Posted: August 20th, 2023
Develop and use emotional intelligence BSBPEF502
Assessment Cover Sheet
Unit Name Develop and use emotional intelligence
Unit Code BSBPEF502
Assessment Task Number Task 2
To be filled out and submitted with assessment responses
• I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).
• I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.
• I have correctly referenced all resources and reference texts throughout these assessment tasks.
• I have read and understood the assessment requirements for this unit
• I understand the right to re-assessment
• I understand the right to appeal the decisions made in the assessment
Student ID number
Assessment Task 2 – Practical Task
Task summary and instructions
What is this assessment task about? This Task has been designed to demonstrate your competence and knowledge according to the elements and performance criteria, performance evidence and foundation skills for this unit of competency.
The assessment conditions for this unit have also been taken into consideration.
Please refer to the unit outline at https://training.gov.au/Training/Details/BSBPEF502
The Task has been designed to create realistic conditions that reflect those typically found in the workplace, and it uses a range of assessment methods:
☒ Direct observation – assessed in a simulated off-the-job situation that reflects the workplace, including role-plays.
☒ Product-based assessment – structured assessment activities such as reports, displays, work samples, role plays, presentations, or a portfolio of validated pieces of evidence.
You are required to address the following:
• Task 2.1 Develop awareness of own emotional intelligence
o Develop criteria for assessing emotional intelligence in Task 2.1.1
o Assess your own emotional intelligence strengths and weaknesses in Task 2.1.2
o Reflect on your own work experience and identify at least three emotional stressors in Task 2.1.3
o Seek feedback on responses to emotional stressors (Role-play) in Task 2.1.4
• Task 2.2 Develop emotional intelligence
o Analyse and document at least 4 emotional responses of co-workers in Task 2.2.1
o Develop a plan for how to identify and respond to the emotional expressions in Task 2.2.2
o Consult with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence (Role-play) in Task 2.2.3
• Promote development of emotional intelligence in others
o Develop emotional intelligence of the selected staff in Task 2.3.1
o Implement opportunities and tasks in the workplace (Role-play in a simulated workplace situation with two people of the staff) in Task 2.3.2
Although the assessment requires group collaboration and consultation to simulate a work environment, the assessment submission is individual and will be marked as such.
What do I need to do to complete this task satisfactorily? o Submit the completed assessment tasks, according to instructions,
o Adhere to the UEC Business’s submission guidelines and timelines for submission,
o Complete all tasks with sufficient detail and professionally present them,
o Use your own words and reference sources appropriately,
o Meet the word count where required,
o Use the scenario provided where required or agree on alternatives with your trainer and assessor,
o Use the templates provided as instructed,
o For your performance to be deemed satisfactory in this assessment task, you must satisfactorily meet the elements and performance criteria, performance evidence and foundation skills for this unit of competency,
o If part/s of this task is not completed satisfactorily, you will be asked to resubmit according to the UEC Business’s policies and procedures.
Specifications You must deliver/participate in:
1. Meeting with your manager (played by your trainer/assessor) on the methods for responding to the work-related stressors in Task 2.1.4
2. Meeting with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence in Task 2.2.3
3. Meeting with two people of the selected staff (played by your trainer/assessor or your classmates) for implementing opportunities and tasks in the workplace (Role-play in a simulated workplace situation) in Task 2.3.2
• *Please note: The assessment, PowerPoint presentation, and Observation Checklist (when it is provided as a separate document) must be submitted as files, not links. Only the video of the presentation/role-play should be submitted as a link to a suitable file-sharing platform such as Google Drive, and you must keep a copy of all files until your assessment has been graded as Satisfactory.
Resources and equipment • Computer with Internet access
• Access to Microsoft Office suites or similar software
• Learning material
• Scenario for assessment as provided
• Appendices as provided
• Relevant policies and procedures as provided
• Templates as provided
Re-submission opportunities • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g., can be given as an oral assessment)
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must carefully read an incorporate any suggestions your trainer provides in their written feedback.
