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Student Assessment Tasks

BSBPEF502 – Develop and use emotional intelligence
Contents
Introduction 3
Assessment Task 1: Knowledge questions 4
Assessment Task 1: Checklist 6
Assessment Task 2: Project Portfolio 7
Assessment Task 2: Checklist 13
Final results record Error! Bookmark not defined.
Introduction
The assessment tasks for BSBPEF502 Develop and use emotional intelligence are outlined in the
assessment plan below. These tasks have been designed to help you demonstrate the skills and
knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the RSB Student User Guide. The Student User Guide provides
important information for you relating to completing assessment successfully.

Assessment for this unit

BSBPEF502 Develop and use emotional intelligence describes the performance outcomes, skills and
knowledge required to develop and use emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the workplace.
For you to be assessed as competent, you must successfully complete two assessment tasks:

• Assessment Task 1: Knowledge questions – You must answer all questions correctly.

• Assessment Task 2: Project – You must work through a range of activities and complete a
project portfolio.

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Assessment Task 1: Knowledge questions

Information for students

Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:

• review the advice to students regarding answering knowledge questions in the RSB Student
User Guide

• comply with the due date for assessment which your assessor will provide
• adhere with your RSB’s submission guidelines

• answer all questions completely and correctly

• submit work, which is original and, where necessary, properly referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

i Assessment information
Information about how you should complete this assessment can be found in
Appendix A of the RSB Student User Guide. Refer to the appendix for information on:

• where this task should be completed

• the maximum time allowed for completing this assessment task

• whether or not this task is open-book.
Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RSB
has provided you with an assessment cover sheet, please ensure that you use that.

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Questions
Provide answers to all of the questions below:

1. Explain emotional intelligence and the importance of this characteristic at work.

2. Explain each of the five essential principles of emotional intelligence as defined by Daniel
Goleman.

3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and
Salovey (2004).

4. Explain three strategies that can be used to build emotional intelligence.

5. Explain how a manager with high emotional intelligence can assist in achieving business
objectives. Provide an example to illustrate your answer.

6. Explain the importance of recognising cultural differences in emotional intelligence. Provide

two examples example to illustrate your answer.

7. Explain two ways of communicating effectively with a diverse workforce with varying
emotional responses.

8. Explain two ways of using emotional intelligence to build and manage effective workplace
relationships.

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Assessment Task 1: Checklist

Student’s name:

Did the student provide a Completed

sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the Yes No
following?

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

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Assessment Task 2: Project Portfolio

Information for students

In this task, you are required to complete activities and fill out a project portfolio. You will
participate in a number of activities to demonstrate that you can identify, use and promote
emotional intelligence in yourself and others.
You will need access to:

• a suitable place to complete activities that replicates a business environment including a

meeting space and computer and internet access

• your learning resources and other information for reference

• Project Portfolio template.

Ensure that you:
• review the advice to students regarding responding to written tasks in the RSB Student User
Guide

• comply with the due date for assessment which your assessor will provide
• adhere with your RSB’s submission guidelines

• answer all questions completely and correctly

• submit work, which is original and, where necessary, properly referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

i Assessment information

Information about how you should complete this assessment can be found in
Appendix A of the RSB Student User Guide. Refer to the appendix for information on:
• where this task should be completed

• how your assessment should be submitted.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix B of the Student User Guide. However, if your RSB
has provided you with an assessment cover sheet, please ensure that you use that.

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Activities
Complete the following activities:

1. Carefully read the following:

Parts of this project requires you to work with others collaboratively in a team
setting where you will be able to demonstrate that you can recognise and respond
to the emotional states of others and promote the development of emotional
intelligence in yourself, and others. You can do this based on the assumption that
you are the team leader of a case study business or your own business if
applicable. It’s important that this business has organisational and team objectives
already developed. Speak to your assessor to get approval if you want to base this
on your own business.

