and reactions.
Assessor will be unable to assess with appropriateness if situation is not clearly stated, should this be the case>
You may consider for your responses for Task D1 – D3; personal attributes, influence on others, adjustments of
approach for development, impression of own emotions on others, gathering feedback from others, role
modelling behaviours to emotions, acquaintance of emotional intelligence principles and strategies and
association of emotionally effective people of the achievement of both the business and project objectives. You
are encouraged (if required) to complete Task D1 and D2 by interacting with a classmate and stage a real-life
work environment to brainstorm and generate an understanding on the emotions that may exist at a situation as
stated on Scenario 2 or similar. This interaction approach may support with your findings
D1. Self -reflection for growth 4 marks
(BSBLDR511 - PC 1.1-1.4, PE 1,2,5,6)
Self-reflection: state your answers to the stated questions based on your experience while dealing with similar
situation as stated in the Scenario 2:
<0.5 mark allocated for providing each response (total of 4 marks for all 8 of them), there are 8 questions to
respond to. This totals the task of 4 marks>
Question Response
1. How
did you feel at the time? And why do you think you felt like that?
I felt really angry that time
and I felt like that because of
one team member our project
got delayed and the
performance of whole team de
creased. I felt like this because
I am really serious for my
work.
What was your emotional response? My emotional response was
that I felt really angry. I felt
really weak at that time. I felt
triggered and confused so I
reacted like this.

2. How
did that affect the situation?
Yes it affected the situation,
the team got negative as I got
angry in front of every one
and they were dis-satisfied
with my behaviour (Goleman,
and Boyatzis, 2017).
3. How
did it affect you and the others?
Yes, it affected the working of
team. The work of other team
members also slowed down
and they were all gossiping
about me, related to how
angry I got.
4. Do
you think you could have responded? differently? How?
Yes, I think I could have
responded differently. I could
have reacted more calmly so
that the team could have been
more motivated to work.
5. How
do you feel currently when you recall back the scenario? Why?
I feel like I should have
treated the team member
differently, I am really upset
with my behaviour
6. What
else did you do to put it right?
I will motivate the team
member by talking and
communication adequately.
7. What
was your expectation from the team members to put it right?
My expectation from team
member is that they should
also understand my situation
and cooperate with me.
D2. Feedback from team member 4 marks
(BSBLDR511 PC 1.5, PE 1, 2,5, 6)
For the reflection of the feedback, you may conduct this task ( if needed or supportive to identify your findings)
by interacting with a classmate and stage a real-life work environment to brainstorm and generate an
understanding on the emotions that may exist at a situation as stated on Scenario 2 or similar and what the team
member may give the feedback. You may take the role of the Project Manager and assume your classmate to act
as the team member.
You can use this approach (if needed) to brainstorm and discuss what the responses could be of the team
member and record your findings in the given template below

<0.5 mark allocated for providing each response (total of 4 marks for all 8 of them), there are 8 questions to
respond to. This totals the task of 4 marks>
Question Response
1. How did he/she feel at the time? And why do you
think he/she felt like that?
He might have felt devastated at the time
when I got angry. He might also have got
really angry and may not work properly
or get demotivated or frustrated in that
situation.
2. What was his/her emotional response? His emotional response was that he
started crying and realised his mistake.
He also felt and sad, which made the
situation more worsening
3. How did that affect the situation? It affected the situation in really negative
manner as the other team member was
also really shocked by seeing my anger.
They also got negative because of it.
4. How did it affect him/her and the others? Yes, it affected the working of team. The
work of other team members also slowed
down and they were all gossiping about
me, related to how angry I got.
5. Do you think he/she could have responded?
6. differently? How?
Yes, I think I could have responded
differently. I could have reacted more
calmly so that the team could have been
more motivated to work.
7. How do you think he/she could feel currently if
he/she recalls back the scenario? Why?
He might will feel irritated and also may
be it can happen that they might not want
to work with the company in future.
8. What else did he/she could do to put it right? He could perform really well, by taking
the scolding in positive and should not
leave hope in future.
9. What do you think was his/her expectation from the
Project Manager to put it right?
His expectation from the project
manager is that he should have
considered the things done by him and
also should communicated with him
politely.