• You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
How to avoid plagiarism You must acknowledge your sources by citing them and listing them in a reference list; use quotes when directly quoting; paraphrase (using different words, grammar, word order); summarise.
• quote (use the writer’s actual words); this requires the least input from you. Use the exact words the author used, put them in “ “ marks, give the reference information including page number.
• paraphrase (rewrite the writer’s ideas in your own words); this requires more skill and requires you to use synonyms and change the sentence structure. Keep the same meaning, change the word order and most of the words, give reference details.
• summarise (rewrite the writer’s ideas in your own words in a shorter form); this is similar to paraphrasing. Give the author’s main ideas, make it clear which ideas are the author’s and which are your own, give reference information.
Provide a reference list: this is an alphabetic list of sources and includes authors’ names, dates, page numbers and/or URLs. If you Google referencing guide, you will find many guides that can help you such as this one https://libguides.library.usyd.edu.au/citation
How to understand the questions and how to answer them effectively
The questions in this task use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. Note that the following guidance is the minimum level of response required.
• Analyse – when a question asks you to analyse something, you should identify and examine the relevant aspects and key features and how they interact to explain or interpret it. You need to show that you have understood the theoretical aspects of the course and are expected to write several paragraphs that give detail on the individual aspects of the topic of the question as well as on the bigger picture.
• Compare – when a question asks you to compare something, you will need to show how two or more things are similar as well as how they are different. You should ensure that you cover the various features or key aspects as well as indicating what the consequences of these similarities or differences are in application. You will need to write several paragraphs and will likely need to provide examples.
• Contrast – when a question asks you to contrast something, you will need to show how two or more things are different. You should ensure that you cover the various features or key aspects as well as indicating what the consequences of these similarities or differences are in application. You will need to write several paragraphs and will likely need to provide practical, real-world examples.
• Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. You are expected to write several paragraphs that show a solid depth of understanding of the topic, how this might be experienced in real life work situations, and logically support your judgements.
• Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. However, at the advanced diploma level, you need to show understanding of more nuanced qualities, and features as well and when, how and why these might be important. Generally, your answers will be several paragraphs long.
• Evaluate – when a question asks you to evaluate something, you need to explain the value of it in relevant contexts or assess it putting forward arguments for and against it in terms of how it might be positive or negative in certain relevant contexts. You’ll need to write several paragraphs, ensuring that you support your arguments with logical reasoning and practical examples.
• Examine – this is a combination of “analyse”, where you should provide a detailed response with key points and features and provide critical analysis, and “describe”, where you show awareness of the features and/or qualities of the topic. It is generally used where the matter being examined is less clear and contained than one that would be analysed while it is also more complex than one that would be described.
• Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. At the advanced diploma level, you need to show you have specialised and integrated technical and theoretical knowledge so you will need to ensure your answers are several paragraphs long and logically structured.
• Identify – when a question asks you to identify something, you need to ensure you use the correct terminology. Generally, you are expected to give practical, real-world examples and write a response two or three sentences long.
• List – when a question asks you to list something, you need to ensure you use the correct terminology and ensure your list matches the number required by the question. If no number is set then you are generally required to list all the items in the group. You answer can be in point form.
• Outline – when a question asks you to outline something, you need to give a high-level overview or summary, giving only the main points. Depending on the complexity of the matter and the specific question, you might be expected to write in point form, to write several sentences, or several paragraphs.
• Summarise – this can be similar to “outline” and require just the main points. However, generally you will need to write in prose – not in bullet points – and, depending on the complexity of what you are summarising, it may take several paragraphs. At advanced diploma level, you should ensure you give enough depth to demonstrate depth of understanding of the matter you are summarising.
Assessment Task 2
This task is designed to prepare you to support others in developing emotional intelligence and promote emotional intelligence in the workplace.
