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BSBLDR501 - Develop and Use Emotional Intelligence Student Assessment Booklet
BSBLDR501 - Develop and Use Emotional Intelligence Student Assessment Booklet
intelligence
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STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
DATE DUE:
UNIT CODE AND TITLE: BSBLDR501 – Develop and use emotional intelligence
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Name: Signature:
Name: ……………………………………………………
Student Signature:…………………………
Signature: ………………………...……...……...……..
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PART 1: Assessment information: This part contains information on the assessment for this unit of
competency and how an assessment will be conducted throughout this unit to achieve the
competency. It includes:
• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment
• Assessment tasks
• Outline of evidence to be collected
• Administration, recording and reporting the requirements including special adjustments,
appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to undertake the assessment task
successfully. In each assessment task, students will find the following information:
• Task instructions
• Role play/Practical Demonstration information
• Information on resources required, where applicable.
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Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBLDR501 – Develop and use
emotional intelligence.
Elements
1. Identify the impact of own emotions on others in the workplace
2. Recognise and address the emotional strengths and weaknesses of others
3. Promote the development of emotional intelligence in others
4. Utilise emotional intelligence to maximise team outcomes
Performance evidence:
1. identify own emotional strengths, weaknesses, stressors, emotional states and triggers
through self-reflection and feedback from others
Knowledge evidence:
To complete the unit requirements safely and effectively, the individual must:
1. explain emotional intelligence principles and strategies
2. describe the relationship between emotionally effective people and the attainment of
business objectives
3. explain how to communicate with a diverse workforce which has varying cultural expressions
of emotion
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Resources required:
• The assessor will ensure that assessment is conducted in a safe environment and you have
access to the following resources for the unit:
• Computer with internet connection to refer to various resources
• Student assessment booklet
• RGIT Learners’ resources (Aspire ebook) for the unit BSBLDR501 – Develop and use emotional
intelligence
• BizOps Enterprises documents:
o Anti-discrimination Diversity Policy
o Self-Reflection Survey
o Anton’s Self-Reflection Survey
o Equal Opportunity Policy
o Work-Life-Balance Policy
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be
Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment
tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the competency
record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency, student will be required to repeat the unit as
per the scheduled delivery of the course. For further details, refer to RGIT Re-Assessment Policy
and RGIT Course Progress Policy.
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Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment
tasks within the date and time specified in the session plan. This will demonstrate that you have
all the required skills and knowledge for this unit.
Assessment Part C: • Perform the roleplay while being observed by your Assessor
Roleplay • Submit the Observation Report
Observation • Complete and sign the cover sheet for assessment task.
NOTE • The completion of this unit must be accompanied with proper references
on the source of information gathered from, preferably in APA style1. For
further clarification of referencing style, please consult with your trainer.
1APA Style consists of rules or guidelines that a student needs to follow to ensure clear and
consistent presentation of written material.
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Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment
cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor
• Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence documents when
seeking an extension to due date (e.g. extensions due to illness will require a medical
certificate). To arrange an extension, you must speak to your assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of other
students. Plagiarism is unacceptable.
• You can submit your assessment tasks through the learning management system or hand in
hard copies in the classroom.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent
(requires more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that
you have completed all assessments and have provided the appropriate evidence required to
meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will
receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in
accordance with the RGIT Re-Assessment Policy and RGIT Course Progress Policy.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two
further opportunities for re-assessment at a mutually agreed time and date. For further details,
refer to the RGIT Re-Assessment Policy and RGIT Course Progress Policy. As this is a competency
based program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.
Support:
You may seek clarification about the assessment information and the instructions and tasks at
any time from the assessor.
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Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment.
During role play, the
assessor may act as a client or employer, where required, but the assessor will not interfere with
the assessment. If the assessment activities might impact on your safety or that of others, the
assessor will stop the assessment immediately.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify
your strengths and weaknesses or be an overall comment on your submission. A copy of the
feedback along with your submission will be given to you and you must keep a copy of it
throughout the completion of the course.
Student Declaration:
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Student details
Assessment details
Date of Submission:
Assessor Signature:
Assessor Name:
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable Student: I have received,
and flexible assessment of this student, and I have provided discussed and accepted my
appropriate feedback. I also declare that I have undertaken result as above for this
the indicated assessment integrity checks assessment and I am aware
Plagiarism check Yes No NA of my appeal rights.
Date:................................................................. Date:..............................................
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Assessment Duration:
• Time required for assessment: 4 hours
• Each question is expected to be completed in 15 minutes.
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Question 1: Did the student define emotional intelligence. Did they explain why it
is important to identify their own emotional strengths and weaknesses as a
manager/leader and discuss ways they could evaluate it.
Question 2: Did the student describe any two signs of stress in the workplace to
the assessor.
Question 3: Did the student indicate at least five common workplace triggers. Did
they explain how they would respond positively to the identified triggers and why
it is important to have this attitude in the workplace.