D3. Actions to improved Emotional intelligence 6 marks
(BSBLDR511- PC 1.1-1.5, PE 1,2,5,6)
As a Project Manager, you should establish certain feedback to generate dispute resolution, both in formal and
informal structure that is fair and open and that aligns with the project/organisational policies and procedures.
Considering the various ways to elicit feedback (e.g. 360 degrees feedback), state at least three (3) actions that
you took to improve your own emotional intelligence on the basis of the self-reflection and feedback from the
team member, as stated in Task D2. Contemplate emotional intelligence principles and strategies to justify your
proposed actions.
List at least three (3) data and record your findings in the given template below:
<You are required to document at least 3 data of actions and associated improvement information.
1 mark allocated for providing each data of action (total of 3 marks for all 3 of them), and 1 mark allocated for
providing each data of improvements (total of 3 marks for all 3 of them).This totals the task of 6 marks>
Actions Improvement your own emotional
intelligence
Looking at the environment of work This will assist in knowing about the true
way of how I am working. It will assist in
improvising my way of working. I will be
able to held emotionally responsible for
things.
Doing a self-evaluation This will assist me in knowing about my
emotional weakness. It will help me in
overcoming the emotional issues which has
been faced by me.
Taking responsibility This will help me in taking responsibility
for actions which has been done wrong by
me. It will assist me in overcoming
emotional issues.
E. Emotions in decision making and effect on others 16 Marks
(BSBLDR501- PC 2.1-2.4,3.1-3.4 PE 3,4, KE 3,4)
E1. Emotions of others into consideration 4 marks
(BSBLDR511- PC 2.1-2.4,3.1,3.2, 3.3, 4.3, PE 3,4, KE 3,4)
Considering the below mentioned scenario, you are required to provide your response in the given space as
stated:
Scenario 3:
Referring to the stated Scenario 1 and data provided in Task C2, assume your requested change of scope has
been reviewed by an expert, hired by the Sponsor/Key Stakeholder/Client, that has resulted to stick to the
original plan and advised to make adjustments within the work plan in order to meet the budgetary expectations.
This will require you to discuss and consult with team members on modifications to work schedule, so that they
can predict the effect the decision may have on them. This could result additional workload for a few team
members. You must be open to flexibility and adaptability in dealing with the team, however you must remain
objective and balanced in your considerations.

As a Project Manager, you realise the importance to consider the emotions of the team members in decision
making and have sought formal feedback from your team members to support you make a decision based upon
their emotions.
<Note: if the above Scenario 3 does not apply to your nominated project, you may consider a similar scenario,
however, must provide the description of the situation and associated mental moods, processes and reactions.
Assessor will be unable to assess with appropriateness if situation is not clearly stated, should this be the case>
For the reflection to analyse how the team members may react to such a decision and to support your decision
making, you may conduct this task ( if needed or supportive to identify your findings) by interacting with two of
your classmates and stage a real-life work environment brainstorm and generate an understanding on the
emotions that may exist at a situation as stated on Scenario 3 or similar and what the team members may give
the feedback or react. You may take the role of the Project Manager and assume your classmates to act as the
team members.
Analysing the above stated Scenario 3, provide your responses in the given template:
<1 mark allocated for providing each response (total of 4 marks for all 4 of them), there are 4
analysis to respond to. This totals the task of 4 marks>
Analysis Response
How did you make the decision on how to handle it
based upon the emotions of the victimized team
members
Response: I will be involved in making sure
that the team members are motivated. I will
make them understand that this is for their
good and they have to perform their best in
this situation too. It will assist in making
sure that no further stress is been faced by
team in future (MacCann and et.al., 2020).
How did you take into account of your team
members when making a decision?
Response: I will communicate with them by
making use of verbal and nonverbal form of
communication. This will help me in
overcoming the issues
How did you respond to emotional states of team
members and evaluate emotional cues
Response: I will understand the positive and
negative feedback which is been given by
team I will make sure that this type of
problem never comes in future.
How did you offer opportunities for the team
members to express their thoughts and feelings
within the project environment (encourage flexibility
and adapting to offer)
Response: I will hold an open mic session
where opportunity will be provided to them
to speak up their mind and also to come up
with ideas to handle this situation.
Task E2. Understanding effect of emotion on others 3 marks
(BSBLDR511- PC 3.2, PE 4, KE 4)
How did you support your project team so that they could understand the effect of their behaviour and emotions
on others? Please explain.
<1 mark for stating your response and 2 marks for explanation relevant to your project. Total of 3 marks>
I will support the team by making use of effective communication. I will make them
understand that their behaviour is leading to demoralising of other behaviour too. I will also

