ASSESSMENT COVER PAGE

STUDENT DETAILS / DECLARATION:

Course Name:	BSB50420 Diploma of Leadership and Management
Unit / Subject Name:	BSBPEF502 - Develop and use emotional intelligence
Trainers Name:		Assessment No:	1 & 2
I declare that:	oI fully understand the context and purpose of thisassessment. oI am fully aware of the competency standard/criteria against which I will beassessed. oI have been given fair notice of the date, time and venue for the assessment. oI am aware of the resources I need and how the assessment will beconducted. oI have had the appeals process and confidentiality explained tome. oI agree that I am ready to be assessed and that all written work is myown. oThis assessment is my: oFirst submission oRe-submission (Attempt ___)
Student Name:		Student ID:
Students Signature:		Submission Date:	/ /

ASSESSOR USE ONLY:(ACADEMIC DEPARTMENT)

Result:	1: Short Questions	oSatisfactory oNot Satisfactory
	2: Practical Assessment	oSatisfactory oNot Satisfactory
	Final Assessment Result for this unit	C / NYC
Feedback:	Feedback is given to the student on each Assessment task & final outcome of the unit	Yes / No
Assessors Feedback:
Assessors Signature:			Date:	/ /

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Assessment/evidence gathering conditions

Each assessment component is recorded as eitherSatisfactory(S) orNot Yet Satisfactory(NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome ofDid Not Submit (DNS) will be recorded. Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTOs re-assessment policy and procedure. Plagiarism, cheating and collusion. Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTOs policy and procedures regarding training and assessment for further information. When all units assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this units Final Results Record, included as the last page of this document. Record the result for each task and the final result for the unit as C (Competent) or NYC (Not Yet Competent). There is also space to give the student some written feedback for the overall unit. Sign and date the middle section and give the sheet to the student. After discussing their results with them, the student must fill out and sign the final section of the Record, where they acknowledge the result that you have given them. When the student has filled out the final section of the Final Results Record, make a copy for them and retain the original with the students records. Reasonable Adjustment AC supports individual differences in the learning environment and provides reasonable adjustment in training and assessment activities to support every learner. If you have any special needs that make it difficult for you to complete your learning or assessments, you should discuss this with your assessor beforehand and will be provided with reasonable alternatives to assist you to complete the required tasks such as completing tests verbally or using an interpreter.

Resources required for this Assessment

All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint Upon completion, submit the assessment printed copy to your trainer along with assessment coversheet. Refer the notes on eLearning to answer the tasks Any additional material will be provided by Trainer

Instructions for Students

Please read the following instructions carefully This assessment is to be completed according to the instructions given by your assessor. Students are allowed to take this assessment home. 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 2 weeks of the assessment due date. 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 aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-assessment and re-enrolment policy for more information. Please provide required references of the sources, if you use any information from any sources (such as: learner book, power point and online resources) to answer the assessment questions and make the required changes to justify that it is your own work.

Re-submission opportunities

Please read the following instructions carefully Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date. Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal. Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment. Please see Student Assessment, Reassessment and Repeating Unit of Competency Guidelines v1.2 for more detail.

Copyright

This assessment is based on and customised from Precision Group (Australia), BSBPEF502 - Develop and use emotional intelligence (Release 1) Precision Group (Australia)

Version Control & Document History

Date	Summary of modifications	Version
12/01/2024	Version 2.0: Assessment summery sheet update Copyright information updated	2.0

Learner Information

This Assessment is designed for you to complete the assessment for BSBPEF502 - Develop and use emotional intelligence (Release 1).

The assessment tasks include

• Assessment 1: Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the
• Assessment 2: Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessment in a simulated environment (Bounce Fitness) where resources and conditions similar to a workplace. Ensure to discuss this with your assessor prior to commencing with the assessment.

Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.

You will be required to demonstrate knowledge and skills which must be observed directly by your assessor.Verification from trainer is required to confirm your demonstration of these practical knowledge and skills.

Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor. Records of all aspects of the assessment must be kept in your Student Assessment

Accessing Intranet Pages

Throughout this workbook, you will be asked to access specific pages from the simulated business, Bounce Fitness.

The simulated business, Bounce Fitness, can be accessed by going tohttp://bouncefitness.precisiongroup.com.au.

Please use below username and password to Login to Bounce Fitness:

Username: austrasialearner

Password: austrasia@123

Assessment 1: Short Questions

Question 1

Outlined below are the attributes of emotional intelligence. Identify at least two ways of applying each attribute in the workplace.

a.Self-awareness

i.?????

ii.?????

b.Self-management

i.?????

ii.?????

c.Social awareness

i.?????

ii.?????

d.Relationship Management

i.?????

ii.?????

Question 2

Answer the following questions on the principles of emotional intelligence using your own words.

a.Describe the principle of self-awareness.
?????
b.Identify and briefly explain the three competencies of self-awareness. Competencies identified here refer to the observable skills required to demonstrate self-awareness.
Competencies of Self-Awareness	Explanation of Each Competency of Self-Awareness
i.?????	?????
ii.?????	?????
iii.?????	?????

c.Describe the principle of empathy.
?????
d.Identify and define the three kinds of empathy.
Kinds of Empathy	Definition of Kinds of Empathy
i.?????	?????
ii.?????	?????
iii.?????	?????

Question 3

Identify at least two strategies for using emotional intelligence. For each identified strategy, identify at least two methods. Briefly explain each identified method for each strategy.

