Develop and use emotional intelligence

STUDENT ASSESSMENT BOOKLET

BSBPEF502 Develop and use emotional intelligence

BSB50420 Diploma of Leadership and Management

Student Name: ___________________________________________________________________________________

Student ID:________________________________________________________

OVERALL UNIT – RECORD OF ASSESSMENT OUTCOMES:

This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for BSBPEF502 Develop and use emotional intelligence.

Student must achieve a satisfactory outcome in each of the three (3) assessment tasks to be deemed competent in the unit. There is space to record up to three attempts at each assessment task.

A not satisfactory result for any discreet assessment task (after the student has had three attempts), will result in the student being deemed not yet competent.

Assessment Tasks	Unit Outcome
	Satisfactory (S) Not satisfactory (NS) Please note (N/A) where further attempts are not required		Date	Assessor initials
Assessment Task 1: Written questions	Attempt 1
	Attempt 2
	Attempt 3
Assessment Task 2: Project	Attempt 1
	Attempt 2
	Attempt 3
Assessment Task 3: Presentation	Attempt 1
	Attempt 2
	Attempt 3
Final Assessment Results	Result (C/NYC)
BSBPEF502 Develop and use emotional intelligence		Competent □ Not Yet Competent □
Student Name:
Student ID:
Qualification: BSB50420 Diploma of Leadership and Management
Does the student wish to appeal the result? □ YES □ NO
Assessor Name: Year Mohammad
Assessor Signature:			Date: / /

Assessment Plan

The following outlines the requirements of your final assessment for this unit. You are required to satisfactorily complete all tasks to demonstrate competency for this unit.

Your Trainer / Assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements	Due date
1. Written questions	15/07/2022
2. Project	22/07/2022
3. Interactive Presentation	29/07/2022

Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start each assessment task.
Have you read and understood what is required of you in terms of assessment?	¨ Yes	¨ No
Do you agree that the assessment process is clear?	¨ Yes	¨ No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? ______________________________________________________________________________________	¨ Yes	¨ No
Do you understand your rights to appeal the decisions made in an assessment?	¨ Yes	¨ No

Student Name: _________________________________________________________________________________

Student Signature: __________________________________________ Date: 29-07-2022_____________________
- Assessor Name: Year Mohammad________________________________________________________________
Assessor Signature: ___________________________________________________ Date: _____________________
Assessor Note: If the student ticks ‘NO’ for any item except the reasonable adjustment, the assessor must not commence the assessment activity until the matter has been resolved and records of the resolution have been entered into the Student Management System (SMS).
If a student identifies any specific needs or considerations, assessors must provide a detailed record of how the situation was managed in the assessment outcome record for this assessment.

Version control
Version No.	Date		Dept.	Change
1.0	November 2020		Training	Original




Copyright Statement
© Copyright Clinton Institute
Disclaimer		All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or any information storage retrieval system without permission in writing from Clinton Institute. No patent liability is assumed with respect to the use of information used herein. While every effort has been taken in the preparation of this publication, the publisher and authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein.

Contents

OVERALL UNIT – RECORD OF ASSESSMENT OUTCOMES: 2

Assessment Plan. 3

Contents. 5

Introduction. 6

Assessment Task Cover Sheet – Assessment Task 1. 11

Assessment TASK 1: WRITTEN QUESTIONS.. 13

Assessment Task Cover Sheet – Assessment Task 2. 27

Assessment TASK 2: PROJECT. 29

Assessment Task Cover Sheet – Assessment Task 3. 51

Assessment TASK 3: INTEACTIVE PRESENTATION.. 53

Introduction
Unit code	Title	Training Package
BSBPEF502	Develop and use emotional intelligence	Business Services Training Package

For further information regarding assessment criteria including-

Application of unit
Elements and performance criteria
Foundation Skills
Performance Evidence
Knowledge Evidence
Assessment Conditions.

Please refer to: https://training.gov.au/Training/Details/BSBPEF502

Understanding Assessment Terminolgy

Describe: Give a detailed account by recounting, characterising, outline and relating, in sequence, an event, situation, theory or point.

Discuss/Explain: Clarify or elaborate on the facts. Focus on reasons how and why things happen or a why a particular point is important in the relevant context.