make them understand that they need to be involved in being positive and optimistic. I also
will make them understand that changes which are been made is for their good and it will
assist in making them comfortable with changes which are going. I will be involved in
making sure that the team members are motivated. I will also be engaged in improvising their
self-management and emotional control part as it is really necessary that the team members
are positive and also this will assist them in enhancing their potential to work even when the
things are changing. I will be engaged in encouraging team members so that they can manage
their emotions.
E3. Self-managing emotions 3 marks
(BSBLDR511- PC 2.3,3.2,3.3, 4.3, PE 4, 6,7, KE 4)
As a Project Manager you should foster practicing emotional intelligence to support your project team members
to recognise their own feelings and emotions to understand what generates a precise response. A strategy should
be considered in place for reflective practices to acquire self-awareness, critical thinking, analysis and
experiential learning within working in a project setting.
You must be able to encourage your team members to self -manage their emotions to develop and excavate
perceptions into what they did, how they felt and why they felt or behaved in a certain way while they executed
their roles within your nominated project. State in the following template how you put this into action
throughout project tasks or phases that lead your team members to contemplate alternatives and execute things
otherwise. A suggested example is given for your understanding.
List at least 3 data and record your findings:
<You are required to document at least 3 data of task/phase and provide associated self-manage emotions and
action data.
1 mark allocated for providing each data of project task/phase and associated self-manage emotions and action
data together you provide (total of 3 marks for all 3 of them). This totals the task of 3 marks>
Project Tasks /phase Self-manage emotions Action
Two teams were working for
conducting a seminar, one
was responsible for
managing participants and
other for preparing the quiz
material for them .
Team members needs to make
the task specifying like who
will perform which task needs
to be analysed and evaluated
The action is to
communicate plan and
objectives so that no miss-
understanding existed and
also this will help in
making sure that better
policies for compliance is
been made. The action
which will be taken
includes better
communication styles and
use of better resources and
services.
Two teams were working on
preparation of food. One has
the responsibility to serve
food to guest and other has
responsibility to prepare
The work pattern needs to be
simplified so that better plans
is been made. This will make
layout better.
The action which can be
taken is to make better
working patterns so that
no confusion exists and
also it will help in making
the work place better.