Emotional Intelligence Strategies	Methods to Implement in Emotional Intelligence Strategy	Explanation for Methods in Emotional Intelligence Strategy
a.?????	i.?????	?????
	ii.?????	?????
b.?????	i.?????	?????
	ii.?????	?????

Question 4

The following are different scenarios depicting employees from two different backgrounds. Read through each scenario and identify at least one strategy that can be used to communicate with each employee effectively.

Scenario 1 Takashi is working as a fitness instructor for Bounce Fitness. He is an excellent and efficient employee seen in his work ethic and the feedback from members of the fitness centre. He tends to be quiet during work-related events such as meetings and lunch outs. He also relies on non-verbal signals such as facial expressions and body language to convey his responses to his workgroup members. He often avoids eye contact with his workgroup members due to social anxiety.

Communication Strategy

i.?????

Scenario 2 Michael works as a fitness instructor for Bounce Fitness. He is very direct, clear, transparent, and open about work-related matters. He is also easily frustrated when something doesnt go his way. When frustrated, Michael makes unnecessary comments about his workgroup members work ethics, causing some colleagues to view him as rude and aggressive.

Communication Strategy

i.?????

Question 5

Below are two principles of emotional intelligence. For each area:

• Identify at least one method of promoting the principle of emotional intelligence in other people.
• Briefly explain how the method promotes the area of emotional intelligence in other people.

Principle of Emotional Intelligence	Method of Promoting Principle of Emotional Intelligence in Other People	How the Method Promotes the Principle of Emotional Intelligence in Other People
a.Empathy	?????	?????
b.Self-regulation	?????	?????

Question 6

Briefly explain how emotional intelligence improves workplace relationships.

Assessment 1-Short Questions Checklist

Did the student provide a sufficient and clear answer that addresses the suggested answer for:	Completed successfully		Comments
	Yes	No
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Task Outcome:	Satisfactory ?Not Satisfactory ?

Assessment 2: Practical Assessment

The Practical Assessment is a set of tasks that must be completed in a Simulated Workplace-Bounce Fitness. To be assessed for this unit of competency, you must demonstrate your skills and knowledge to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace

Please see Resources Required for Assessment and access to Bounce fitness simulated workplace site (website).

Simulated Workplace Project Assessment

Project Overview

This project will require you to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

The project is divided into three parts:

1. Part I. Identify Impact of Own Emotions on Others in the Workplace
2. Part II. Recognise and Address Emotional Intelligence of Others
3. Part III. Promote the Development of Emotional Intelligence in Others

Tasks and activities in this project assessment require you to have access to a workplace or a similar environment.

Read the instructions in this project carefully before proceeding.

Resources Required for Assessment

Resources you need to access to complete this assessment are outlined in the Resources Required for Assessment section of this workbook and in the task overview of each part of the assessment.

To complete the Practical Assessment projects, you will require access to:

• Computer with internet and email access and a working web browser
• Installed software: Word, Adobe Acrobat Reader
• A workplace that will allow you access to:
  • Documentation, including:
    • Policies and procedures relevant to:
      • Organising informal opportunities to express thoughts and feelings in the workplace
      • Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/.

Please use below username and password to Login to Bounce Fitness:

Username: austrasialearner

Password: austrasia@123

• People, including:
  • At least two co-workers
  • At least two relevant stakeholders

Stakeholders can include the following:

• Your co-workers
• Your supervisor

Forms and Templates

Assessment forms and templates are provided in each task in this Project Assessment, unless otherwise specified.

Part 1. Identify Impact of Own Emotions on Others in the Workplace

Task Overview

This part of the project will require you to identify the impact of your own emotions on others in the workplace. Specifically, you will be required to:

• Develop and use evaluation criteria to determine own emotional strengths and weakness
• Identify and analyse personal emotional stressors related to the workplace
• Evaluate the impact of own workplaces behaviours
• Use self-reflection and feedback from others to improve development of own emotional intelligence.

Resources Required:

To complete this project, you will need access to the following:

• A simulated workplace that will allow you access to:
  • At least two co-workers (act out)

Templates required to complete this project are provided within this workbook.

Task 1.1 Identifying Emotions in the Workplace

Assessment Instruction

1. Seek an opportunity to develop evaluation criteria for assessing your emotional strengths and weaknesses.
2. Access theEvaluation Criteriatemplate found within this workbook. Use this template for developing evaluation criteria for assessing emotional strengths and weaknesses.
3. Create anEvaluation Criteria. You will use this to assess your emotional strengths and weaknesses in the next task.

Your developedEvaluation Criteriamust include the following information:

• Your industry
• At least four criteria relevant to assessing emotional strengths and weaknesses

Ensure that the criteria you develop applies to your role in your industry.

• At least one rating scale for your provided criteria

Your rating scale must include more than two ratings, e.g., 1-5, 1-10, etc.

• For each criterion, at least one response scale for each item in the rating scale

Your response scale must include a description that outlines the observable skills or abilities that illustrate the level of performance for the rating scale of each criteria, e.g.

Learner is very aware of their emotions and capabilities.

• Conducts self-reflection to identify any improvements to their practice or task
• Seeks to improve on areas identified from self-reflection

Ensure to leave theSelf-Assessmentcolumn blank. You will complete that column in the next task.

4. Have your supervisor sign the Supervisor Declaration Form found at the end of theEvaluation Criteriato assure their approval of your criteria.
5. Submit your partially completedEvaluation Criteriato your assessor.