To complete this task, you will assume that your class is the MMI’s workplace (please refer to the Case Study provided), and therefore some of your classmates will play the role of MMI’s departmental managers when required and as instructed.
The above will provide a simulated work environment when completing parts of this assessment.
Task 2.1 Develop awareness of own emotional intelligence
In this task, you will do a number of tasks that demonstrate your knowledge and skill in relation to preparing the foundations for emotional intelligence in practice.
Task 2.1.1 Criteria for assessing emotional intelligence
In this task you need to develop criteria for assessing emotional intelligence. Use the table below to demonstrate your competence in this by:
i. Identifying at least four (4) criteria for assessing emotional strengths and weaknesses. E.g. Awareness of own beliefs, thoughts and feelings
ii. Add a scale with at least four levels on which a person can rate their emotional intelligence for each criteria. E.g. Very good – good – average – weak – very weak; Always – usually – often – occasionally – rarely – never.
No. Criteria Scale
Task 2.1.2 Assess emotional strengths and weaknesses
In this task you need to assess your own emotional intelligence strengths and weaknesses. Using the table below:
i. list each at least four criteria on which you will assess yourself (you can use the criteria from the previous task)
ii. assess your emotional intelligence on each criteria on a scale (you can use the scale from the previous task)
iii. evaluate your emotional intelligence on each criteria as a strength or weakness with a brief explanation of impact/importance
NOTE: You must identify both strengths and weaknesses so choose criteria thoughtfully.
No. Criteria Self-assessment rating Evaluation
e.g. Resilience – reaction to negative feedback Weak This is a weakness. I find it very upsetting to get negative feedback and it takes me days to recover
Task 2.1.3 Identify and analyse emotional stressors
In this task you need to reflect on your own work experience and identify at least three emotional stressors you have experienced and then analyse these stressors by exploring:
i. The nature of the experience – give a brief description of the incident or situation and the stressor
ii. The nature of the impact they have on you – give a brief description of how you felt and behaved in response
iii. How likely they are to occur in future workplace situations
iv. What aspect(s) of emotional intelligence they relate to
v. What factors and/or reactions might make them more stressful
vi. How you might respond to them effectively – either proactively or reactively
e.g. i. I had to reprimand a member of my team because of consistent poor work
ii. I felt very anxious before and during giving them the negative feedback and warning. It was especially bad because I like this person and because they were resistant to the feedback
iii. I think there is a good chance it will happen again – it is a normal part of being a manager I guess
iv. This relates to all four dimensions of emotional intelligence – I need to be aware of how I feel and process and how I respond; I need to manage my feelings and reactions to still do my job and do it effectively despite not wanting to; I need to be aware of how I act impacts the people in my team; I need to manage my relationship with the person so that the negative feedback doesn’t cause significant problems into the future.
v. It might make it more stressful if I delay giving the feedback or if I let the emotions, I feel impact how I act and speak – perhaps overcompensating by being angry or under doing the feedback to avoid him not liking me
vi. I need to prepare the feedback beforehand, perhaps imagining I am giving it to someone else who I feel neutral about; I need to accept that it will be uncomfortable; I can do some breathing exercises to stay calm; I can admit to him that I am finding it hard to give the feedback but explain why it is important that I do.
Task 2.1.4 Seek feedback on responses to emotional stressors
This task is a role play.
In this task you need to seek feedback from your manager on the methods for responding to the stressors you have identified above and how effective they are. Your trainer/assessor will play the role of your manager.
You will need to present each of the scenarios above and explain your reasoning for the method of response. You can schedule an online meeting via Zoom to do this outside of class time or you can do it during an assessment session.
During your meeting, you must:
• Be open and honest
• Use appropriate language and nonverbal features to present information and seek feedback
• Used emotional intelligence (active listening, empathy, reframing etc..)