food.
Two teams are working on
project to start a restaurant.
One has the responsibility
for doing marketing and
other to create brand value
The structure of working will
be appropriate so that no
issues or queries existed
The action will be to make
sure that every understood
of requirements related to
work.
E4. Influence to develop emotional intelligence 6 marks
(BSBLDR511 PC 2.3, 3.1,3.3, 3.4, 4.2, 4.3, PE 3,4, 6,7, KE 2-4)
Referring to the above-mentioned self-management of emotions identified of your team members in Task E3,
you are required to instigate them so that they can grow their own emotional intelligence to shape productive
associations with the project and maximise the outcome as per your nominated project stated in BSBPMG511
Manage Project Scope.
State how you, as a Project Manager achieved this outcome by providing your findings in the given template
below. A suggested example has been provided to support your understanding:
List at least 3 data and record your findings:
<You are required to document at least 3 data of emotional intelligence you build data and provide
associated maximising outcome and action data.
2 marks allocated for providing each data of project of emotional intelligence you build data (total of 2 mark for
all 3 of them), 2 marks allocated for providing each data of maximising outcome (total of 2 mark for all 3 of
them) and 2 marks allocated for providing each data action data (total of 2 marks for all 3 of them). This
totals the task of 6 marks>
Emotional Intelligence to build Maximising project outcome Action to be taken
Developing respect for each
other
This will be done by making
use of better resources to
enhance satisfaction.
In this training can be
provided to team members.
They must be made aware
about the inclusive practice.
This will assist in supporting
the adjusted work.
Making sure that ethical
code of conduct is followed
By making sure that belief
of someone is not been
hampered and client is been
satisfied with the type of
Team members must be
made aware about the code
of conduct which needs to

services which is been
offered.
be followed by them.
Listening patiently with
each other.
Changing the
communication style and
pattern. This will assist in
building better bond with
team members and also
quality of services will be
improved and enhanced.
The action which will be
taken includes better
communication styles and
use of better resources and
services.
F. Cultural Expressions and positive emotional climate 15 Marks
(BSBLDR511- PC 2.1,2.2,2.3,2.4,3.4, 4.1,4.2 PE 1-7, KE 3,4)
F1. Adapting to Cultural expressions 8 marks
(BSBLDR511- PC 2.1,2.2,2.3,2.4,3.4,4.1,4.2, 4.3, PE 1-7, KE 3,4)
In relation to Task E1, decisions made, when dealing with the emotions with the project workplace you need to
allow your team members to share their views without any judgment or disdain to create a sense of belonging.
Application of good listening techniques to their apprehension support upholding their high morale. However, it
must not be dismissed that not every individual can be confident to express and so Project managers must
become aware of these forms of diversity and support them by identifying any personal barriers to acceptance.
Project Manager should also be flexible to accustom any encounters and be prompting to fine-tune
organisational change and be open in own thinking process to innovative tactics.
In order for you to complete this task, you are required to assume the following scenario and demonstrate your
capability to deal with multiple aspects of cultural expressions of emotions and respond appropriately.
Scenario 4:
Identify a situation, during the execution of project, when one of your team members had some emotional issues
that was impacting their performance in the workplace.
It is suitable to refer to Task E1, as a continuation of the event as stated in Scenario 3. You are to assume that,
during the discussion for decision making to adjust work schedule, you have identified one team member’s
emotional cues of presenting strong dislike through his facial expression and body language.