Vocational education and training is all about gaining and developing practical skills
that are industry relevant and that can help you to succeed in your chosen career.
For this reason, basing your project on real relationships with classmates or work
colleagues will mean that you are applying your knowledge and skills in a relevant,
practical and meaningful way!

You will be collecting evidence for this unit in a Project Portfolio. The steps you
need to take are outlined below. Before you begin, complete page 1 of your
Project Portfolio.

2. Develop evaluation criteria and test yourself

Develop a set of evaluation criteria that you can use for assessing emotional
strengths and weaknesses in yourself. You must develop a set of at least 10
questions that will help you to analyse strengths and weakness related to:

• Empathy

• Emotional self-control

• Positivity

• Adaptability
You can develop the evaluation however you choose, namely multiple-choice
questions, true or false, respond to the scenario etc. You will be using this
criterion to analyse yourself and you may choose to develop a soft or hard copy
evaluation or you may like to use an online tool. You must also develop some way
to measure the results, for example, a point system for multiple choice. Attach a
copy or include the link to the evaluation you have developed in Section 1 of your
Project Portfolio.

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 Complete the review yourself and attach the results to your portfolio.

3. Review and feedback

Document your findings from the activity step above and discuss the results with
two other people – these may be classmates you know well or family and friends.
Using the information in Section 2 of your Project Portfolio, ask them to give you
feedback on sections b and c (what they believe your emotional strengths and
weaknesses are) and take notes so you can include their analysis in your
personality test review.
Now, answer all of the questions in section 2 using the results of your evaluation to
guide your answers.
Each question should be answered in approximately a paragraph and be
professionally written in a way that clearly explains your concepts and ideas in a
logical and cohesive manner.
Submit to your assessor.

4. Round table discussion

In a group round-table style discussion with a student group of approximately four

or five, you will analyse the results of your emotional intelligence assessment with
others and share ideas on ways to improve your emotional intelligence and also
how this can contribute towards the team goals and objectives of the business.
The group will also share stories of their own personal culture and its
characteristics, and any experiences they would like to share (positive or
negative).
Each person will have a turn (10 minutes per person) to talk about:
• Personal characteristics in relation to emotional intelligence, as set out in the
personality test results.
• Personal stressors, resulting emotions and actions to control emotional
responses.
• Own emotional response to unmet needs and effective strategies to control
emotional responses.
• Emotional triggers in the workplace and an analysis of how this can make you
react (negatively) or respond (appropriately).
Then, with your group participants, share and discuss strategies for improving
your emotional intelligence based on the reviews you have made in your portfolio
and discuss the methods for responding to personal stressors and how likely they
are to work. Make sure you take notes on strategies brainstormed for yourself

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 and for at least two of the other participants as you are going to have to develop
individual and team plans in later steps. This part of the discussion must run for at
least 30 minutes and not more than one hour.
Your assessor will be looking to see that you can:
• respond appropriately to the emotional states and cues of others
• create an inclusive atmosphere by way of speech and interaction
• demonstrate consideration, empathy and acknowledgement of others’ feelings
and perspectives

• create opportunities for others in the group to express themselves: their

ideas, thoughts and feelings

• evaluate impacts of specific situations discussed and the impact of reacting

versus responding

• demonstrate effective communication skills including:

o Speaking clearly and concisely
o Using non-verbal communication to assist with understanding
o Asking questions to identify required information
o Responding to questions as required
o Using active listening techniques to confirm understanding

i This can either be viewed in person by your assessor or you may like to video
record the session for your assessor to watch later. Your assessor can provide
you with more details at this step. Make sure you follow the instructions above
and meet the timeframes allocated.

5. Develop a personal emotional intelligence development plan

After the round table, using the feedback from your group as well as the results
from your evaluation, plan how you are going to improve your own emotional
intelligence in Section 3 of your Project Portfolio. Your emotional intelligence
development plan should include at least 5 actions you could take to improve your
ability to identify and respond appropriately to a range of expressions of emotions.
Keep this plan private for now and do not share with the rest of your group.

