BSBPEF502 Assessment 2

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
Forms and Templates

Assessment forms and templates are provided in each task in this Project Assessment, unless otherwise
specified.
If you are currently in workplace, you may use similar forms and templates used by your organisation to
complete the assessment. However, all requirements specified in the task must be included in your
submissions.
Part I. 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.
Templates required to complete this project are provided within this workbook.
Task 1.1 Identifying Emotions in the Workplace
ASSESSMENT INSTRUCTIONS
1. Access the Evaluation Criteria template found within this workbook. Use this template for
developing evaluation criteria for assessing emotional strengths and weaknesses.
2. Create an Evaluation Criteria. You will use this to assess your emotional strengths and
weaknesses in the next task.
Your developed Evaluation Criteria must 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 the Self-Assessment column blank. You will complete that column in the next task.
3. Have your supervisor sign the Supervisor Declaration Form found at the end of the Evaluation
Criteria to assure their approval of your criteria.
4. Submit your partially completed Evaluation Criteria to your assessor.
Evaluation Criteria
Completed by
Date Completed 22-03-2023
Organization/Workplace
Industry
Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
Emotional Intelligence Rating Scale Self-
Criteria 5 point 4 points 3 points 2 points Assessment
Emotional awareness High Medium Low Low
Harness of the emotions Medium Low High Medium
Managing the emotions Low High Low Low(Wigert

, et
al.,2013).
Task 1.2 Assessing Emotional Strengths and Weaknesses
1. Based on the assessment of your Evaluation Criteria, complete the Emotional Assessment. This
must include the following information:
a. At least two of the following:
 Your emotional strengths
Your emotional strengths must be directly taken from your Evaluation Criteria.
These must include areas identified in your Evaluation Criteria that you can
maintain.
 Your emotional weaknesses
Your emotional weaknesses must be directly taken from your Evaluation Criteria.
These must include areas identified in your Evaluation Criteria that need
improvement.
2. Submit the following to your assessor:
 Completed Evaluation Criteria template
 Completed Emotional Assessment template.
Completed by XYZ
Industry It industry
Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
Emotional Intelligence Rating Scale Self-Assessment
Criteria 5 point 4 points 3 points 2 points
Helps to identify the
Emotional awareness High Medium low Low
emotion within
Identify the criteria

Harness of the emotions Medium Low High Medium
to use emotions to
complete the task
Helps to
Managing the emotions Low High Low Low
regulateemotions
(Le Meur &
Baccino, 2013).
Emotional Assessment
Completed By XYZ
Emotional Strengths Emotional Weaknesses
a. Enthusiasm a. Personal stress
b. Optimism b. Anger issues(Miao, et al., 2017).

Task 1.3 Identifying and Analyzing Potential Emotional Stressors in the Workplace
1. Complete the Potential Emotional Stressors template. Your Potential Emotional Stressors must
contain the following information:
a. Briefly explain at least one workplace situation where you felt stressed.
b. Analyse the identified workplace situation by identifying the following:
i. 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
ii. 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.
c. 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.
2. Submit your partially completed Potential Emotional Stressors template to your assessor.
Potential Emotional Stressors
Completed by XYZ
Organisation/Workplace
Workplace Situation Potential Methods for Feedback Recommended
Where You Felt Stressed Emotional Responding to Potential from Co- Methods for
Stressors Emotional Stressors workers Responding to
Present in Potential
Workplace Emotional
Situation Stressors
The situation when there is a. Sadness i. Not to accept
conflict arises between co- and not let
workers and bosses and no emotions take
support is provided for
over.
understanding the work from
the other employees. ii. Discarding the
thoughts that
make upset.
c. Anger i. Making the