List: Using dot points, list a series of points, steps or stages that relate to the question.

Outline: Leaving out minor details, give an account of thing or a process outlining the main points of a topic.

Review: Provide a summary while analysing and commenting on the evidence, argument or other relevant points.

Summarise: Identify and interpret the most relevant features of a theory, discuss issue or detail, leaving out the finer details.

Develop: Involves the creation of the materials/activities/procedures to achieve the outcome. This is about designing and creating,

Implement: After materials/activities/procedures are developed, test all materials/procedures to determine if they are functional and appropriate for the intended audience.

Evaluate: ensures that the materials/activities/procedures achieve their desired goals and involves a detailed review including any recommendations for change and reasons.

Plagiarism

While cooperative effort and the sharing of information are encouraged, you must ensure your assignments and assessments are representative of your own effort, knowledge and skills. You must not take the work of others and present it as your own. Plagiarism may result in the assignment/assessment being deemed to be “not yet competent” by the assessor.

Students accused more than once of academic misconduct, including plagiarism, may be dismissed or cancelled from their course at the discretion of the Clinton Institute Director of Studies.

Plagiarism can take several forms;

Quoting from a book or an article without acknowledging the source
Handing in someone else’s work as your own
Stealing and passing off another person’s words or ideas and claiming them as your own
Giving incorrect information about the source of a quotation or idea
Downloading information from the internet without acknowledging the source
Copying a section of a book or article and submitting it as one’s own work
Presenting as a new and original idea or produce something which was derived from an existing source

Referencing Materials

If you are unfamiliar with how to reference, we recommend that you review http://www.citethisforme.com/harvard-referencing. Two types of citations are included:

In-text citations are used when directly quoting or paraphrasing a source. They are located in the body of the work and contain a fragment of the full citation. Depending on the source type, some Harvard Reference in-text citations may look something like this:
- “After that I lived like a young rajah in all the capitals of Europe…” (Fitzgerald, 2004).
Reference lists are located at the end of the work and display full citations for sources used in the assignment. Here is an example of a full citation for a book found in a Harvard Reference list:
- Fitzgerald, F. (2004). The great Gatsby. New York: Scribner.*
It is preferred that students utilises Harvard Style referencing. Generally, Harvard Reference List citations follow this format:
- Books: Last name, First Initial. (Year published). Title. City: Publisher, Page(s).
- Journals/publication: Last name, First initial. (Year published). Article title. Journal, Volume (Issue), Page(s).
- Websites: Website name, (Year published). Page title. [Online] Available at: URL [Accessed Day Mo. Year].

Understanding your results

The great thing with competency-based training is that you either deemed ‘competent’ (you can demonstrate the required skills and knowledge) or ‘not yet competent’ (at this time you haven’t been able to demonstrate required skills or knowledge). The key word is “YET”.

Your Trainer / Assessor will provide you with feedback on your assessments so that you know what you have done well in your assessment and what you need to improve upon or fix. An “NYC” result does not mean that you have failed and that is it – you have the opportunity to try again. It could be that one question in your assessment was deemed not yet satisfactory and this is the only question that will require review.

Assessment outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Yet Satisfactory (NYS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as not yet satisfactory, you will be given an overall outcome for the unit of Not Yet Competent (NYC).

You will be allowed up to two (2) reassessments attempts to complete the task and achieve a satisfactory outcome. You will be given a timeframe for resubmission and advised what you must include in the resubmission.

There is an Assessment Task # – Outcome Record incorporated within an Assessment Cover Sheet at the beginning of each discreet assessment activity. Assessors will complete the Outcome Record section for each assessment activity. The summary of the outcomes will be transferred to the Overall Unit – Record of Assessment Outcomes located on the reverse of the first page Cover sheet of this Student Assessment Booklet..

Assessors Note -the Overall Unit – Record of Assessment Outcomes will become the first page of the submitted work when completed (by reversing the first page Cover sheet of this Student Assessment Booklet.)