6. Develop a team emotional intelligence development plan

Assume you are the team leader for the group that you were in for the round
table discussion. Select two members from this group to develop planning for. Use
Section 4 of your Project Portfolio to develop these plans based off the information

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 you learned during the round table discussion. Ensure that actions will help this
team member to meet the organisational and team goals. You will develop these
plans on your own based from your observations during the round table and not
in discussion with your team members. You have to compete one of these
activities planned so make sure it’s something realistic that can be completed in
the classroom.

7. Discuss the plans with team members

Meet individually with the two team members as if you were their manager and
discuss the plan in a positive manner that highlights the actions and benefits to
themselves and their team. Explain your decisions about actions that will help
them to achieve their goals. The meeting should last for at least 15 minutes each
and no more than 30 minutes.
Your assessor will be looking to see that you can:
• respond appropriately to the emotional states and cues of your team
members by being flexible and adaptable, modifying your approach as relevant
• create an inclusive atmosphere by way of speech and interaction
• demonstrate consideration, empathy and acknowledgement of their feelings
and perspectives

• create opportunities to express themselves: their ideas, thoughts and feelings

about your plans

• demonstrate effective communication skills including:

o Speaking clearly and concisely
o Using non-verbal communication to assist with understanding
o Asking questions to identify required information
o Responding to questions as required
o Using active listening techniques to confirm understanding

i This can either be viewed in person by your assessor or you may like to video
record the session for your assessor to watch later. Your assessor can provide
you with more details at this step. Make sure you follow the instructions above
and meet the timeframes allocated.

8. Implement planning to achieve two different work tasks

Based on your planning and the meetings with your team members, it’s now up to
you and your team to implement an aspect of the planning in order to enhance the

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 team’s performance and complete two work tasks. This could include completing
a professional development session together, a trust or team building activity or
the development of something for the business that helps to achieve a team or
organisational goal. Make sure you adhere to the professional development policy
and procedures of your chosen business when planning and completing this.
The two tasks must be different, for example, you cannot complete two team
building activities.
Summarise this information in your portfolio and attach the policy.
Complete Section 5 of your Project Portfolio.

9. Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio, answered all
questions, provided enough detail as indicated and proofread for spelling and
grammar as necessary.
Submit to your assessor for marking.

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Assessment Task 2: Checklist

Student’s name:

Completed
successfully? Comments

Did the student: Yes No

Identify the impacts of their own

emotions on others in the workplace
by:

• Developing evaluation criteria to

determine their own emotional
strengths and weaknesses

• Identifying personal stressors and

emotional states that are related to
them and the workplace

• Analysing, evaluating and

documenting emotional triggers
and better ways to respond

• Using self-reflection and feedback

from others to improve their own
emotional intelligence to develop a
plan for themselves

Recognise and address emotional

strengths and weaknesses of others and
promote the development of emotional
intelligence by:

• Analysing and documenting

emotional responses of co-workers
• Developing planning for two
colleagues to improve their
emotional intelligence, create
opportunities for them to express
their thoughts and feelings and to
consider their personal behaviour
and its effects

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 • Encouraging a positive and inclusive
atmosphere when completing a
team task together that will
contribute to achieving organisation
and team goals and adhered to
organisational policy

• Modelling behaviours that

demonstrate management of
emotions to teammates

During interactions with teammates:

• respond appropriately to the

emotional states and cues of others
by being flexible and adaptable
• create an inclusive atmosphere by
way of speech and interaction
• demonstrate consideration,
empathy and acknowledgement of
their feelings and perspectives

• create opportunities to express

themselves: their ideas, thoughts
and feelings about your plans

During interactions with teammates

demonstrate effective communication
skills including:

• Speaking clearly and concisely

• Using non-verbal communication to

assist with understanding

• Asking questions to identify

required information

• Responding to questions as
required

• Using active listening techniques to

confirm understanding

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

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 Assessor name:

Date:

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