Team member’s emotion:
The team member is disappointed that the adjustment will impact on his personal plans of celebrating a
traditional festival. However, being a very reserved person, he feels uncomfortable to express any discontent
whenever issues raise that impacts on his work, due to the fear of being dismissed and left unemployed. But this
result, making errors in his work and meeting his targets. So, he puts a lot of pressure on himself to complete his
work with least number of blunders.
As per the original project plan, he had organised his own work plans and priorities that would allow him to
complete all his obligations before the festival, leaving him stress free to enjoy his time with his family during
that occasion. He was initially unhappy that team members had requested to the Project Manager for change of
scope, but knowing that the change request was disapproved by the Project Sponsor/Key Stakeholder/Client,
resulted making him feel convinced that the project team will have to stick to the original plan with no changes
made to the work schedule, which will allow him to finish his work as planned and join the festival. However,
frustration triggered his emotions, when he attended the discussion and learned that, even though the original
schedule plan of the project will not change, but some adjustments have been decided and required, to be done
by the team members to facilitate the issue raised by the project team. This decision will not only support to
maintain the budgetary requirements, but also keep the overall project team content. The work adjustments had
impacted his own work plan and he is apprehensive that the new work schedule will not allow him to complete
his task before the traditional festival.
<Note: if the above Scenario 4, does not apply to your nominated project, you may consider a similar scenario,
however, must provide the description of the situation and associated mental moods, processes and reactions.
Assessor will be unable to assess with appropriateness if situation is not clearly stated, should this be the case>
To complete this task, you are required to analyse the Scenario 4 or similar and complete the following 2 (two)
tasks:
a. Conduct a roleplay of having a
staff discussion meeting with the team member to identify and assess the cultural expressions of emotional
cues and issues to support a trustworthy work environment to reduce impact of their performance as per
Scenario 4. 4 marks
((BSBLDR511- PC 2.1,2.2,2.3,2.4,3.4, 4.1,4.2, 4.3, PE 1-7, KE 3,4)
For the role play:
 use emotional intelligence to recognise, understand the cultural differences in emotional behaviour that
team brings
 Reflects on personal attributes and considers the impact on others and modifies approach to support
development
 Respond to the emotional states of co-workers and assess emotional cues
 be well prepared to respond accordingly that fosters a workplace environment of trust, customary
invention and risk-taking
 you will conduct the role play with one of your classmates (the classmate will not be assessed) in which
you will take the role of the Project Manager and your classmate will act as the team member as per the
Scenario 4.
 you may utilise the stated items listed in Task F1 (b) (e.g. approach, identify emotional state and cues,
cause of emotion etc.) to support your discussion during the roleplay.
 Please refer to Appendix 1 for marking criteria.
b. Based on the above Task F1(a),
you are to respond to the items stated below and record your finding in the given spaces below:
4 marks

(BSBLDR511- PC 2.1,2.2,2.3,2.4,3.4,4.1,4.2, 4.3, PE 1-7, KE 3,4)
<0.5 mark allocated for providing each response (total of 4 marks for all 4 of them), there are 4 analysis to
respond to. This totals the task of 4 marks>
1. Approach
< state your approach to the situation including
understanding of your emotion >
In this situation I will be engaged in
comforting the employee and will make him
do the work before only so that he can
spend some of the quality time with his
loved ones. By this way work will also be
completed on time and also this will assist
in keeping the employee motivated and also
it will reduce down the errors in working.
2. Identified emotional state and cues
< identified emotional behaviour presented>
The emotional state is that the employee is
feeling frustrated and angry. This has also
led to increase in errors of their work. It has
also been analysed that this can also make
worker leave. So there must be proper
communication between team members so
that no errors existed in their work and also
to make them feel motivated.
3. Cause of emotion
< what caused the emotion to evoke>
The cause of emotion was because the
employee wanted to spend some time with
his family as he was unable to meet them
for long period of time. The change in
project has made him irritated and also
angry with staff member. He was unable to
take hold of situation and this has resulted
in increase of errors and this has led to
increase in emotional evoke. It has also
made the employee frustrated and he was
really angry, depressed. He also did not
share the dissatisfaction with anyone which
affected his work and also made him not
finish the work on time.
4. Influence of emotion towards self-
performance
<how did it affect personally>
The influence of emotion towards self-
performance was really high. This was
depicted by analysing the situation as the
employee said that he is unable to do the
work as he wants to meet his family and
also it has affected the performance level of
worker. He was not being able to do the
work because of frustration. It was also