Evaluation Criteria

Completed by	?????
Date Completed	?????
Organisation/Workplace	?????
Industry	?????
Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
Emotional Intelligence Criteria		Rating Scale				Self-Assessment
		?????	?????	?????	?????
?????		?????	?????	?????	?????	?????
?????		?????	?????	?????	?????	?????
?????		?????	?????	?????	?????	?????

SUPERVISOR DECLARATION TO THE SUPERVISOR By signing in the spaces provided below, you are confirming that you approve of the learnersEvaluation Criteria.
Supervisor Name:	?????
Organisation/Workplace:	?????
Position:	?????
Signature:	?????

Task 1.2 Assessing Emotional Strengths and Weaknesses

Assessment Instruction

1. Locate theEmotional Assessmenttemplate found within this workbook. Use this template for assessing your emotional strengths and weaknesses.
2. Assess your emotional strengths and weaknesses using yourEvaluation Criteria. Record results on your template.
3. Based on the assessment of yourEvaluation Criteria, complete theEmotional Assessment.This must include the following information:
   1. At least two of the following:
      • Your emotional strengths

Your emotional strengths must be directly taken from yourEvaluation Criteria.These must include areas identified in yourEvaluation Criteriathat you can maintain.

• Your emotional weaknesses

Your emotional weaknesses must be directly taken from yourEvaluation Criteria. These must include areas identified in yourEvaluation Criteriathat need improvement.

4. Submit the following to your assessor:

• CompletedEvaluation Criteriatemplate
• CompletedEmotional Assessment

Emotional Assessment

Completed By	?????
Date Completed	?????
Organisation/Workplace	?????
Emotional Strengths		Emotional Weaknesses
a.?????		a.?????
b.?????		b.?????

Task 1.3 Identifying and Analysing Potential Emotional Stressors in the Workplace

Assessment Instruction

1. Locate thePotential Emotional Stressorstemplate found within this workbook. Use this template to identify and analyse potential stressors in the workplace.
2. Complete thePotential Emotional StressorsYourPotential Emotional Stressorsmust contain the following information:

3. Briefly explain at least one workplace situation where you felt stressed.
4. Analyse the identified workplace situation by identifying the following:
   1. At least two potential emotional stressors present in the identified workplace situation

Potential emotional stressors refer to the conditions present in the situation that made you feel stressed, e.g.

• Lack of communication from co-worker
• Personal deadline not being met
  1. At least two methods for responding to each identified potential emotional stressor

The methods identified must be specific, applicable, and shows healthy responses to each identified potential emotional stressor.

1. Ensure to leave the following sections blank:

• Feedback from Co-workers
• Recommended Methods for Responding to Potential Emotional Stressors

These sections will be completed in Task 1.4.

3. Submit your partially completedPotential Emotional Stressorstemplate to your assessor.

Potential Emotional Stressors

Completed by	?????
Date Completed	?????
Organisation/Workplace	?????
Workplace Situation Where You Felt Stressed		Potential Emotional Stressors Present in Workplace Situation	Methods for Responding to Potential Emotional Stressors	Feedback from Co-workers	Recommended Methods for Responding to Potential Emotional Stressors
?????		a.?????	i.?????	?????	?????
			ii.?????
		b.?????	i.?????
			ii.?????

Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential Emotional Stressors in the Workplace

Assessment Instructions

1. To complete this task, learner must seek feedback from at least two co-workers regarding their identify potential emotional outlined in theirPotential Emotional Stressorstemplate from Task 1.3.
2. Locate theObservation Formprovided within this workbook. This template outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified when seeking feedback on methods of responding to emotional stressors in the workplace.
3. Arrange a time with your assessor to observe you in seeking feedback. Provide them with a copy of theObservation Formprovided within this workbook. Discuss all requirements of the task with your assessor and prepare these before the consultation meeting.

Your assessor will complete theObservation Form.

If direct observation is not possible, record the activity in a video. Ensure to obtain permission first from persons involved before doing so.

4. Review your partially completedPotential Emotional Stressorstemplate from Task 1.3.
5. Arrange a consultation with at least two co-workers to seek feedback regarding your methods. During the consultation:
   1. Ask your co-workers for confirmation on each of your methods for responding to potential emotional stressors in the workplace, as identified from thePotential Emotional Stressorsin Task 1.3.

Confirmation of your methods can include but is not limited to the following discussion points:

• Is the method of response to potential emotional stressors effective?
• Will the method of response to potential emotional stressors need to be revised?
  1. Identify at least one method for responding to each identified potential emotional stressor in the workplace with assistance from your co-workers.

Record the information in yourPotential Emotional Stressorstemplate.

6. Submit the completedPotential Emotional Stressorstemplate to your assessor.

Observation Form (For Assessors Use Only)

INSTRUCTIONS TO THE ASSESSOR

The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form. Before observing the learner: Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to consult with at least two co-workers regarding the learners methods for responding to emotional stressors in the workplace. Prior to the consultation, discuss with the learner to ensure that they have access to the following: A safe environment for consultation(please tick at least one): rthe simulated workplace: Bounce Fitness Assessment requirements(please tick all requirements found in the assessment environment): rAt least two co-workers rMeeting Minutes template rVideo camera or a mobile phone with video recording capabilities Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor You are required to observe the learner in their consultation regarding their methods for responding to potential emotional stressors. The learner will provide you a copy of theObservation Formwhich you must complete during the observation task. Select the method of observation to be conducted: rDirect observation Assessor must be physically present in the assessment environment. rObservation via video recording Learner and the assessment requirements must be present in the video recording. Complete theObservation Formfor this task: Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. Indicate the date when the observation is conducted. Tick each item in the form as YESif the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation. Tick each item in the form as NOif the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task. Provide an overall feedback on the learners performance to assist the learner in addressing any areas of improvement. Sign off the Assessor Declaration at the end of theObservation Formto confirm this observation. Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page.