Results Legend

C	Competent	You have successfully completed unit and has met the minimum competency criteria and demonstrated the required skills and knowledge
NYC	Not Yet Competent	You have not met minimum competency criteria for the unit – certain section/s require review due to not meeting the requirements and being deemed not yet competent Note: If you have had an initial assessment, a first re-assessment and then a final re-assessment, you will no longer have an opportunity to re-submit. You will receive a “NYC” and have to re-enrol in the unit.
S	Satisfactory	Individual assessment/question is satisfactory
NYS	Not Yet Satisfactory	Individual has not yet achieved a satisfactory result for a specific assessment activity

Assessment attempts and resubmissions

You will have up to three (3) attempts to achieve a satisfactory outcome for each assessment. If after three (3) attempts you cannot achieve a satisfactory result for any assessment activity, the overall outcome with be Not Yet Competent (NYC) for the unit.

Resubmission

You will be given the opportunity to resubmit a Not Yet Satisfactory (NYS) assessment task up to two (2) times. Following the assessment outcome, you will be given appropriate feedback on previous attempt. This will enable you to have a total of three (3) attempts.

Timeframe

You will be provided with an appropriate timeframe by your trainer to resubmit your work. For example, you may be given 14 days to resubmit incorrect responses to written tasks or projects. Should you be required to complete a roleplay or presentation, your assessor will make an appointment time, which suits both of you.

Records

The Assessment Task Cover Sheet at the start of each assessment activity, includes a space to record the details of any re-attempts and resubmissions. Assessors must ensure that this is comprehensively detailed so that anybody reviewing the assessment record can tell exactly what occurred, when it occurred, how it occurred, who was involved and where any further evidence is located. Assessors must also make reference to ensuring that any reattempt or resubmission has been assessed in accordance with the model responses and performance descriptors included in the Assessor’s Marking Guide.

Assessment task cover sheet

At the beginning of each individual assessment task, you will find an Assessment Task Cover Sheet. Please fill out your student details on each cover Sheet and make sure you sign the student declaration.

Your assessor will complete the Outcome Record section and give you feedback about how well you went in each task. This will be written on the Assessment Task Cover Sheet.

Assessment appeals

You have the right to appeal an assessment decision. To make an appeal about an assessment decision, you must follow the process outlined in the Student Handbook.

Note that the Overall Unit – Record of Assessment Outcomes contains a section which says “Does the student wish to appeal the result? □ YES □ NO”

Assessors must ensure that the appropriate box is ticked, after conferring with the student if necessary.

Assessment Overview

This Student Assessment Booklet includes all your tasks for assessment of BSBPEF502 Develop and use emotional intelligence.

About your assessments

There are three (3) assessment tasks for this unit. You must satisfactorily complete all tasks to achieve competency for this unit.

Assessment Task	About this task
Assessment Task 1: Written Questions	You must correctly answer all questions to show that you understand the knowledge required for this unit.
Assessment Task 1: Written Questions	Evidence Required · All completed questions in the Assessment Handbook.
Assessment Task 2: Project	You must complete a self-assessment, obtain feedback from others on your skills and develop a personal development plan
Assessment Task 2: Project	Evidence Required § Activity 1: Developed emotional intelligence Criteria § Activity 2: Complete emotional intelligence Assessment § Activity 3: three (3) completed feedback surveys § Activity 4: Emotional Intelligence Report
Assessment Task 3: Interactive Presentation	You must present your emotional Intelligence Report.
Assessment Task 3: Interactive Presentation	Evidence Required § Activity 1: Conduct presentation of your report

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submitting your work can be found at the beginning of each assessment task.

Make sure you photocopy your written activities before you submit them. Your assessor will put the documents you submit into your student file. These will not be returned to you.

Assessment Task Cover Sheet – Assessment Task 1

Student: Please fill out this cover sheet clearly and accurately. Make sure you keep a copy of your work.

Student Name
Student ID
Date of submission	15/07/2022
Course / Qualification	BSB50420 Diploma of Leadership and Management
Unit(s)	BSBPEF502 Develop and use emotional intelligence

Student declaration

I <Insert your name>__________________________________________declare that this is my own work and:

√□ None of this work has been completed by any other person.

√□ I have not cheated or plagiarised the work or colluded with any other student/s.

√□ I have correctly referenced all resources and reference texts throughout these assessment tasks.

√□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student Signature: ______________________________________________________________________________

Assessor to complete
Assessment requirements	Satisfactory/ Not satisfactory	Attempt (pls circle)
Written questions completed		1 2 3
Overall Outcome for Assessment Task 1:

ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements

(if more space is required, continue on reverse of this page)

Assessors: Please provide a copy of this cover sheet to the student with assessment results and feedback. The original copy must be supplied to the office and kept on the student’s file with the evidence.