being analysed that as the employee was
introvert he was also being able to share his
thoughts and feelings with anyone else. This
has lowered down the employees ability to
perform and also because of this the worker
was not been able to achieve his set target
related to project.
5. Impact of emotion towards work-performance
<how did it affect professionally>
This type of emotion has negative impact on
work related performance. The main reason
is as the mind always stays on that the time
which worker wanted to stay with family is
been taken and also he has to work extra if
he wants to spend time with his family. This
has lowered down the work performance
level of firm and also because of this the
aim and objectives is not being achieved. It
has increased the errors and also this has
affected relationship professionally.
6. Effect of emotion towards overall team and
project objective
<how did it affect overall outcome>
The effect of team in affecting the emotion
was really high. This has increased the
stress and frustration level of team and also
because of this they got delayed in
achieving objective. It has led to hampering
of team building capacity. It has also
affected the procedures of work and also
because of this there were so many miss-
communication which has increased the dis-
satisfaction of the employees. It has also
been analysed that this has led to team being
hampered and also they are not being able to
do the performance better. This has led to
not achieving of objective. This has
increased errors.
7. Support strategy
<how did you address and resolve this matter to
ensure embracing diversity and working relationship
between all team members >
This matter will be resolved by motivating
the employee that whatever is done for their
benefit and also for the benefit of company.
This will assist in increasing the revenue of
firm and also because of this the employees
will be able to grab better opportunities in
future which is really necessary to be given.
8. Expected Outcome
< what do you expect from your resolution and team
members >
The expected outcome should be better with
the collaborative working and also because
of this the team will be able to perform
better so that objectives can be achieved.

This will assist in enhancing motivation
level of workers. This has led to increase in
positive project aspects.
F2. Positive emotional climate 7 marks
(BSBLDR511-PC 3.3, 3.4, 4.1,4.2, 4.3, PE 1-7, KE 3,4)
It is vital for a Project manager to generate an environment that fosters a positive environment supporting
employee engagement with encouraging innovate and creative ideas. This results collaboration with team
members in order to achieve a resilient result. Teams learn to collaborate by using their emotional and social
intelligence to recognize and manage your own emotions and to recognize and respond effectively to those of
others
A good source to comprehend the need of collaboration and embracing teams and organizations to operate
successfully has been stated in the emotionally intelligent team, Hughes and Terrell (2007), which describes the
seven skills required of a team operating with emotional and social intelligence.
Incorporating these skills within your project team can significantly contribute in attaining a positive emotional
climate within your project setting, while concurrently emerging emotional intelligence competences of others
as well. A suggested sample is given for your understanding.
Using the following seven (7) skills as stated below, reflect to your project team of your nominated project, as
stated in BSBPMG511 Manage Project Scope, and identify how you cater the following listed:
<1 mark allocated for providing each example (total of 7 marks for all 7 of them), there are 7 skills to respond
to. This totals the task of 7 marks>
1. Team identity
This can be achieved by working with team and developing
respect for each other and also by accepting each other. This will
lead to increase in performance level of team.
2. Motivation
Providing rewards and incentives to works so that the talent can
be managed adequately and also it will lead to increasing the
support so that the work can be done appropriately and
adequately.
3. Emotional
awareness
The emotional awareness can be increased by managing the self-
behaviour. It can also be managed by understanding the thoughts
and values of others so that the work performance level can be
enhanced and also there is an improvement in work when the
work is being managed self.
4. Communication
The open communication policy has improved the satisfaction
level of consumers and also because of this there were will be no
communication barriers. This has led to the improvement in
working practices and also because of this the quality of work
which has been done by team members is improvised. This has
also assisted in achieving set target as well as objectives. It has
also been evaluated that all the team members will be able to
share their thoughts and feelings when communicating with each
other.

5. Stress tolerance
This will assist in support so that the uncertainty can be cope up.
6. Conflict resolution
The conflict can be resolved by making use of active listening
techniques. It will assist in solving disputes.
7. Positive mood
The positive mood will assist in doing the appropriate planning so
that they can be able to respond to change adequately.
G. Maslow’s hierarchy theory for fulfilling needs and related emotions 5 Marks
(BSBLDR511 PC 1.1, 1.3,1.4,1.5,4.1, PE 1,2,6, KE 1,4)
Emotional intelligence has an association with feelings of self-satisfaction which support to evaluate self and
acknowledge accomplishments as well as barriers to limitations. Self-actualisation can define the endeavour to
reach personal goals and self-improvement.
At times, to meet your professional needs, you need to reflect on your personal needs which is balanced by
human behaviour that influences the urge to improve quality of life.
Abraham Maslow (1943) produced a model with a hierarchy of needs, that tends to support individuals to
comprehend what inspires people to escalate and be successful. The model states that there is a need to fulfil
your basic needs prior focusing on the higher level of needs.
Although Maslow's hierarchy is usually used as a personal psychology tool, this also can be adopted to a project
management setting, where an individual team member or the whole project team working on the project tends
to channel their way towards satisfying the succeeding needs with the determination to surpass whatever
impedes their work fulfilment.
The following diagram shows the how Maslow’s hierarchy is structured.

