BSBPEF502 – Develop and use Emotional Intelligence

ASSESSMENT ACTIVITY 3

BSB50420 Diploma of Leadership and Management

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ASSESSMENT ACTIVITY 3 COVER SHEET

Please ensure this form is fully completed prior to submitting.

This page should be on the front of your assessment and needs to be easily accessible.

Student Number:

Student Name:

Subject:

Course:

STUDENT DECLARATION
I hereby certify that:
1. This assessment task is my own work based on my personal study/research and not the work of
another student and/or source.
2. I have acknowledged all material and sources used to prepare this assessment task.
3. I have not plagiarised or copied any part of this assessment task from the work of any other student
or source either.
4. This assessment task has not previously been submitted.
5. I am aware of the requirements set by my Trainer & Assessor.
6. I have retained a copy of this assessment task for my own records.
7. I have completed all my assessments, tasks & activities (on moodle®) successfully.

Student’s Signature: _______________________________ Date: _____ ____________

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 Student instructions

This assessment must be based on where you work (or have worked most recently).

This Assessment is designed to test the knowledge that you have acquired throughout the unit.
Use the following tips to help you answer the questions:

Read each question carefully. Check with your trainer or assessor if you are not sure what the
question is asking.

HINT: Use these questions as subheadings to create a business style report to answer your
assessment

Your response to each question should aim to provide enough information to answer the question.
In most cases, this can be done with just a few paragraphs. Don’t forget to refer to attachments
under the heading in question.

Important: Your assessment must contain this coversheet and your own coversheet (for your
“report”)

Your answers & assessment submission must be professional in style (Business), content and
format. Maximum font size 11 points: Font Arial or Times New Roman; single spacing; clear
paragraphs with appropriate punctuation, spellchecking and final submission will need to be proof-
read. (i.e. few missing words or typo’s)

In particular:

- Use clear, non-discriminatory language

- Avoid the use of jargon
- Write clearly using plain English
- Consider your target audience
- Ensure that your responses meet the needs of the target audience (in this case your trainer or
assessor).
All of your work must be original.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements,
performance criteria and foundation skills of this unit, including evidence of the ability to:
 demonstrate emotional intelligence in relation to at least two different work tasks
 promote development of emotion intelligence in others on at least one occasion.
In the course of the above, the candidate must:
 develop assessment criteria to assess personal emotional strengths and weaknesses
 conduct an analysis to identify personal emotional triggers, incorporating feedback from others
 analyse and document interactions with co-workers
 develop and implement plans for responding to emotional expressions
 apply techniques that promote flexibility in interactions with others and show consideration for
the emotions of others.

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Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the
elements, performance criteria and foundation skills of this unit, including knowledge of:
 application of emotional intelligence attributes, including:
 self-awareness
 self-management
 social awareness
 relationship management
 emotional intelligence principles and strategies
 strategies for communicating with a diverse workforce that has varying expressions of emotion
 methods to develop emotional intelligence in others
 emotional intelligence in the context of building workplace relationships.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the
conditions are typical of those in a working environment in this industry.
This includes access to challenges and situations to demonstrate the application of performance
evidence.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational
education and training legislation, frameworks and/or standards.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational
education and training legislation, frameworks and/or standards.

To achieve competency for this unit:

All assessment activities in this unit must be successfully completed.

The student must achieve a SATISFACTORY result in all the assessment activities in this unit to
be deemed COMPENTENT.

Students must perform to the standard as expressed by the competency standards of the BSB
Training Package.

Reasonable Adjustment:

Reasonable adjustment is any approved modification or allowance made in assessment to

accommodate a disability related function. Reasonable adjustment allows a learner with a disability
to participate equitably in assessment procedures and demonstrate required skills and knowledge.
Adjustment could be made in the physical environment, the assessment strategies or using
assistive technology. Any adjustments made to the assessment must preserve the integrity of the
assessment outcome.

Providing feedback:

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  A constructive feedback will be provided to the student on their performance during the
assessment period. Assessors are not to make any comments on actions undertaken prior
or after the assessment period.
 Student will be provided with:
o Their assessment result,
o Clear and constructive feedback based on the assessment decision,
o The reasons underpinning your assessment decision,
o Information on ways of overcoming any identified gaps in competency revealed by
the assessment the opportunity to discuss the assessment process and outcome
information on reassessment and the appeals processes,
o An opportunity for reassessment if appropriate or requested by the candidate,
o Information on appeal process as applicable to your organisation.

Marking and Criteria guide:  

Assessor and student must read this carefully before assessment. 

 All parts of the assessment must be completed successfully in accordance with the guidance
provided in the Marking guide for the student to achieve competence in this unit.
 Students & assessors must note that professionally critical aspects/concepts must be included
(e.g Development of key result areas and key performance indicators and standards, coupled
with regular and timely coaching and feedback, provide the basis for performance
management).
 All parts (criteria: e.g. meetings, role plays, performance action plan and written report.) in the
marking guide must be completed successfully for the student to achieve competence in this
unit

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EDUCATOR to complete. 

Observation/assessment  Satisfactory/no Comments 

t Satisfactory 
All assessments, tasks & activities (on
moodle®) successfully
Activity 1 – Working in the team

a. Student described awareness

of your own feelings in
response so that the following
needs are satisfied: (60 words
each )
1) Your emotional
needs
2) need for team
cohesiveness
3) need to meet
performance
standards

b. Student described how they

would set aside their own
emotions to focus on and
identify how the employee
(probably) feels. Refer to
relevant principles of emotional
intelligence.60 words)

c. Student described the

techniques that indicate
flexibility and adaptability in
dealing with the employee’s
emotions to satisfy
employee’s needs.