_____________________________________________________________________________________________

Assessor Signature: ………………………………………………………………………………………Date: ………………./…………………/…………….

Assessor Name: Year Mohammad_________________________________________________________________

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Assessment TASK 1: WRITTEN QUESTIONS

Task summary:

You are required to answer all fifteen (15) questions correctly in this task.

You will have three (3) hours to complete this assessment which may be undertaken in more than one session.

Resources and equipment required to complete this task

Student Learner Guide for this Unit.
Computer
Access to Internet/ email

Note: Clinton Institute provides students with access to learning materials, a computer and internet

When and where do I complete this task?

This task is to be completed in the Classroom. Your assessor will advise on which date(s) and time(s) of the assessment.

What do I need to submit and Do?

What you need to do:	What evidence is required:
Complete all fifteen (15) questions	You will need to submit your answers to all fifteen (15) questions.

Decision Making Rules

Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Student responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, students do not have to perform exactly as described in the marking guide (unless otherwise specified), but must address each performance components listed.

Students must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity.

What happens if I get something wrong?

If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.

Instructions

This is an open book assessment – you can use your learning materials as reference.
You need to answer all questions correctly
You must answer the questions by writing in the space provided and/ or you may complete using softcopy tasks or templates electronically when provided.
If you need more space, you can use extra paper. Make sure you write on each extra piece of paper your name and the question number/s you are answering.

Assessor will tick either □ Satisfactory OR □ Not yet satisfactory for each question and sub-questions.

Assessment Task 1: Written Questions

Question 1

List below the four (4) emotional intelligence principles and identify two (2) strategies you could use for each.

Emotional Intelligence Principles

Strategies for each Principle

List a minimum of two (2)

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question 1: □ Satisfactory OR □ Not yet satisfactory

Question 2

List below the five (5) methods to develop emotional intelligence in others.

1	□ Satisfactory OR □ Not yet satisfactory
2	□ Satisfactory OR □ Not yet satisfactory
3	□ Satisfactory OR □ Not yet satisfactory
4	□ Satisfactory OR □ Not yet satisfactory
5	□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 2: □ Satisfactory OR □ Not yet satisfactory

Question 3

Identify below five (5) methods for responding to emotional stressors

1	□ Satisfactory OR □ Not yet satisfactory
2	□ Satisfactory OR □ Not yet satisfactory
3	□ Satisfactory OR □ Not yet satisfactory
4	□ Satisfactory OR □ Not yet satisfactory
5	□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 3: □ Satisfactory OR □ Not yet satisfactory

Question 4

List below three (3) emotional cues you could read from a co-worker.
Describe how you would respond to the emotional state of co-workers displaying these identified emotional cues (30-50 words each)

#	A. Emotional Cues of Co-workers	B. Description of response
1		□ Satisfactory OR □ Not yet satisfactory
2		□ Satisfactory OR □ Not yet satisfactory
3		□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 4: □ Satisfactory OR □ Not yet satisfactory

Question 5

Develop a Plan to identify & respond to cultural expression of emotions

List below three (3) cultural expressions of emotions and develop a plan for each, for how you would respond using emotional intelligence.

Cultural Expressions of Emotion

Plan to Respond

(minimum 20 words each)

□ Satisfactory OR □ Not yet satisfactory

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question5: □ Satisfactory OR □ Not yet satisfactory

Question 6

Outline two (2) strategies for communicating with a diverse workforce which has varying culture expressions of emotion (20-50 words each)

□ Satisfactory OR □ Not yet satisfactory

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question 6: □ Satisfactory OR □ Not yet satisfactory

Question 7

Describe below, how the use of emotional intelligence can assist in the building of workplace relationships. (50-80 words)

Outcome for Question 7: □ Satisfactory OR □ Not yet satisfactory

Question 8

Your natural leadership style is quite coercive. You are faced with an employee who is talented but has been underperforming. You are self-aware enough to realise that you might have demoralised them as a result of your leadership.