• Be aware of emotional triggers and emotional responses
• Demonstrate consideration for your own emotions
• Discuss your work performance
• Identify emotional stressors and agreed on methods to respond to them
• Use listening and questioning skills to elicit the views of your manager and make sure you understand them effectively
• Adapt your communication style and behaviour to build trust and a positive working relationship with your manager
Take notes during your meeting and afterward make adjustments to your work in task 2.1.3 in line with the feedback your manager gives you. Ensure you submit the updated version.
Your assessor will take notes during the meeting as part of the assessment.
Task 2.2 Develop emotional intelligence
In this task, you will do a number of tasks that demonstrate your knowledge and skills relating to developing your emotional intelligence.
Task 2.2.1 Emotional responses of co-workers
In this task you need to analyse and document at least 4 emotional responses of co-workers. You should do this based on scenarios from your own work experiences.
For each situation, you should note:
i. What the emotional response was
ii. What the key triggers for the emotions were
iii. What aspect(s) of emotional intelligence the co-worker displays strength or weakness in
iv. What impact the co-worker’s emotional response had on others, including you.
e.g. i. I saw a colleague react in a very agitated and angry way towards a customer.
ii. The colleague was clearly very tired, and I know she had been extremely busy for some time with lots of deadlines and pressure from others to deliver work on time. I heard the customer talking a bit abruptly and rudely to the colleague and demanding that she hurry up.
iii. The colleague appeared to be struggling with self-management, but this might not be fair to say – perhaps it was an impossible level of stress she had been put under.
iv. the customer was offended and left without making a purchase and several staff members who saw and heard felt quite shocked and one was upset that the colleague has sworn.
Task 2.2.2 Planning for emotional expressions by others
In this task you need to consider the scenarios below and develop a plan for how you would identify and respond to the emotional expressions. To do this you need to write:
i. How will you identify the emotional expression mentioned in the scenario
ii. What are the triggers for these emotions and what, if anything, will you do about them
iii. What are the impacts of the emotional expressions on others and you and what will you do to manage these
iv. What techniques will you apply in response that offer flexibility and adaptability to the worker and that show consideration for the emotions of others
Scenario Details Plans and techniques
Tired John • Often late at work
• Looks tired
• Concentration difficulties
• An increasing number of errors in reports
• Consistently in a bad mood
• Was clearly angry and frustrated when asked to correct an error in his work
Background: recently had a baby
i. I would identify the emotions of anger and frustration in John’s facial expression – creased brow, bulging eyes, clenched jaw or downward mouth; in his voice – louder than normal, deeper and harsher than normal; in his language – “come on!” or “seriously?!” or maybe even swearing
ii. being tired can definitely make a person short tempered. Making lots of errors can lead to frustration. Definitely having a new baby is a very exhausting and stressful time
and can contribute to sleep deprivation. I would suggest discussing with John if he needs any support or accommodations due to his recent addition to the family. Additionally, I would encourage him to prioritize self-care and seek assistance from colleagues if he’s feeling overwhelmed with his workload.
iii. The impacts of John’s emotional expressions can create a negative work environment, affecting team morale and potentially leading to strained relationships. It may also result in decreased productivity and quality of work. To manage these impacts, I would focus on maintaining open communication and addressing any concerns or conflicts that arise due to John’s emotional state. I would also encourage team members to be understanding and supportive during this challenging time.
iv. In response to John’s emotional expressions, I would apply techniques such as active listening and empathy. I would give him a safe space to express his frustrations and concerns, validating his emotions and offering support. Additionally, I would collaborate with him to develop strategies for managing his workload and finding a better work-life balance. Regular check-ins and feedback sessions would be beneficial to ensure his emotional well-being and performance are addressed appropriately.