conscious choice
for reacting to
the situation
ii. Discarding
negative feelings
and ideas.
Task 1.4 Seeking Feedback to Identify and Confirm Methods of Responding to Potential
Emotional Stressors in the Workplace
1. To complete this task, learner must seek feedback from at least two co-workers regarding their
identify potential emotional outlined in their Potential Emotional Stressors template from Task
1.3.
2. Locate the Observation Form provided 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
the Observation Form provided within this workbook. Discuss all requirements of the task with
your assessor and prepare these before the consultation meeting.
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 completed Potential Emotional Stressors template from Task 1.3.
5. Arrange a consultation with at least two co-workers to seek feedback regarding your methods.
During the consultation:
a. Ask your co-workers for confirmation on each of your methods for responding to potential
emotional stressors in the workplace, as identified from the Potential Emotional
Stressors in 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?
b. 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 your Potential Emotional Stressors template.
6. Submit the completed Potential Emotional Stressors template to your assessor.
Completed by XYZ
Organisation/
Workplace
Workplace Situation Potential Methods for Feedback Recommended
Where You Felt Stressed Emotional Responding to from Co- Methods for
Stressors Potential Emotional workers Responding to
Present in Stressors Potential Emotional
Workplace Stressors
Situation
The situation when there d. Sadness iii. Not to accept Organizing the c. Seeking more
is conflict arises between negative issues and positive experiences
co-workers and bosses emotions and developingan and maintainingagood
and no support is provided environment healthy diet.
not let
for understanding of the that helps to
work from the other emotions take feel
employees. over. comfortable in
sharing
iv. Discarding
emotions to
the thoughts handling the
that make stress of the d. Eliminating the
upset. employees negative beliefs that
within the lead to
f. Anger iii. Making the organization. developingresentment
conscious (Karimi, et al., 2014).
choice for
reacting to
the situation
iv. Discarding
negative
feelings and
ideas.
Observation Form
Learner Name: XYZ
Name of Workplace/
Organisation:
Task Title Identification of the methods to responds the potential emotions.
Refer to task title.
Date of Observation: 22-03-2023
Did the learner demonstrate the following during Yes No Comments
the consultation?
1. Seek feedback from others to confirm methods for responding to potential emotional stressors
in the workplace
During the consultation, did the learner: The emotional response is discussed
a. Discuss their emotional response to the for managing the potential stress
potential emotional stressors as identified in within the organization. Eliminating
the Potential Emotional Stressors template negative thoughtsis the key factor
that helps to overcome the stress that
impacts the organization's work.
b. Discuss their methods of responding to the
potential emotional stressors as identified in
the Potential Emotional Stressors template
2. Seek feedback to identify methods for responding to potential emotional stressors in the
workplace
During the consultation, did the learner: Keep motivating and eliminating all
 Discuss the potential emotional the emotions and thoughts that let
stressors as identified in the Potential the emotion overcome the actions.
Emotional Stressors template Seeking more positive thinking to
 Ask each co-worker for at least one discard the stress.
method for responding to potential
emotional stressors in the workplace
3. Use the following skills to present information and seek feedback
a. Appropriate language
During the consultation, did the learner: Using the appropriate language from
 Use formal language by avoiding usage the learner helps to identify the
of first-person pronouns, contractions, potential methods more clearly.
and slang Avoiding blunt language for better
communication and understanding
 Avoid using idiomatic expressions and
euphemisms the
b. Nonverbal features
During the consultation, did the learner: Using the right way of body postures
 Use appropriate body language to for making communication more
provide acknowledgement (e.g. direct and understanding
nodding, eye contact, etc.) communication more useful.
 Avoid bad posture such as slouching,
towering, etc.
4. Uses the following skills to present information and seek feedback
a. Listening skills
During the consultation, did the learner: Paraphrasing and using the correct
way of body language for making
 Paraphrase to show understanding understanding the communication
regarding the methods of stress.
 Give nonverbal cues which show
understanding such as nodding, eye
contact, etc.
b. Questioning skills
During the consultation, did the learner: Identifying the potential stress
through asking questions and
 Ask questions that introduce additional clarifying the details of the
details information and open-ended
information for clearing defining the
 Ask yes or no questions to clarify
potential stress methods.
understanding of information
 Ask open-ended questions to get