List two (2) techniques you could apply to demonstrate flexibility and adaptability in dealing with this employee. (50-80 words)

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question 8: □ Satisfactory OR □ Not yet satisfactory

Question 9

Complete the following table:

What decision-making style (for example consensus, participative, authoritative) do you think would be most appropriate in the following circumstances?

Justify your choice in each case (30-50 words each)

Take into consideration the degree to which the feelings of others should be taken into account.

Circumstance	Decision making style	Justification
Who should be promoted to a team leader position?		□ Satisfactory OR □ Not yet satisfactory
Whether to work longer hours over the Christmas period		□ Satisfactory OR □ Not yet satisfactory
Whether a set of procedures should be changed		□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 9: □ Satisfactory OR □ Not yet satisfactory

Question 10

An employee has taken up an opportunity to talk to their Manager about their thoughts and feelings. The Manager tells the worker that their feelings are silly and trivial and that they do not have time to deal with them.

What should the Manager have done instead? (50-80 words)

Outcome for Question10A: □ Satisfactory OR □ Not yet satisfactory

Question 11

Develop two (2) tasks/ strategies that will assist others to understand the effect of their behaviour and emotions on others in the workplace.

□ Satisfactory OR □ Not yet satisfactory

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question 11: □ Satisfactory OR □ Not yet satisfactory

Question 12a

Develop an Emotional Intelligence Plan

A staff member (Craig Johnston) is showing aggression and frustration towards fellow colleagues, which is causing internal issues to the point that no one what’s to work with him or even talk to him.

Develop a plan to encourage Craig to develop his own emotional intelligence, build productive relationships and maximise workplace outcomes.

Your organisation does have access to an Employee Assistance Program.

Develop a Plan with a minimum of two (2) activities/ tasks which encourage self-management of emotions for Craig.

Development of Emotional Intelligence Plan

#	Planned Activity for Craig List a minimum of two (2) activities	Required Resources List resources required to support activity	Comments
1			□ Satisfactory OR □ Not yet satisfactory
2			□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 12A: □ Satisfactory OR □ Not yet satisfactory

Question 12b

Implement the Emotional Intelligence Plan

As Craig’s Manager, you are required to send an Email to Craig to communicate the Plan and associated activities.

Send an email to Craig Johnston, which includes each of the following:

Attached a copy of the Emotional Intelligence Plan
Outline two (2) key elements of the relationship between emotional effective staff to achieve business objectives.
Outline two (2) key features of emotional intelligence in the context of building workplace relationships.

*Send the email to your trainer. Take a screen shot of the email and insert below:

Note: Your Assessor will provide you with an email address, for you to send this email

Outcome for Question 12B: □ Satisfactory OR □ Not yet satisfactory

Question 13

You’re a manager of a team member, who has just told you the cause of their emotional state and the reason for them running late repeatedly is that their terminally ill mother is living with them. The in-home care nurse who is supposed to look after them when the employee is at work, frequently shows up late and the worker cannot leave the home until they arrive.

Describe how you would respond to your team member and what behaviours you would display to demonstrate management of emotions?

Outcome for Question 13: □ Satisfactory OR □ Not yet satisfactory

SELF ASSESSMENT QUESTIONS

Question 14

List five (5) personal emotional stressors/ triggers you may experience in the workplace and determine an appropriate control response to each.

Stressors / Triggers

Identify workplace situations and environments that may trigger an emotional response

Control Responses

Identify how you will address the emotional response to the stressor/trigger

□ Satisfactory OR □ Not yet satisfactory

Outcome for Question 14: □ Satisfactory OR □ Not yet satisfactory

Question 15

Identify three (3) of your own emotional strengths and weaknesses.

#	Emotional Strengths	Emotional Weaknesses
1		□ Satisfactory OR □ Not yet satisfactory
2		□ Satisfactory OR □ Not yet satisfactory
3		□ Satisfactory OR □ Not yet satisfactory
Outcome for Question 15: □ Satisfactory OR □ Not yet satisfactory

**** END OF ASSESSMENT TASK 1 ****

What do I need to hand in for this task?	Have I completed this?
Your answers to each question (Q1-15)	o√

Assessment Task Cover Sheet – Assessment Task 2

Student: Please fill out this cover sheet clearly and accurately. Make sure you keep a copy of your work.