Observation Form

Learner Name:	?????
Name of Workplace/ Organisation:	?????
Task Title Refer to task title.	?????
Date of Observation:	?????
Did the learner demonstrate the following during the consultation?		Yes	No	Comments
1.Seek feedback from others to confirm methods for responding to potential emotional stressors in the workplace
During the consultation, did the learner: Discuss their emotional response to the potential emotional stressors as identified in thePotential Emotional Stressorstemplate				?????
Discuss their methods of responding to the potential emotional stressors as identified in thePotential Emotional Stressorstemplate
a.Seek feedback to identify methods for responding to potential emotional stressors in the workplace
During the consultation, did the learner: Discuss the potential emotional stressors as identified in thePotential Emotional Stressorstemplate				?????
Ask each co-worker for at least one method for responding to potential emotional stressors in the workplace
b.Use the following skills to present information and seek feedback
Appropriate language
During the consultation, did the learner:				?????
Use formal language by avoiding usage of first-person pronouns, contractions, and slang
Avoid using idiomatic expressions and euphemisms
Nonverbal features
During the consultation, did the learner:				?????
Use appropriate body language to provide acknowledgement (e.g. nodding, eye contact, etc.)
Avoid bad posture such as slouching, towering, etc.
c.Uses the following skills to present information and seek feedback
Listening skills
During the consultation, did the learner:				?????
Paraphrase to show understanding
Give nonverbal cues which show understanding such as nodding, eye contact, etc.
Questioning skills
During the consultation, did the learner:				?????
Ask questions that introduce additional details
Ask yes or no questions to clarify understanding of information
Ask open-ended questions to get additional information
OVERALL FEEDBACK TO LEARNER
?????

ASSESSOR DECLARATION By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during the consultation. I further confirm that the information recorded on this Observation Form is true and accurately reflects the learners performance during this task.
Assessor Name:	?????
RTO Name:	?????
Signature:	?????
Date signed:	?????

Part II. Recognise and Address Emotional Intelligence of Others

Task Overview

This part of the project will require you to recognise and address the emotional strengths and weaknesses of others. Specifically, you will be required to:

• Interact with co-workers and observe their emotional states
• Develop plans for identifying and responding appropriately to a range of emotional expressions
• Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace
• Demonstrate consideration of the emotions of others when making decisions

Resources Required:

To complete this project, you will need access to the following:

• A workplace that will allow you access to:
  • People, including:
    • Co-workers met with in Task 1.4
    • At least two relevant stakeholders

Templates required to complete this project are provided within this workbook.

Task 2.1 Assessing Emotional Expression of Co-Workers

Assessment Instruction

1. Seek an opportunity in the workplace to observe and analyse the emotional responses of the co-workers you met with in Task 1.4.
2. Locate theTeam Emotional Intelligence Profiletemplate within this workbook. Use this template to record your observations on your co-workers.
3. Observe each co-worker and their emotional responses to situations in the workplace. Document each co-workers interactions.

Each co-worker must address all issues present in their interactions.

Complete at least one profile for each co-worker observed.

4. Record your observations in theTeam Emotional Intelligence Profile. TheTeam Emotional Intelligence Profilemust contain the following information:
   • The emotion each co-worker expressed upon observation
   • Analyse each emotion through the following steps:
     • Identify at least one emotional cue that indicates the emotion your co-worker expressed.

Emotional cues are verbal or non-verbal hints that indicate someones emotional state. These cues include but are not limited to:

• Facial expressions
• Body movements
• Tone of voice

Though your identified emotional expressions must differ, the emotions and cues you identify for each emotional expression can be similar.

• Identify at least three emotional expressions

Emotional expressions refer to how one outwardly communicates their emotional state. These expressions can be either verbal or non-verbal, e.g.

• Crying
• Pacing around a room
• Venting to a co-worker

5. Have each of your co-workers sign the profile you made for them to ensure that all assessments are accurate and appropriate. All signatures must be handwritten.
6. Secure proof of each interaction with each co-worker. This will be submitted as supplementary evidence at the end of this task.

This can include but is not limited to the following:

• Meeting minutes
• Video recording
• Email threads

7. Submit the following to your assessor:

• Supplementary evidence of your interaction with each co-worker
• At least two copies of theTeam Emotional Intelligence Profile

8. Secure proof of each interaction with each co-worker. This will be submitted as supplementary evidence at the end of this task.

This can include but is not limited to the following:

• Meeting minutes
• Video recording
• Email threads

9. Submit the following to your assessor:

• Supplementary evidence of your interaction with each co-worker
• At least two copies of theTeam Emotional Intelligence Profile

Team Emotional Intelligence Profile

Co-worker Name	?????
Assessed by	?????
Date Observed	?????
Identified Emotion			Emotional Cue	Emotional Expression
?????			?????	?????
Signed by:		?????
Date Signed		?????

Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional Expressions

1. Locate theEmotional Expression Plantemplate within this workbook. Use this template to create a plan for identifying and responding to emotional expressions.
2. Based on the observed emotional expressions of your co-workers from theirTeam Emotional Intelligence Profilesin Task 2.1, create a plan to identify and respond to a range of emotional expressions.

The plan must contain the following:

• At least three emotional expressions observed from your co-workers in Task 2.1

For each emotional expression, identify the following based on the information gathered in yourTeam Emotional Intelligence Profilesfrom Task 2.1:

• At least one method of identifying the specified emotional expression
• At least one method of responding to the specified emotional expression

For each method, you must include:

• At least one expected outcome
• Planned date of implementation

Record all information in theEmotional Expression Planfound within this workbook.

3. Ensure to leave the following sections blank:

• Actual Outcome
• Actual Date of Implementation

These sections will be completed in a succeeding task.

4. Have your assessor sign theAssessor Declaration Formto assure their approval of your plan. Their signature must be handwritten.
5. You are not required to submit theEmotional Expression Planin this task.
6. Locate theEmotional Expression Plantemplate within this workbook. Use this template to create a plan for identifying and responding to emotional expressions.
7. Based on the observed emotional expressions of your co-workers from theirTeam Emotional Intelligence Profilesin Task 2.1, create a plan to identify and respond to a range of emotional expressions.

The plan must contain the following:

• At least three emotional expressions observed from your co-workers in Task 2.1

For each emotional expression, identify the following based on the information gathered in yourTeam Emotional Intelligence Profilesfrom Task 2.1:

• At least one method of identifying the specified emotional expression
• At least one method of responding to the specified emotional expression

For each method, you must include:

• At least one expected outcome
• Planned date of implementation

Record all information in theEmotional Expression Planfound within this workbook.

8. Ensure to leave the following sections blank:

• Actual Outcome
• Actual Date of Implementation

These sections will be completed in a succeeding task.

9. Have your assessor sign theAssessor Declaration Formto assure their approval of your plan. Their signature must be handwritten.
10. You are not required to submit theEmotional Expression Planin this task.

Emotional Expression Plan

Completed by	?????
Date Completed	?????
Emotional Expression		Method of Identifying Each Emotional Expression	Expected Outcome	Planned Date of Implementation	Actual Outcome	Actual Date of Implementation
?????		?????	?????	?????	?????	?????
Emotional Expression		Method of Responding to Each Emotional Expression	Expected Outcome	Planned Date of Implementation	Actual Outcome	Actual Date of Implementation
?????		?????	?????	?????	?????	?????
?????		?????	?????	?????	?????	?????

ASSESSOR Declaration TO THE ASSESSOR By signing in the spaces below, you are confirming that the learner created theEmotional Expression Planto complete this task and that you approve of theirEmotional Expression Plan.
Assessor Name:	?????
RTO Name:	?????
Position:	?????
Signature:	?????

Task 2.3 Applying Techniques in Dealing with Others

Assessment Instruction

1. To complete this task, you must interact with the co-workers you met with in Task 1.4 on at least three separate occasions to implement yourEmotional Expression Plan. Throughout the implementation, you must also be able to apply techniques that:
2. Indicate flexibility in dealing with others in the workplace
3. Indicate adaptability in dealing with others in the workplace
4. Show consideration for the emotions of others when making decisions
5. Locate the following templates provided within this workbook:
   • Reflective Journal

Use this template to record your reflections while applying your emotional expression plan.

• Third-Party Report

This template outlines all the skills you need to demonstrate in this task. Provide your co-worker a copy after interacting with them.

3. Review your partially completedEmotional Expression Planfrom Task 2.2. Your plan will be used as basis for completing theThird-Party Reportin this task.
4. Interact with each co-worker you observed in Task 2.1 on at least three separate occasions to implement each of the following identified methods from yourEmotional Expression Plan:
   • Identifying emotional expression
   • Responding to emotional expression

During the interactions, you must apply the following:

1. At least one technique that indicates flexibility in dealing with others in the workplace

Flexibility refers to how willing you are to compromise with others to meet their needs and how this affects your ability to make decisions.

1. At leastone technique that indicates adaptability in dealing with others

Adaptability refers to how well you adjust your response to how someone expresses their emotions and how this affects your ability to make decisions.

1. At least two techniques that show consideration for the emotions of others when making decisions

Techniques that show consideration for the emotions of others when making decisions can include but is not limited to the following:

• Adjusting to the emotional responses of others when presenting a decision they may not like
• Asking for others suggestions for alternative decisions

5. After each interaction, record the following on yourEmotional Expression Plan:
   • Actual date of implementation for each method
   • Actual outcome for each method found in theEmotional Expression Plan

After each interaction, provide each co-worker with at least one copy of the following templates provided within this workbook:

• The completedEmotional Expression Planfrom Task 2.2

Your co-workers will use this as basis for their feedback.

• Third-Party Report

Your co-workers feedback will be recorded in theThird-Party Report.

6. Complete yourReflective Journalby identifying the following:
   • At least one instance where the learner applied a technique that indicates flexibility in dealing with others in the workplace
   • At least one instance where the learner applied a technique that indicates adaptability in dealing with others in the workplace
   • At least two instances where the learner applied techniques that show consideration for the emotions of others when making decisions

The instances identified in yourReflective Journalmust be based on each of your co-workers findings found in theThird-Party Reportfor each interaction you had.

Detailed instructions are provided in theReflective Journal.