additional information
OVERALL FEEDBACK TO LEARNER

The overall feedback for identification of the potential emotions through communicating in the proper
communication to the learner that includes the poper posturing and using of the rights way of tone and body
language for maintainthe potential stress of methods using understanding of the clarify information.
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
learner’s 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
Task 2.1 Assessing Emotional Expression of Co-Workers
1. Locate the Team Emotional Intelligence Profile template within this workbook. Use this template
to record your observations on your co-workers/ other students
2. Observe each and their emotional responses to situations in the workplace. Document each co-
worker’s interactions.
Each must address all issues present in their interactions.
Complete at least one profile for each observed.
3. Record your observations in the Team Emotional Intelligence Profile. The Team Emotional
Intelligence Profile must contain the following information:
 The emotion each co-worker expressed upon observation
 Analyse each emotion through the following steps:
o Identify at least one emotional cue that indicates the emotion your co-worker
expressed.
Emotional cues are verbal or non-verbal hints that indicate someone’s 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.
o 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

 Supplementary evidence of your interaction with each co-worker
 At least two copies of the Team Emotional Intelligence Profile
Team Emotional Intelligence Profile 1

Co-worker
Name
Assessed
by
Date 22nd march 2023
Observed
Identified Emotion Emotional Cue Emotional Expression
1. During the conversation 1. Pacing around a room

1. Afraid there was no eye contact 2. Only one-word answer is
2. Embracement 2. Unsuitable facial provided and there were
expression no cross questions, no
nothing (MacCann, et
al., 2020).
Signed by: co- worker 1st
Date Signed 30th march 2023
Team Emotional Intelligence Profile 2
Co-worker
Name
Assessed
by
Date 22nd march 2023
Observed
Identified Emotion Emotional Cue Emotional Expression

1. Tone of voice was not 1. During conversation tone 1. Venting to a co-worker
suitable was not suitable 2. Seems angry
2. Confused 2. When replying from the
facial expression if was
recognised that they
were confused
(Minbashian, et al.,
2020).
Signed by: co- worker 2nd
Date Signed 30th march 2023
Supplementary evidence of interaction with both co-workers
To: co-worker1st@au.in
Cc: co-worker2nd@au.in
Subject: discussion on some topic
Attachment: team emotional intelligence profile
This email is being sent to let you know that I’ve finished creating the
emotional intelligence profile. I've noted your emotional states, emotional
cues, and emotional expressions in your profiles. I've been watching you
both, and the emotions that stand out are the embracement, afraid, tone of
voice was not suitable and confusion. These were the issues that I saw
during the interaction. Eye contact avoidance and unusual facial expressions
from usual days are the emotional cues that were identified in you. To
ensure that all of the evaluations are suitable and accurate, I would like you
to review the coworker's profile, offer your feedback, and sign the
document. Please get back to me as soon as you can.
With regards
Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional
Expressions
1. Based on the observed emotional expressions of your co-workers from their Team Emotional
Intelligence Profiles in 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 your Team Emotional Intelligence Profiles from 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 the Emotional Expression Plan found within this workbook.
2. Ensure to leave the following sections blank:
 Actual Outcome
 Actual Date of Implementation
These sections will be completed in a succeeding task.
3. You are not required to submit the Emotional Expression Plan in this task.
Emotional Expression Plan
Completed
by
Date
Completed
Emotional Method of Expected Planned Date Actual Actual Date of
Expression Identifying Each Outcome of Outcome Implementatio
Emotional Implementatio n
Expression n
being a friendly it was 25th march
discouraged or conversation will expected 2023
afraid with regard be developed so that they
to the operations they can express must be
and the the reason of honest and
organization's such behavior clearly
environment. express the
reason of
such
behavior
Being quite actively it was 25th march
on an extreme questioning was expected 2023
basis and is done with each that they
behaving individual must be
rudely by honest and
providing one clearly
on one express the
answers. reason of
such
behavior
(O'Connor,
et al.,
2019).
Expression Responding to Outcome of Outcome Implementatio
Each Emotional Implementatio n
Expression n
Venting to a co- in term of 25th march
active skills of
worker advice being 2023
listening were clam and
used open
pacing actively it was 25th march