Question 4: Did the student identify the strategies that will help a leader to model
the constructive behaviour in the workplace.
Question 5: Did the student explain why is it important to self-reflect on their own
emotional intelligence as a manager?
Question 6: Did the student describe how emotionally intelligent leaders respond
to the emotional cues and states of others.
Question 7: Can the student effectively communicate as a manger in a diverse
workplace?
Question 8: Did the student discuss how they can be a adaptable and flexible
manager or leader in the workplace?
Question 9: Did the student explain how they can show social awareness and
emotional intelligence when making decisions that affect the emotions of others?
Question 10: Did the student discuss how they can help others to express their
emotions in the workplace? Did they list several Advantages and Disadvantages
this may cause?
Question 11: Did the student as a manager understand how to help their team
understand the effect of their behaviour and emotions on others in the team?
Question 12: Did the student discuss as a Manager how they may be able to deal
with emotions in your work team?
Question 13: Did the student as manager, explain what should be their strategy to
support their team members to develop emotional intelligence.
Question 14: Did the student understand what are positive workplace emotions
and as a manager how could they could use them with their team?
Question 15: Did the student as a manager, how could they celebrate their
team’s strengths, and discuss four strength in a team and how this would help?
Question 16: Did the student as a manager discuss how they can best use team
strengths?
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Student details
Assessment details
Date of Submission:
Assessor Signature:
Assessor Name:
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable Student: I have received,
and flexible assessment of this student, and I have provided discussed and accepted my
appropriate feedback. I also declare that I have undertaken result as above for this
the indicated assessment integrity checks assessment and I am aware
Plagiarism check Yes No NA of my appeal rights.
Date:................................................................. Date:..............................................
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Date of assessment
• Recommended date for assessment: After session 5
Duration of Assessment
• Time required for assessment: 2 Weeks
Assessor’s Feedback
• Your assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the
due date specified by the assessor:
• Anton’s self-reflection survey
• Self-reflection survey for BizOps managers
• Anti-discrimination diversity policy
• Equal opportunities policy
• WHS policy
• Work–life balance policy
• BizOps style guide
• Report template
• Mentoring Plan template
Evidence submission:
• Documentation can be submitted electronically or paper-based.
• Your assessor will record the assessment outcome on the assessment cover sheet.
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Task One
Complete the self-reflection survey for BizOps managers to analyse your own emotional intelligence
competencies.
Task Two
a) Use the insights you have had about yourself during the previous activities to improve your
emotional intelligence. Keep a daily journal for one week (5 working days), Complete the
template below.
Daily journal of personal insights
Day Experiences/ What was the What was If it ended well, If it did not
No. interpersonal trigger(s)? your resultant what was your end well,
exchanges/ emotional strategy? suggest an
situations/tasks state? alternative
strategy.
1
2
3
4
5
b) Explain how you can use this awareness to enable you to control and manage your
emotional responses in the workplace.
c) Provide your completed Self-reflection survey and your journal to two colleagues, family
members or trusted friends and ask them for their feedback on your level of emotional
intelligence and any areas you could improve. Write down their feedback in the space
below.
Colleagues Feedback
1
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Task Three
a) Keep a daily journal for one week (5 working days) of observing others in your workplace.
Ensure you do not compromise anyone’s privacy by using pseudonyms such as Person 1, Person 2,
etc.
Daily journal of observing others in the workplace
Day Experiences/ What was the What was If it ended If it did not
No. interpersonal trigger(s)? their resultant well, what end well,
exchanges/ emotional was their suggest an
situations/tasks state? strategy? alternative
strategy for
them.
1
2
3
4
5
b) How can you use this awareness to adapt your communication/behaviors style in the
workplace to build positive relationships with your colleagues and others and how would
you use this knowledge to understand and respond accordingly to the emotional states of
others?
Task Four
Review Anton’s completed Self-Assessment-Survey and the information provided in the email from
Sarah Voss, and complete the following:
1. Explain how Anton is expressing his emotions in the workplace and how he could do this
more appropriately.
2. Explain how Anton is responding to the emotions and behaviours of others in the
workplace and how he could do this more appropriately.
3. Prepare a mentoring plan for Anton. The mentoring plan is required to explain how you
would:
• assist Anton to respond to the emotional states of his co-workers and to assess
emotional cues
• identify the variety of cultural expressions of emotions in the team to help Anton
understand and respond to a variety of emotional cues
• select and offer flexible work practices to Anton to assist him in his work-life balance
for overcoming stress related to language and cultural barriers he may encounter in
the workplace
• provide opportunities for Anton to express his thoughts and feelings on a regular basis
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Task Five
Your assessor will be looking to see that you are able to understand issues raised by co-workers and
how you are able to provide assistance and monitor the implementation of the action plan for
Anton and whether this has improved the workplace as a whole.