7. Submit the following to your assessor:

• CompletedEmotional Expression Plan
• CompletedReflective Journal
• At least three completed copies of theThird-Party Report,one for each interaction

Reflective Journal

Skill Requirement 1

Describe at least one instance where you applied a technique that indicates flexibility in dealing with others. Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.
Instance ?????
Technique Used ?????
How the Technique was Applied ?????
This section is to be completed by the supervisor only.
Date observed: ?????	Supervisors initials: ?????
Supervisors comments: ?????

Skill Requirement 2

Describe at least one instance where you applied a technique that indicates adaptability in dealing with others. Specify at least one technique used in the identified instance and briefly explain how the identified technique was applied.
Instance ?????
Technique Used ?????
How the Technique was Applied ?????
This section is to be completed by the supervisor only.
Date observed: ?????	Supervisors initials: ?????
Supervisors comments: ?????

Skill Requirement 3

Describe at least two instances where you applied techniques that showed consideration for the emotions of others when making decisions. Specify at least one technique applied for each identified instance and briefly explain how each identified technique was applied in their respective instances.
Instance 1 ?????
Technique Used ?????
How the Technique was Applied ?????
This section is to be completed by the supervisor only.
Date observed: ?????	Supervisors initials: ?????
Supervisors comments: ?????

Instance 2 ?????
Technique Used ?????
How the Technique was Applied ?????
This section is to be completed by the supervisor only.
Date observed: ?????	Supervisors initials: ?????
Supervisors comments: ?????

Third-Party Report (For Observers Use Only)

INSTRUCTIONS TO THE OBSERVER

The learner is to be observed as they complete the assessment task and skill requirements outlined in this Third-Party Report. For this assessment, the learner is required to interact with their co-workers on at least three separate occasions in the workplace to implement theirEmotional Expression Plan. Learner will provide the observer with theirEmotional Expression Planafter each interaction. The plan will be used as basis for theThird-Party Report. Your Role as Observer You must interact with the learner for this task. The learner will provide you a copy of theThird-Party Reportwhich you must complete after the interaction. You must confirm that the learner was able to demonstrate the following during your interaction: Methods to identify each emotional expression found in theEmotional Expression Plan Methods to respond to each emotional expression found in theEmotional Expression Plan Techniques that indicate flexibility in dealing with others in the workplace Techniques that indicate adaptability in dealing with others in the workplace Techniques that demonstrate consideration for the emotions of others when making decisions in the workplace Complete theThird-Party Reportfor this task: Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. Indicate the date when the observation is conducted. Tick each item in the form as YESif the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation. Tick each item in the form as NOif the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task. Provide an overall feedback on the learners performance to assist the learner in addressing any areas of improvement. Sign off the Observer Declaration at the end of theThird-Party Reportto confirm this observation. Discuss any further queries about the task and associated requirements with the learner before commencing.

Third-Party Report

Learner Name:	?????
Name of Workplace/ Organisation:	?????
Task Title Refer to task title.	?????
Date of Observation:	?????
Did the learner demonstrate the following during the interaction?		Yes	No	Comments
1.Follow the method to identify your emotional expression as indicated in the learners approvedEmotional Expression Plan?				?????
2.Follow the method to respond to your emotional expression as indicated in the learners approvedEmotional Expression Plan?				?????
3.Apply at least one technique that indicates flexibility in dealing with others in the workplace? Flexibility refers to how willing you are to compromise with others to meet their needs and how this affects your ability to make decisions. This can include but is not limited to the following: Adjusting schedules to meet co-workers deadline Adjusting work arrangements to better suit co-workers work conditions				?????

4.Apply at least one technique that indicates adaptability in dealing with others in the workplace? Adaptability refers to how well you adjust your response to how someone expresses their emotions and how this affects your ability to make decisions. This can include but is not limited to the following: Choosing words carefully when speaking to an upset co-worker Using non-threatening but assertive body language when interacting with an anxious co-worker			?????
5.Apply at least two techniques that show consideration for your emotions when making decisions These techniques can include but are not limited to the following: Asking for others opinions before settling on a decision Asking for others suggestions for alternative decisions			?????
OVERALL FEEDBACK TO LEARNER
?????

OBSERVER DECLARATION By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Third-Party Report during the interaction. I further confirm that the information recorded on this Observation Form is true and accurately reflects the learners performance during this task.
Observer Name:	?????
Signature:	?????
Date signed:	?????

Task 2.4 Identifying Improvement Areas for Emotional Intelligence

1. To complete this task, you must consult with at least two relevant stakeholders to identify improvement areas for your own emotional intelligence. The relevant stakeholders you must consult with can include the following:

• Co-workers you interacted with in Task 2.3
• Your supervisor

2. Arrange a consultation with at least two stakeholders. During the consultation, identify at least two improvement areas related to emotional intelligence.

The consultation can be about any area of emotional intelligence in relation to either of the following:

• Your performance in Task 2.3
• Your general workplace behaviour

The improvement areas can include the following:

• Instance during Task 2.3 where you did not apply the following:
  • Flexibility in dealing with others in the workplace
  • Adaptability in dealing with others in the workplace
  • Consideration of the emotions of others when making a decision
• Areas where you can demonstrate better emotional intelligence, which include:
  • Self-awareness
  • Self-management
  • Social awareness
  • Relationship management

3. Secure written evidence of the consultation that includes at least two areas of improvement for your own emotional intelligence.