As a Project Manager, supporting your team members with opportunities to express their thoughts and feelings
is a step in the right direction towards fulfilling their fundamental needs in the workplace.
To be able to support your team achieve such fulfillments you too, as an individual, need to identify internal
factors that motivate your behavior to have a much happier life and feel accomplished. Only then you can create
a highly motivated and productive workforce.
Using the five levels in Maslow’s hierarchy of needs, outline how you have applied or can apply them to fulfil
your personal need as well as professional needs and state your related emotions for each needs:
<1 mark allocated for providing each need (total of 5 marks for all 5 of them), there are 5 needs to respond to.
This totals the task of 5 marks>
Needs of Hierarchy Fulfilling your need
Physiological Needs
<basic issues of survival, could be employment as
well>
In this the basic needs of employee should
be fulfilled like for example they should
provide me with food shelter and
accommodation facility so that need can be
fulfilled.
Security Needs
<stable physical and emotional environment>
I can be able to feel secure when the
condition of work place is stable and also
the culture is better where the needs and
demands of worker is being assessed. This
will help me in staying in organisation
which is necessary.
Belongingness and love Need
<social acceptance>
The organisation must make me feel wanted
so that I can be able to work better in that
environment. I will be able to perform better
when I feel wanted. This will assist me in
being socially accepted.
Esteem Needs
<positive self-image and respect and recognition>
The self-esteem need can be fulfilled when
the positive self-image is being made. This
will assist me in increasing respect and
recognition towards one another. I will be
able to perform better.
Self-Actualisation Needs <achievements>
This will not be fulfilled when I am not
being rewarded. It will assist me in growing
and also I will be able to explore
opportunities which is necessary to be done.
REFERENCES
MacCann, C. and et.al., 2020. Emotional intelligence predicts academic performance: A
meta-analysis. Psychological Bulletin, 146(2), p.150.

Goleman, D. and Boyatzis, R., 2017. Emotional intelligence has 12 elements. Which do you
need to work on. Harvard Business Review, 84(2), pp.1-5.
Kotsou, I. and et.al., 2019. Improving emotional intelligence: A systematic review of existing
work and future challenges. Emotion Review, 11(2), pp.151-165.

END OF ASSESSMENT TASK
Appendix 1: Task 2 F 1(a)
Marking Guide for Task 2 F 1(a)– Project Team Meeting Role play
4 Marks
Observation checklist
Did the student: Marks Marks
Achieved
1 Prepare for the role play 0.5
2 Use language that is suitable for the scenario to assess the cultural
expressions of emotional cues and assess the situation 0.5
3
Use appropriate listening, questioning techniques and nonverbal
features to draw the viewpoints of the team member and clarify or
confirm understanding
1
4
Use of effective interpersonal and communication styles with
appropriate tone and discus strategies/style suitable to resolve raised
issues
0.5
5
Integrate input from team member to generate a two-way flow of
information and ensure embracing diversity and working relationship
between all team members
0.5
6
Maintain interpersonal skills by reflecting on personal attributes and
emotional intelligence to consider impact on others to model
behaviours, build trust and positive working relationships and
understanding of emotional intelligence
0.5
7 Proactively seek, review, and act upon information needed to
maintain sound team relationships. 0.5
Total 4