questioning was expected 2023
done with each that they
individual(Martin must be
, et al., 2019). honest and
clearly
express the
reason of
such
behavior
Task 2.3 Applying Techniques in Dealing with Others
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 your Emotional Expression Plan. Throughout the
implementation, you must also be able to apply techniques that:
a. Indicate flexibility in dealing with others in the workplace
b. Indicate adaptability in dealing with others in the workplace
c. Show consideration for the emotions of others when making decisions
2. 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 completed Emotional Expression Plan from Task 2.2. Your plan will be
used as basis for completing the Third-Party Report in 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 your Emotional Expression Plan:
 Identifying emotional expression
 Responding to emotional expression
During the interactions, you must apply the following:
a. 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.
b. At least one 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.
c. 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 your Emotional Expression Plan:
 Actual date of implementation for each method
 Actual outcome for each method found in the Emotional Expression Plan
After each interaction, provide each co-worker with at least one copy of the following templates
provided within this workbook:
 The completed Emotional Expression Plan from Task 2.2
Your co-workers will use this as basis for their feedback.
 Third-Party Report
Your co-worker’s feedback will be recorded in the Third-Party Report.
6. Complete your Reflective Journal by 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 your Reflective Journal must be based on each of your co-worker’s
findings found in the Third-Party Report for each interaction you had.
Detailed instructions are provided in the Reflective Journal.
 Completed Emotional Expression Plan
 Completed Reflective Journal
 At least three completed copies of the Third-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
An instance occurred that showed how demotivated one-time workers were. The employees were under a lot
of pressure due to the situation and the deadlines because they were trying to complete a task and a work
assignment by the deadline. There were many parts that were incomplete, and the staff were under a great
deal of stress. Everything was taken into account and this matter was handled correctly. The management of
stress is very important for business operations and more specifically for activities that are tied to the tasks
(Kanesan & Fauzan, 2019).
Technique Used
The management of leadership style and the establishment of checks and balances at the time of job
delegation and assignment at work are tactics used to control stress in the workplace. Also, a flexible work
environment that allows for the creation of various workspaces as well as the adoption of an employee
health programmer would benefit the firm by increasing employee enthusiasm.
How the Technique was Applied?

To ensure the success of the organization and to make way for the adoption of the Wellness programmer,
the workplace environment was created. The maintenance of the organization's entire lifestyle and health is
also a part of stress management tactics, which also include relaxation techniques, time management skills,
counselling, and specific forms of exercise therapy.
Also, in order to maximize productivity at the firm, the organization must promote open communication as
well as the benefits of both physical and mental health, and it must encourage employees to take breaks and
complete their work within the allotted time frame (Kanesan & Fauzan, 2019).
This section is to be completed by the supervisor only.

Date observed: Supervisor’s initials:

Supervisor’s 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
I had no the expertise and the ability to effectively communicate when the product manager requested me to
complete a lot of work. The project manager remained optimistic that it would be completed on schedule.
Technique Used
there is need to use good communication skills

participation was increased in group discussion and training was taken. The training was helpful in
managing work and also reduced the stress (Alzoubi & Aziz, 2021).



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
When to finish the project in the given time group discussion were happening and roles and responsibilities
were distributed. One of the employees broke down and started to cry.
Technique used
All the plan discussed was explained and roles and responsibilities were defined clearly.

During the group discussion it was ensured that every members is contributing and their inputs are also
taken. It was also made sure that everyone is well aware of their roles and responsibilities (Alzoubi & Aziz,
2021).


Instance 2
One employee was dissatisfied with the fresh approach as part of a big makeover of the web development
department since they were not familiar with the new programming languages.

Technique Used
there was openness and safe space was also provided for judgement

Feedbacks were taken from everyone.



Third-Party Report 1st

Learner Name:
Name of Workplace/ XYZ
Organisation:
Task Title third party report
Date of Observation: 25th march 2023
the interaction?
1. Follow the method to identify your yes method was followed
emotional expression as indicated in the
learner’s approved Emotional Expression
Plan?
2. Follow the method to respond to your no the method was not followed
Plan?
3. Apply at least one technique that indicates yes technique was applied
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-

worker’s deadline
 Adjusting work arrangements to
better suit co-worker’s work
conditions
4. Apply at least one technique that indicates words were chosen carefully
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 other opinions were asked
consideration for your emotions when
making decisions
These techniques can include but are not