Student Name
Student ID
Date of submission	22/07/2022
Course / Qualification	BSB50420 Diploma of Leadership and Management
Unit(s)	BSBPEF502 Develop and use emotional intelligence

Student declaration

I <Insert your name>__________________________________________declare that this is my own work and:

√□ None of this work has been completed by any other person.

√□ I have not cheated or plagiarised the work or colluded with any other student/s.

√□ I have correctly referenced all resources and reference texts throughout these assessment tasks.

√□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student Signature: ______________________________________________________________________________

Assessor to complete
Assessment requirements	Satisfactory/ Not satisfactory	Attempt (pls circle)
Activity 1: Develop emotional intelligence evaluation criteria assessment		1 2 3
Activity 2: Complete emotional intelligence evaluation criteria assessment		1 2 3
Activity 3: Seek Feedback from three (3) individuals		1 2 3
Activity 4: Write an emotional intelligence report		1 2 3
Overall Outcome for Assessment Task 2:

ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements

(if more space is required, continue on reverse of this page)

_____________________________________________________________________________________________

Assessor Signature: ………………………………………………………………………………………Date: ………………./…………………/…………….

Assessor Name: Year Mohammad_________________________________________________________________

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Assessment TASK 2: PROJECT

Task summary:

This assessment task includes four (4) activities:

Activity 1: Develop emotional intelligence evaluation criteria assessment
Activity 2: Complete emotional intelligence evaluation criteria assessment
Activity 3: Seek Feedback from three (3) individuals
Activity 4: Write an emotional intelligence report

You will have six (6) hours to complete this assessment, which may be undertaken in more than one session.

Resources and equipment required to complete this assessment

Handout – Emotional Intelligence Survey templates
Computer and Microsoft Office
Access to the internet / Email

Note: Clinton Institute will provide all the forementioned to complete this assessment

When and where do I complete this task?

This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment.

What do I need to submit and Do?

What you need to do:	What evidence is required:
Develop an emotional intelligence evaluation criteria assessment	Emotional intelligence evaluation criteria assessment
Complete emotional intelligence evaluation criteria assessment (Being as honest as possible)	Completed emotional intelligence evaluation criteria assessment
You need to seek feedback from three (3) individuals who know you, and get them to complete the feedback on you.	Three (3) completed feedback forms
Write an emotional intelligence report	Completed emotional intelligence report

Decision Making Rules

Assessors will compare student responses/performance with the model responses and performance descriptors contained in the marking guide. Student responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, students do not have to perform exactly as described in the marking guide (unless otherwise specified), but must address each performance components listed.

Students must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity.

What happens if I get something wrong?

If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.

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Activity 1

Develop an Emotional Intelligence Evaluation Criteria Assessment

To complete this task, you are required to develop evaluation criteria for assessing emotional strengths and weaknesses, by developing evaluation questions.

Using the template below, to develop three (3) questions in each of the following areas to assist in the evaluation of emotional intelligence personal strengths and weaknesses:

Self-Awareness
Self-Management
Empathy
Social Awareness
Relationship Management

Emotional Intelligence Evaluation Assessment
NAME:
DATE:
On a scale from one to ten (1 being the least/ 10 being to most) rate yourself in the following categories, circling your answer which best describes you. To maximise personal benefit, we encourage you to be as honest and as open as possible.
Self-Awareness:
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
Self-Awareness Rating Total your score to identify your Self-awareness rating		/30
Self- Management:
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
Self-Management Rating Total your score to identify your self-control/ self-management rating		/30
Empathy
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
Empathy Rating Total your score to identify your empathy rating		/30
Social Awareness
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
Social Awareness Rating Total your score to identify your social expertness rating		/30
Relationship Management
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
*Insert Question*		1 2 3 4 5 6 7 8 9 10
Relationship Management Rating Total your score to identify your personal influence & influencing self-rating		/30
Total Emotional Intelligence Rating		/150

Activity 2

Complete the Emotional Intelligence Evaluation Criteria Assessment

To complete this task, you are required to complete the assessment you developed in Activity 1.

You must rate yourself in each of the categories, circling your answer which best describes you.

To maximise personal benefit, we encourage you to be as honest and as open as possible.