Written evidence can include:

• Email correspondence
• Meeting minutes

4. Submit the written evidence of the consultation to your assessor.

Part III. Promote the Development of Emotional Intelligence in Others

Task Overview

This part of the project will require you to promote the development of emotional intelligence in others. Specifically, you will be required to:

• Create opportunities for others to express their thoughts and feelings
• Develop and implement plans to assist others in understanding the effect of their personal behaviour and emotions on others in the workplace.

Resources Required:

To complete this project, you will need access to the following:

• A workplace that will allow you access to:
  • Policies and procedures relevant to:
    • Organising informal opportunities to express thoughts and feelings in the workplace
    • Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

Templates required to complete this project are provided within this workbook.

Task 3.1 Developing Plans to Increase Emotional Intelligence in Others

Assessment Instructions

1. Seek an opportunity to create a plan for developing emotional intelligence within your co-workers.
2. Locate the following templates provided within this workbook.
   • Policies and Procedures Outline

Use this template for outlining policies and procedures relevant to organising informal opportunities and tasks. Your assessor will use this as basis for theObservation Formin the next ask.

• Emotional Intelligence Plan

Use this template for creating a plan to develop emotional intelligence within your work team.

3. Access and review at least one of your organisations policies and procedures for each of the following:

• Organising informal opportunities for others to express their thoughts and feelings in the workplace
• Organising tasks for assisting others to understand the effect of their personal behaviour and emotions on others in the workplace

The policies and procedures accessed and reviewed for this task can include but is not limited to policies and procedures relevant to

• Scheduling
• Preparing for meetings
• Personal development plans

4. Complete thePolicies and Procedures Outline:
5. Identify the following policies and procedures documents you reviewed:

• At least one policy and procedure relevant to organising informal opportunities
• At least one policy and procedure relevant to organising tasks

1. For each identified policies and procedures, outline the following:
   • Relevant policy
   • Relevant set of procedures
2. Create anEmotional Intelligence Plan. The template is separated into two sections. Instructions to complete each section are as follows:

• Informal Opportunities for Expressing Thoughts and Feelings in the Workplace

To complete this section, you must:

1. Identify at least two informal opportunities for each co-worker to express their thoughts and feelings when in the workplace

These opportunities refer to activities that occur outside of structured, formal workplace environment. These do not need to be led by an instructor or a trainer, and can include but are not limited to the following:

• Individual discussions
• Casual group discussions

1. For each informal opportunity, identify the following:

• At least two persons involved in the informal opportunity
• Expected date of implementation
• Expected outcome

1. Do not write anything on the following sections. These will be completed in the next task:

• Actual Date of Implementation
• Actual Outcome
• Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace
  1. At least one task for assisting others to understand the effect of their personal behaviour on others in the workplace

These tasks can include but are not limited to the following:

• Individual performance reviews
• Workplace behaviour assessments
  1. At least one task for assisting others to understand the effect of their emotions on others in the workplace

These tasks can include but are not limited to the following:

• Individual check-up sessions
• Conflict management sessions
  1. For each task, identify the following:
• At least one action item
• At least one person to assign the task to
• A projected date of implementation
• At least one expected outcome

Do not write anything on the following sections. These will be completed in the next task:

• Actual Date of Implementation
• Actual Outcome

Ensure that the informal opportunities and tasks in the plan align with your organisations policies and procedures as outlined in thePolicies and Procedures Outline.

6. Have your supervisor sign yourPolicies and Procedures Outline. This is to ensure that the identified requirements are in line with the requirements of your organisation. Their signature must be handwritten.
7. Submit the following to your assessor:
   • CompletedPolicies and Procedures Outline
   • Partially completedEmotional Intelligence Plan

Policies and Procedures Outline

Completed By	?????
Date Completed	?????
Organisation	?????
Policy and Procedure Relevant to Organising Informal Opportunities	?????
Policy
?????
Procedure
?????

Policy and Procedure Relevant to Organising Tasks	?????
Policy
?????
Procedure
?????

Emotional Intelligence Plan

Prepared By	?????
Date Completed	?????
Organisation	?????
Informal Opportunities for Expressing Thoughts and Feelings in the Workplace
Informal Opportunities		Persons Involved in the Informal Opportunity	Date of Implementation	Expected Outcome	Actual Date of Implementation	Actual Outcome
?????		?????	?????	?????	?????	?????
?????		?????	?????	?????	?????	?????

Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace
Task to Assist in Understanding Effect of Personal Behaviour on Others in the Workplace	Action Item	Person Assigned	Date of Implementation	Expected Outcome	Actual Date of Implementation	Actual Outcome
?????	?????	?????	?????	?????	?????	?????
?????	?????	?????	?????	?????	?????	?????

Task to Assist in Understanding Effect of Emotions on Others in the Workplace	Action Item	Person Assigned	Date of Implementation	Expected Outcome	Actual Date of Implementation	Actual Outcome
?????	?????	?????	?????	?????	?????	?????
?????	?????	?????	?????	?????	?????	?????

Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others

Assessment Instructions

1. Review the following:

• Your completedPolicies and Procedures Outlinefrom Task 3.1

Your assessor will use your outline as basis for theObservation Form. Provide your assessor with a copy of the completedPolicies and Procedures Outlinebefore facilitation.

• Your partially completedEmotional Intelligence Plan

Your plan will be used as basis for facilitating informal opportunities and tasks.