Asking for others’ opinions before
settling on a decision
 Asking for others’ suggestions for
alternative decisions
Timely training will be conducted to improve communication skills
Third-Party Report 2nd

Learner Name:
Organisation:
the interaction?
5. Follow the method to identify your yes method was followed, everyone
emotional expression as indicated in the feedback was taken
Plan?
6. Follow the method to respond to your yes, suitable method was followed.
Plan?
7. Apply at least one technique that indicates yes, technique was applied. Work
flexibility in dealing with others in the arrangements were adjusted to better
workplace? suit conditions of co-workers.

worker’s deadline
conditions
8. Apply at least one technique that indicates words were chosen carefully
adaptability in dealing with others in the
workplace?

worker
6. Apply at least two techniques that show other opinions were asked and timely
consideration for your emotions when feedbacks were taken
making decisions
 Asking for others’ opinions before

feedback forms can be used to seek feedback.
Third-Party Report 3rd

Learner Name:
Organisation:
the interaction?
9. Follow the method to identify your no the method was not followed
Plan?
10. Follow the method to respond to your candidate was interested during the
emotional expression as indicated in the conversation
Plan?
11. Apply at least one technique that indicates yes technique was applied
flexibility in dealing with others in the
workplace?

worker’s deadline
conditions
12. Apply at least one technique that indicates words were chosen carefully and
adaptability in dealing with others in the there was no use of threating words.
workplace?

worker
7. Apply at least two techniques that show other opinions were asked
consideration for your emotions when
making decisions
 Asking for others’ opinions before

there must be regular conversation must be done.
Fully completed Emotional Expression Plan

Completed
by
Date 25th march 2023
Completed
Expression Identifying Outcome of Outcome Implementatio
Each Implementatio n
Emotional n
Expression
Being A friendly It was 25th march During the 24th march 2023
discouraged or conversation expected that 2023 whole
afraid with regard will be they must be conversation
to the operations developed so honest and they were
and the they can clearly express polite but they
organization's express the the reason of told the actual
environment. reason of such such behavior reason of such
behavior behavior
Being quite Actively It was 25th march They were 24th march 2023
On an extreme questioning expected that 2023 very polite
Basis and is was done with they must be during the
Behaving each honest and conversation
Rudely by individual clearly express and told the
Providing one the reason of reason of such
On one such behavior behavior
Answers.
Expression Responding to Outcome of Outcome Implementatio
Each Implementatio n
Emotional n
Expression
Venting to a co- In term of 25th march They were 24th march 2023
Active skills of
worker advice being 2023 open and calm
listening were clam and open as well
used
Pacing Actively It was 25th march They were 24th march 2023
questioning expected that 2023 very polite
was done with they must be during the
each honest and conversation
individual clearly express and told the
the reason of reason of such
such behavior behavior
OBSERVER DECLARATION
perform/demonstrate the skills outlined in this Third-Party Report during the interaction.
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.
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:
o Flexibility in dealing with others in the workplace
o Adaptability in dealing with others in the workplace
o Consideration of the emotions of others when making a decision
 Areas where you can demonstrate better emotional intelligence, which include:
o Self-awareness
o Self-management
o Social awareness
o 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.
Evidence of the consultation
Email to relevant stakeholders
To: co-worker1st@au.in
Cc: co-worker2nd@au.in
Subject: for discussing the improvement areas for emotional intelligence
this mail is sent to inform you that there are two improvement areas which are
identified related to emotional intelligence. For demonstrating better
emotional intelligence there is need to improve self-awareness and self-
management. Training will be also conducted so that their areas can be
improved.
With regards
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.
Task 3.1 Developing Plans to Increase Emotional Intelligence in Others
1. Seek an opportunity to create a plan for developing emotional intelligence within your co-
workers/students
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 the Observation Form in
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 organisation’s 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 the Policies and Procedures Outline:
a. 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
b. For each identified policies and procedures, outline the following:
 Relevant policy
 Relevant set of procedures
5. Create an Emotional 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:
a. 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
b. For each informal opportunity, identify the following:
 At least two persons involved in the informal opportunity
 Expected date of implementation
 Expected outcome
c. Do not write anything on the following sections. These will be completed in the
next task:
 Actual Outcome
 Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on
Others in the Workplace
a. 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
b. 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
c. 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 Outcome
Ensure that the informal opportunities and tasks in the plan align with your organisation’s policies
and procedures as outlined in the Policies and Procedures Outline.
6. Have your supervisor sign your Policies 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.
 Completed Policies and Procedures Outline
 Partially completed Emotional Intelligence Plan
Policies and Procedures Outline