*** COMPLETED ASSESSMENT AND SUBMIT TO YOUR ASSESSOR ***

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Activity 3

Seek Feedback from Colleagues/ Family/ Friends

Using the Feedback Survey below, approach a minimum of three (3) of your colleagues, family members or friend who are willing to complete the Feedback Survey and provide you with valuable feedback on your emotional intelligence.
Once completed, submit the completed surveys to your assessor.

***SUBMIT THREE (3) COMPLETED FEEDBACK SURVEYS TO YOUR ASSESSOR ***

Emotional Intelligence Feedback Survey (Three (3) survey to be completed)
Name of individual in which this survey to about:
Name of individual completing this survey:
Relationship to individual this survey is about:	c Work colleague	c Family Member
	c Manager	c Friend
	c Other	________________________
Date:
On a scale from one to ten (1 being the least/ 10 being to most) rate the individual this assessment is for in the following categories, circling your answer which best describes this individual. To maximise benefit, we encourage you to be as honest and as open as possible.
Self-Awareness:
Impact on others An accurate understanding of how one’s behaviour or words affect others	1 2 3 4 5 6 7 8 9 10
Emotion and inner awareness An accurate understanding of how one’s emotions and thoughts affect behaviours	1 2 3 4 5 6 7 8 9 10
Accurate Assessment of skills and abilities An honest assessment of strengths and weaknesses	1 2 3 4 5 6 7 8 9 10
Self-Control or Self- Management:
Emotional Expression The ability to manage anger, stress, excitement, and frustration	1 2 3 4 5 6 7 8 9 10
Courage or Assertiveness The ability to manage fear	1 2 3 4 5 6 7 8 9 10
Resilience The ability to manage disappointment or failure	1 2 3 4 5 6 7 8 9 10
Planning & tone of conversations The ability to plan the tone of a conversation to achieve the best results	1 2 3 4 5 6 7 8 9 10
Empathy: Respectful listening
Respectful listening Listening respectfully to others to develop a deep understanding of others’ points of view	1 2 3 4 5 6 7 8 9 10
Feeling the impact on others The ability to assess and determine how situations as well as one’s words and actions affect others	1 2 3 4 5 6 7 8 9 10
Service orientation The desire to help others	1 2 3 4 5 6 7 8 9 10
Social Expertness:
Building relationships The ability to build social bonds	1 2 3 4 5 6 7 8 9 10
Collaboration The ability to invite others in and value their thoughts	1 2 3 4 5 6 7 8 9 10
Conflict Resolution The ability to resolve differences	1 2 3 4 5 6 7 8 9 10
Organisational savvy The ability to understand and manoeuvre within organisations	1 2 3 4 5 6 7 8 9 10
Personal Influence & influencing self:
Self – confidence An appropriate belief in one’s skills and abilities	1 2 3 4 5 6 7 8 9 10
Initiative and accountability Being internally guided to take steps or actions and taking responsibility for those actions	1 2 3 4 5 6 7 8 9 10
Goal orientation Setting goals for oneself and living and working towards those goals	1 2 3 4 5 6 7 8 9 10
Optimism Having a tendency to look at the bright side of things and to be hopeful for the best	1 2 3 4 5 6 7 8 9 10
Flexibility and adaptability The ability to adapt and bend to the needs of others or situations as appropriate	1 2 3 4 5 6 7 8 9 10
Leading others The ability to have others follow you	1 2 3 4 5 6 7 8 9 10
Creating a positive work climate The ability to create and inspiring culture	1 2 3 4 5 6 7 8 9 10
Getting results through others The ability to achieve goals through others	1 2 3 4 5 6 7 8 9 10
Mastery of purpose and vision:
Understanding one’s purpose and value Having a clearly defined purpose and values	1 2 3 4 5 6 7 8 9 10
Taking actions toward one’s purpose Taking actions to advance one’s purpose	1 2 3 4 5 6 7 8 9 10
Authenticity Alignment and transparency of one’s motives, actions, intentions, values and purpose.	1 2 3 4 5 6 7 8 9 10
Other Comments Please provide additional comments that may assist this individual to develop and improve on their emotional intelligence. Attach additional pages if required

Thank you for your participation.

Activity 4

Write a Report

Using the provided report template below, to write a report using the documents completed in Activity 3, to report on the findings and address how you will apply to improve the development of your emotional intelligence.