Stressed Emily • Displays signs of anxiety (e.g., fidgeting, rapid breathing)
• Makes frequent mistakes and forgets important tasks
• Expresses worry about meeting deadlines and expectations
• Appears overwhelmed and tense during team meetings
Background: experiencing high workload and tight deadlines
i. I would identify Emily’s emotional expression through her body language, such as fidgeting and rapid breathing. She may also vocalize her worries and concerns about meeting deadlines and expectations.
ii. The triggers for Emily’s anxiety and stress could be her high workload and tight deadlines. In this case, I would assess her workload and consider delegating tasks or providing additional support. I would also evaluate the effectiveness of the team’s workload distribution and make adjustments if necessary.
iii. The impacts of Emily’s emotional expression may include decreased confidence, reduced productivity, and strained relationships within the team. To manage these impacts, I would create a supportive and understanding environment, encourage open communication, and offer resources or assistance to help alleviate her workload. Regular check-ins and feedback sessions would be important to address her concerns and monitor her progress.
iv. In response to Emily’s emotional expressions, I would utilize techniques such as active listening, providing reassurance, and offering stress-management strategies. I would work collaboratively with her to prioritize tasks, break them down into manageable steps, and help her develop effective time-management skills. Additionally, I would promote a positive work culture that encourages work-life balance and self-care.
Task 2.2.3 Consultation for improving emotional intelligence
This task is a role play.
In this task, you will meet with your supervisor (played by your assessor) and a colleague (played by a classmate) to identify areas for improving your own emotional intelligence. You should prepare for this meeting by considering your current emotional intelligence strengths and weaknesses (from Task 2.1.2) and any feedback you received during the role play in Task 2.1.4.
During the meeting, you must:
• Be open and honest
• Use appropriate language and nonverbal features to present information and seek feedback
• Used emotional intelligence (active listening, empathy, reframing, etc.)
• Discuss your current emotional intelligence strengths and weaknesses
• Seek feedback from your supervisor and colleague on areas for improvement
• Discuss strategies and techniques for developing your emotional intelligence
• Adapt your communication style and behavior to build trust and a positive working relationship with your supervisor and colleague
Take notes during your meeting and reflect on the feedback afterward. Make adjustments to your work in Task 2.1.2 if necessary based on the feedback received. Ensure you submit the updated version.
Your assessor will take notes during the meeting as part of the assessment.
Task 2.3 Promote development of emotional intelligence in others
In this task, you will demonstrate your ability to promote the development of emotional intelligence in others through designing and implementing opportunities and tasks in the workplace.
Task 2.3.1 Develop emotional intelligence of selected staff
In this task, you need to select two staff members (can be your classmates) and develop a plan to develop their emotional intelligence. Using the table below:
i. Identify at least three strategies or activities to develop emotional intelligence for each staff member
ii. Explain how each strategy or activity will contribute to developing emotional intelligence
iii. Consider the specific emotional intelligence strengths and weaknesses of each staff member when selecting strategies or activities
Staff Member Strategies/Activities Explanation
Staff Member 1
e.g. i. Conduct regular check-ins to discuss work-related challenges and emotions
ii. Provide resources and training on self-awareness and self-management
iii. Encourage reflective practice and self-reflection exercises
These strategies will help staff member 1 develop self-awareness and self-management, as well as enhance their ability to recognize and regulate their emotions in the workplace.
Staff Member 2
Task 2.3.2 Implement opportunities and tasks in the workplace
This task is a role play.
In this task, you need to implement the strategies or activities you developed in Task 2.3.1 with the selected staff members (played by your trainer/assessor or classmates) in a simulated workplace situation.
During the role play, you must:
• Introduce and explain the strategies or activities to the staff members
• Provide necessary resources or materials for the implementation
• Guide and support the staff members throughout the process
• Observe and assess their engagement and application of emotional intelligence skills
• Provide feedback and guidance for improvement
After the role play, you should reflect on the implementation, including:
• The effectiveness of the strategies or activities in promoting the development of emotional intelligence
• The staff members’ responses and progress in developing their emotional intelligence
• Any challenges or adjustments made during the implementation
• Lessons learned and potential improvements for future implementation
Submit a video recording of the role play (via a suitable file-sharing platform) and a written reflection on the implementation.