Completed By
Date Completed
Organisation
Policy and Procedure This policies and procedures are developed for highlighting the informal
Relevant to Organising opportunities and are mentioned below.
Informal Opportunities
Policy
1. Motivate the employees to practice self care.
2. Regularly check the emotional state of the team members.
3. Conduct regular meeting sessions.
Procedure

1. Conduct regular motivation session.
2. Encourage regular self care activities.
3. Reward the employees regularly (Côté, 2014).
Policy and Procedure

Relevant to Organising This policies and procedures are developed for organizing relevant tasks and are
Tasks mentioned below.
Policy
1. Make sure the employees to practice self care.
2. Make sure to check the emotional state of the team members.
3. Ensure to conduct regular meeting sessions.
Procedure

1. Develop procedures to conduct regular motivation session.
2. Ensure to encourage regular self care activities.
3. Make sure to reward the employees regularly (Lopes, 2016).
Emotional Intelligence Plan
Prepared By
Date 22-03-2023
Completed
Organisation
Informal Opportunities for Expressing Thoughts and Feelings in the Workplace
Informal Persons Date of Expected Actual Date of Actual
Opportunities Involved in Implementatio Outcome Implementatio Outcome
the Informal n n
Opportunity

Workshop Manager 22-03-2023 Effective 23-03-2023 Better
communicatio communicatio
n n

Activities Executive 22-03-2023 Knowledge 23-03-2023 Elevated
sharing knowledge
Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the Workplace
Task to Action Item Person Date of Expected Actual Date Actual

Assist in Assigned Implementa Outcome of Outcome
Understandi tion Implementa
ng Effect of tion
Personal
Behaviour
on Others in
the
Workplace

Feedback To share Manager 22-03-2023 23-03-2023 Better
sharing feedback Effective communicati
regarding communicati on
colleagues at
on
workplace

Personal To share Executive 22-03-2023 23-03-2023 Elevated
story sharing personal Knowledge knowledge
stories sharing
Task to Action Item Person Date of Expected Actual Date Actual

Assist in Assigned Implementa Outcome of Outcome
Understandi tion Implementa
ng Effect of tion
Emotions on
Others in the
Workplace

Reward To reward Manager 22-03-2023 23-03-2023 Confidence
the favorite Confidence boost
employee building

Reorganizati To change Executive 22-03-2023 23-03-2023 Better
on the working Embracing understandi
pattern change ng
temporarily
Task 3.2 Implementing Plans to Increase Emotional Intelligence in Others
1. Review the following:
 Your completed Policies and Procedures Outline from Task 3.1
 Your partially completed Emotional Intelligence Plan
Your plan will be used as basis for facilitating informal opportunities and tasks.
2. Facilitate each informal opportunity for others to express their thoughts and feelings in the
workplace identified in your Emotional Intelligence Plan from Task 3.1.
For each opportunity, record the following on your Emotional 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
3. Facilitate the following from the partially completed Emotional Intelligence Plan in 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 your Emotional Intelligence Plan:
 Actual date of implementation
 Actual outcome
4. 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
 The completed Emotional Intelligence Plan

 Supplementary evidence, which must include the following:
o At least two as proof of the implementation of each informal opportunity
o At least two as proof of the implementation of tasks
Observation Form (Assessor Use Only)

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

BSBPEF502
ASSESSOR DECLARATION
perform/demonstrate the skills outlined in this Observation Form during implementation of the Emotional
Intelligence Plan.
Assessor Name:
RTO Name:
Signature:
Date signed:
Refrences:
Alzoubi, H. M., & Aziz, R. (2021). Does emotional intelligence contribute to quality of
strategic decisions? The mediating role of open innovation. Journal of Open Innovation:
Technology, Market, and Complexity, 7(2), 130.
Kanesan, P., & Fauzan, N. (2019). Models of emotional intelligence: A review. e-Bangi, 16,