Review the mentoring plan you developed for Anton in Task 5 and the following information:
Anton is often teased in a good-natured way, but does not realise that this is the way his team
members interact with each other, so he gets frustrated and raises his voice in response. He does
not get angry, but he has difficulty understanding the jokes. His peers then avoid him and laugh
about his ‘cranky moods’.
This situation with Anton is one we would like to avoid in future. Consequently, I would like you to
work on developing an overall positive emotional climate within our workplace.
Develop a coaching and training plan for your team members to develop and use emotional
intelligence in the workplace that includes the following:
• Culturally sensitive communication
• Conflict resolution skills
• Emotional triggers
• Understanding and managing your emotions and those of coworkers
• How you can utilize the personal strengths of others to increase workplace outcomes.
Your plan should be in the form of an action plan with timeframes (ranging over a 3-month period),
resources and outcomes that you discuss with your co-workers as part of the “Meeting“ Part 2 role-
play.
Task Six
Using the information from the relevant BizOps policies and procedures and the work you have
done so far (in Tasks 1 to 7), prepare a report on preliminary/general ideas relating to emotionally
intelligent management practices. Your report must contain the following:
Introduction
• Explain the relationship between emotionally effective staff and management and the
achievement of business objectives, and why this is important for BizOps.
Body
Outline three key emotional intelligence principles that would be suitable for BizOps.
• Explain the use and importance of emotional intelligence strategies to build positive internal
and external workplace relationships.
• Explain how to recognise and respond to culturally diverse emotional reactions of team
members (provide examples).
• Explain how to adapt your own communication style to promote positive relationships.
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Did the student complete the self-reflection survey for BizOps managers to analyse your
S NS
own emotional intelligence competencies?
Did the student use the insights they had about themselves during the previous activities
to improve their emotional intelligence? Did they keep a daily journal for one week (5 S NS
working days)?
Did the student explain how they can use this awareness to enable them to control and
S NS
manage their emotional responses in the workplace?
Did the student provide the assessor with a completed Self-reflection survey and their
journal to two colleagues, family members or trusted friends and ask them for their S NS
feedback on their level of emotional intelligence and any areas they could improve?
Did the student adapt their communication/behaviors style in the workplace to build
positive relationships with their colleagues and did they use this knowledge to S NS
understand and respond accordingly to the emotional states of others?
Did the student prepare a mentoring plan for Anton and identify the variety of cultural
expressions of emotions in the team to help Anton understand and respond to a variety S NS
of emotional cues?
Was the student able to understand the issues raised by coworkers and how they are
able to provide assistance and monitor the implementation of the action plan for Anton S NS
and whether this has improved the workplace as a whole?
Task outcome S NS
Assessor’s
feedback
Assessor’s Date
signature
Student’s Date
signature
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Student details
Assessment details
Date of Submission:
Assessor Signature:
Assessor Name:
Feedback:
Assessor: I declare that I have conducted a fair, valid, Student: I have received, discussed
reliable and flexible assessment of this student, and I and accepted my result as above for
have provided appropriate feedback. this assessment and I am aware of
my appeal rights.
Date:................................................................. Date:..........................................................
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Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due
date specified by the assessor:
• Roleplay script and/or preparatory notes
• Peer Review Form(s)
• Completed and signed cover sheet for assessment.
Evidence submission:
• Documentation can be submitted electronically.
• Your assessor will record the assessment outcome on the assessment cover sheet.
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Name of Student:
Date of Observation:
During the meeting, did student satisfactorily: Yes No Assessor’s
comments (if any)
Did the student present their self-reflection information clearly and
honestly?
Did the student fully understand the findings from their personal
self-assessment?
Did the student demonstrate awareness of their own triggers and
how to control them?
Did the student actively respond to feedback from others for
personal improvement?
Did the student understand and respond to a range of emotional
states of others and respond accordingly?
Did the student use positive and appropriate body language?
Did the student share any ideas with their classmates and discuss
them?
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Date of
Assessor name:
completion:
Student results
Assessments Not Yet Not
Satisfactory
Satisfactory Submitted
Comments/ Feedback:
Assessor Signoff
By signing this final assessment record:
• I confirm that the student has attempted all requirements of this unit of competency
• I am satisfied the work submitted is their own work.
• I have informed the participant of the assessment decision.
Student Signoff
By signing this final assessment record:
• I have received, discussed and accept the outcome from my assessment as above for this unit of
competency and I am aware of my right to appeal.
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How would you rate yourself on each of the following behaviours? Please provide short examples
to support your response.
I display emotional self- Always Sometimes Rarely Never
awareness and use my
intuition to guide team
decisions
Example:
Example:
Example:
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Example:
Example:
Example:
Example:
Example:
Example:
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Example:
Example:
Example:
Example:
Example:
Example:
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Other (please
indicate)
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Use this peer review form to provide feedback to your colleague’s role-play performance. Please
rate their role-play performance in terms of the items listed below with applicable comments where
necessary and return the form to your colleague upon the completion of the role-play
performance.
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