(emotional needs, need to develop

and perform within a team
environment).

(60 words each)

Part B – Working in the team

1. Provide two examples

of possible
misinterpretations of
expressions or
behaviour that may

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 arise in the context of
a diverse workforce
(60 words each)
2. How cultural
expressions may be
misinterpreted (60
words)
3. Develop a plan to
raise awareness of
cultural expression
and effective
communication to
avoid
misunderstandings (60
words)

4. Develop tasks for assist

others to understand the
effect of their personal
behaviour and emotions
on others in the workplace

5. Implement the
identified opportunities
and tasks in the
workplace according
to organisational
policy and procedures.
Part C – Awareness of the people around you

1. Describe the relationship

between emotionally
effective people and the
attainment of business
objectives. (60 words)
2. Describe possible
techniques that show
consideration for the
emotions of others when
making decisions. (60
words)
3. Identify workplace
opportunities for others to
express their thoughts
and feelings.
 

Practical Checklist 
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Assessor to complete: (circle) 
  
Further comments required: _______________________________________________________
 
Assessment Result SATISFACTORY NOT SATISFACTORY

Resubmission Required NO YES

Assessor’s Feedback
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………

Date resubmission must be handed in: …………………………………….

Assessor’s name and signature: ………………………………………………. Date: ………………

Learner’s Feedback
………………………………………………………………………
……………………………………………………………………
………………………………………………………………………
………………………………………………………………………

Learner’s name and signature: ………………………………………………. Date: ………………

Part A – Case Study

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Case study:

An employee that you manage really gets on your nerves.

It is not that their performance is all that bad. For example, the employee always does what is
required of them in terms of professionalism, administration tasks and dressing appropriately.
They meet sales targets and their customer service ratings on their performance scorecards are
good.
On the other hand, the employee does not really respond to the team training and team-building
sessions that you have initiated and that have proven so effective in sustaining team morale
and driving others to success. Other team members seem to thrive on, and draw energy from,
these team sessions, while this employee, if anything, appears emotionally drained from
interacting with their peers. They say that they would rather work individually and that all the
team stuff is suffocating. You have really tried hard to build a culture of teamwork, and this feels
like a slap in the face.

In your written response to the above scenario:

a. Describe your awareness of your own feelings in response so that the following needs are
satisfied: (60 words each)
1) Your emotional needs
2) need for team cohesiveness
3) need to meet performance standards

b. Describe how you would set aside your own emotions to focus on and identify how the
employee (probably) feels. Refer to relevant principles of emotional intelligence. (60 words)
c. Describe techniques that indicate flexibility and adaptability in dealing with the employee’s
emotions to satisfy employee’s needs.
(emotional needs, needs to develop and perform within a team environment).
(60 words each)

Part B – Working in the team

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Scenario:
An employee has come to you with an issue involving a co-worker. In general, the sales team
is a cohesive team, but now a relatively new member of the team is rubbing people the wrong
way. She never participates in drinks or other social occasions outside work. She never
involves herself in normal, day-to-day conversations about family, popular movies, or culture.
The team is beginning to form the opinion that she is too aloof and does not like the other team
members and is quite upset about it. On the sales team, it is important to be able to feel a
connection with other team members. When you feel this connection, you know you’re able to
rely on them – to relieve you when you need some personal time, feed you information as you
need it and help you serve customers.
You happen to know that the sales staff member in question is a valuable staff member with
good customer skills and product knowledge; however, as a foreign-born, conservative,
religious woman, she is having trouble relating to the other team members. Many team-
bonding opportunities involve activities that she cannot participate in, such as out-of-hours
parties, alcohol, or confusing cultural references. She is in a bind because she would like to be
accepted as a member of the team, but when all avenues to team-bonding are closed off, she
feels stigmatised and perceived by others as an unfriendly person.
In your written response to the above scenario.

1. Provide two examples of possible misinterpretations of expressions or

behaviour that may arise in the context of a diverse workforce (60 words
each)
2. How cultural expressions may be misinterpreted (60 words)

3. Develop a plan to raise awareness of cultural expression and effective

communication to avoid misunderstandings (60 words)

4. Develop tasks for assist others to understand the effect of their personal
behaviour and emotions on others in the workplace.

5. Implement the identified opportunities and tasks in the workplace according

to organisational policy and procedures.

Part C – Awareness of the people around you

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It is the end of the financial year and sales revenue at the Wollongong store in the Timber and
Plumbing & Electrical departments is down on targets. This issue is almost certainly due to
increased competition from smaller competitors for trade contractors’ business; nevertheless,
some action should be taken by management to mitigate the effect of this issue on the store
overall.
As a result of managerial discussions, it has been decided that some employee performance
targets will be increased where capacity exists and some programs, such as training, will be
delayed. These measures will have the effect of potentially increasing revenue and reducing
costs to compensate for overall poorer-than-expected performance in the Wollongong store.
Each manager will have responsibility for implementing this group decision in their area of
responsibility. It will be important to consider the emotional impact on staff and any
consequential impact on health, safety, and wellbeing as well as the impact on performance
and the achievement of organisational goals.

1. Describe the relationship between emotionally effective people and the attainment of
business objectives. (60 words)

2. Describe possible techniques that show consideration for the emotions of others when
making decisions. (60 words)

3. Identify workplace opportunities for others to express their thoughts and feelings.

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