1-9.
Karimi, L., Leggat, S. G., Donohue, L., Farrell, G., & Couper, G. E. (2014). Emotional
rescue: The role of emotional intelligence and emotional labour on well‐being and job‐stress
among community nurses. Journal of advanced nursing, 70(1), 176-186.
Le Meur, O., & Baccino, T. (2013). Methods for comparing scanpaths and saliency maps:
strengths and weaknesses. Behavior research methods, 45(1), 251-266.
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020).
Emotional intelligence predicts academic performance: A meta-analysis. Psychological
bulletin, 146(2), 150.
Miao, C., Humphrey, R. H., & Qian, S. (2017). A meta‐analysis of emotional intelligence and
work attitudes. Journal of Occupational and Organizational Psychology, 90(2), 177-202.
BSBPEF502
O'Connor, P. J., Hill, A., Kaya, M., & Martin, B. (2019). The measurement of emotional
intelligence: A critical review of the literature and recommendations for researchers and
practitioners. Frontiers in psychology, 10, 1116.
Wigert, H., Dellenmark, M. B., & Bry, K. (2013). Strengths and weaknesses of parent–staff
communication in the NICU: a survey assessment. BMC pediatrics, 13(1), 1-14
Côté, S. (2014). Emotional intelligence in organizations. Annu. Rev. Organ. Psychol. Organ.

Behav., 1(1), 459-488.
Lopes, P. N. (2016). Emotional intelligence in organizations: Bridging research and
practice. Emotion Review, 8(4), 316-321.
BSBPEF502
BSBPEF502

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Project Assessment

2. Part II. Recognise and Address Emotional Intelligence of Others

3. Part III. Promote the Development of Emotional Intelligence in Others

Forms and Templates

Harness of the emotions Medium Low High Medium

Managing the emotions Low High Low Low(Wigert

Identify the criteria

b. Optimism b. Anger issues(Miao, et al., 2017).

c. Anger i. Making the

3. Use the following skills to present information and seek feedback

4. Uses the following skills to present information and seek feedback

 Ask open-ended questions to get

OVERALL FEEDBACK TO LEARNER

Task 2.1 Assessing Emotional Expression of Co-Workers

Emotional expressions refer to how one outwardly communicates their emotional

4. Submit the following to your assessor:

Team Emotional Intelligence Profile 1

1. During the conversation 1. Pacing around a room

Date Signed 30th march 2023

Team Emotional Intelligence Profile 2

Date Signed 30th march 2023

Supplementary evidence of interaction with both co-workers

pacing actively it was 25th march

How the Technique was Applied?

This section is to be completed by the supervisor only.

How the Technique was Applied?

This section is to be completed by the supervisor only.

How the Technique was Applied?

How the Technique was Applied?

This section is to be completed by the supervisor only.

Third-Party Report 1st

 Adjusting schedules to meet co-

 Choosing words carefully when

Third-Party Report 2nd

 Adjusting schedules to meet co-

 Choosing words carefully when

 Asking for others’ opinions before

Third-Party Report 3rd

 Adjusting schedules to meet co-

 Choosing words carefully when

 Asking for others’ opinions before

Fully completed Emotional Expression Plan

o Adaptability in dealing with others in the workplace

o Consideration of the emotions of others when making a decision

Evidence of the consultation

Email to relevant stakeholders

Task 3.1 Developing Plans to Increase Emotional Intelligence in Others

Policies and Procedures Outline

Policy and Procedure

Task to Action Item Person Date of Expected Actual Date Actual

Task to Action Item Person Date of Expected Actual Date Actual

1. Review the following:

 Your completed Policies and Procedures Outline from Task 3.1

 Your partially completed Emotional Intelligence Plan

 Actual date of implementation

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

 Actual date of implementation

Supplementary evidence can include but is not limited to:

5. Submit the following to your assessor:

 The completed Emotional Intelligence Plan

o At least two as proof of the implementation of each informal opportunity

o At least two as proof of the implementation of tasks

Observation Form (Assessor Use Only)