2. Locate theObservation Formprovided within this workbook. This outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during the facilitation of informal opportunities and tasks.
3. Review the instructions here and the skills outlined in theObservation Form. Arrange a time with your assessor to observe you in facilitating informal opportunities and tasks. Provide them with a copy of theObservation Formprovided within this workbook. Discuss all requirements of the task with your assessor and prepare these before the implementation.

If direct observation from your assessor is not possible, record your implementation of each action item in a video. Ensure to obtain permission first from persons involved before doing so.

4. Facilitate each informal opportunity for others to express their thoughts and feelings in the workplace identified in yourEmotional Intelligence Planfrom Task 3.1.

For each opportunity, record the following on yourEmotional Intelligence Plan:

• Actual date of implementation
• Actual outcome

Secure proof that you have implemented each informal opportunity. This will be submitted as supplementary evidence at the end of the task.

Supplementary evidence can include but is not limited to the following:

• Photos
• Video recordings

5. Facilitate the following from the partially completedEmotional Intelligence Planin Task 3.1:

• At least one task for assisting others to understand the effect of their personal behaviour on others in the workplace
• At least one task for assisting others to understand the effect of their emotions on others in the workplace

For each task, record the following on yourEmotional Intelligence Plan:

• Actual date of implementation
• Actual outcome

6. Secure proof that you have facilitated each task. This will be submitted as supplementary evidence at the end of the task.

Supplementary evidence can include but is not limited to:

• Meeting minutes
• Video recordings

7. Submit the following to your assessor:
   • The completedEmotional Intelligence Plan
   • Supplementary evidence, which must include the following:
     • At least two as proof of the implementation of each informal opportunity
     • At least two as proof of the implementation of tasks

Observation Form (For Assessors Use Only)

INSTRUCTIONS TO THE ASSESSOR

The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form. Before observing the learner: Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to provide theirPolicies and Procedures Outlineto their assessor and implement theirEmotional Intelligence Plan. Prior to implementation, discuss with the learner to ensure that they have access to the following: A safe environment to implement the Emotional Intelligence Plan(please tick at least one): rthe simulated workplace: Bounce Fitness Assessment requirements(please tick all requirements found in the assessment environment): rAt least two co-workers rVideo camera or a mobile phone with video recording capabilities Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor You are required to observe the learners implementation of theirEmotional Intelligence Plan. The learner will provide you a copy of the following: Policies and Procedures Outline You must use this as basis for theObservation Form. Observation Form You must complete this during the observation task. Select the method of observation to be conducted: rDirect observation Assessor must be physically present in the assessment environment. rObservation via video recording Learner and the assessment requirements must be present in the video recording. Complete theObservation Formfor this task: Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. Indicate the date when the observation is conducted. Tick each item in the form as YESif the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation. Tick each item in the form as NOif the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task. Provide an overall feedback on the learners performance to assist the learner in addressing any areas of improvement. Sign off the Assessor Declaration at the end of theObservation Formto confirm this observation. Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page.

Observation Form

Learner Name:	?????
Name of Workplace/ Organisation:	?????
Task Title Refer to task title.	?????
Start Date of Observation:	?????
End Date of Observation:	?????
Did the learner demonstrate the following during the implementation?		Yes	No	Details of Observation
					Comments
1.Adhere to the following requirements for organising opportunities as identified in the learners approved Policy and Procedures Outline
1.Follow the organisational requirement for organising opportunities as identified in the Policies section of the learners approvedPolicy and Procedures Outline				Observed by: Initials: ????? Date observed: ?????	?????
2.Follow the organisational requirement for organising opportunities as identified in the Procedures section of the learners approvedPolicy and Procedures Outline				Observed by: Initials: ????? Date observed: ?????	?????

2.Adheres to the following requirements for organising tasks as identified in the learners approved Policy and Procedures Outline:
i.Follow the organisational requirement for organising tasks as identified in the Policies section of the learners approvedPolicy and Procedures Outline			Observed by: Initials: ????? Date observed: ?????	?????
ii.Follow the organisational requirement for organising tasks as identified in the Policies section of the learners approvedPolicy and Procedures Outline			Observed by: Initials: ????? Date observed: ?????	?????
OVERALL FEEDBACK TO LEARNER
?????

ASSESSOR DECLARATION By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during implementation of theEmotional Intelligence Plan. I further confirm that the information recorded on this Observation Form is true and accurately reflects the learners performance during this task.
Assessor Name:	?????
RTO Name:	?????
Signature:	?????
Date signed:	?????

Assessment 2: Simulated Project Assessment

Did the student:		Completed successfully		Comments
		Yes	No
Part I Task 1 Identifying Emotions in the Workplace
Part I Task 2 Assessing Emotional Strengths and Weaknesses
Part I Task 3 Identifying and Analysing Potential Emotional Stressors in the Workplace
Part I Task 4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential Emotion Stressors in the Workplace
Part II Task 1 Assess Co-Workers
Part II Task 2 Develop Plan to Identify and Respond to a Range of Emotional Expressions
Part II Task 3 Apply Techniques in Dealing with Others
Part II Task 4 Identifying Improvement Areas for Emotional Intelligence
Part III Task 1 Develop Plans to Increase Emotional Intelligence in Others
Part III Task 2 Implement Plans to Increase Emotional Intelligence in Others
Task Outcome:	Satisfactory Not Satisfactory

Supplementary Oral Questions (optional) for assessor

Students name:
Assessors name:
Date of assessment:
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
Assessment judgement:	Satisfactory Not Satisfactory

Note: Trainer may include as many questions as they required to justify learners competency