Emotional Intelligence Report
Student Name:
Date:
Name of Individuals who provided you with feedback on your emotional intelligence	1.
	2.
	3.
Self-Analysis Use your self-Reflection Assessment and feedback received to complete the following analysis
List your Strengths List a minimum of five (5)




List your weaknesses List a minimum of five (5)




List your stressors List a minimum of three (3)


List your emotional states and triggers List a minimum of three (3)	Emotional States	Emotional Triggers



List two (2) interactions with co-workers you have encountered, where you could have displayed better emotional intelligence

Strategy for Improvement
Outline a strategy to improve the development of your own emotional intelligence

**** END OF ASSESSMENT TASK 2 ****

What do I need to hand in for this task?	Have I completed this?
Activity 1: Emotional intelligence evaluation criteria assessment template	o√
Activity 2: Complete emotional intelligence evaluation criteria assessment	o√
Activity 3: Three (3) completed feedback surveys, from three (3) different individuals	o√
Activity 4: Written emotional intelligence report	o√

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Assessment Task Cover Sheet – Assessment Task 3

Student: Please fill out this cover sheet clearly and accurately. Make sure you keep a copy of your work.

Student Name
Student ID
Date of submission	29/07/2022
Course / Qualification	BSB50420 Diploma of Leadership and Management
Unit(s)	BSBPEF502 Develop and use emotional intelligence

Student declaration

I <Insert your name>__________________________________________declare that this is my own work and:

√□ None of this work has been completed by any other person.

√□ I have not cheated or plagiarised the work or colluded with any other student/s.

√□ I have correctly referenced all resources and reference texts throughout these assessment tasks.

√□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student Signature: ______________________________________________________________________________

Assessor to complete
Assessment requirements	Satisfactory/ Not satisfactory	Attempt (pls circle)
Activity 1: Conduct interactive presentation		1 2 3
Overall Outcome for Assessment Task 3:

ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements

(if more space is required, continue on reverse of this page)

_____________________________________________________________________________________________

Assessor Signature: ………………………………………………………………………………………Date: ………………./…………………/…………….

Assessor Name: Year Mohammad_________________________________________________________________

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Assessment TASK 3: INTEACTIVE PRESENTATION

Task summary:

This assessment task requires you to present your emotional intelligence report.

You will have fifteen (15) minutes to complete this assessment

Resources and equipment required to complete this assessment

Copy of your written report

Note: You are required to provide the above

When and where do I complete this task?

This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment.

What do I need to submit and Do?

What you need to do:	What evidence is required:
Conduct an interactive presentation	Nothing, however your assessment will complete an observation checklist.

Decision Making Rules

Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Your responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, you do not have to perform exactly as described in the marking guide (unless otherwise specified), but you must address each performance components listed.

You must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity.

What happens if I get something wrong?

If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.

Activity 1

Conduct Presentation

For this activity you are required to present your Emotional Intellegence Report you developed in Assessment Task 2 Activity 4.

You are required to present your report to a minimum of three (3) attendees (including your assessor)

During the presentation you must:

Uses appropriate language and nonverbal features to present information and seek feedback
Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding

Interactive Presentation

Observation Checklist

Name of student being assessed (Presenter):
Location of presentation:			Clinton Institute, Hobart.
Assessor are to write “S” or “NYS” for each line item (row). If the student gets the item correct on the first attempt, the second and third attempt columns do not have to be completed. If a student gets the item correct on the second attempt, there will be a “NYS” on the first attempt, a “S” on the second attempt and the third attempt will be left blank. Students are allowed a total of three attempts. *Note that to obtain a satisfactory outcome for this assessment activity, students must achieve a satisfactory outcome for every line item and each sub point.*
Date:
Did the Student:		Comments if required		Attempt 1		Attempt 2	Attempt 3
A)	Outline of your feedback to each staff member from Activity 1: Question 4.
B)	Outline your recommeded professional development activities for each staff member as set out in Activity 1: Question 5.
C)	Use active listening and questioning to seek and receive feedback
Outcome for Task: □ Satisfactory OR □ Not yet satisfactory
Assessors Comments (Assessors must insert a comment to explain any instance where a student does not achieve a satisfactory outcome for a specific item).

Assessors Signature:					Date:

****END OF ASSESSMENT TASK 3****