Develop and use emotional intelligence

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Student Name	Student ID
Assessment task outcomes	TASK 1	☐ C	☐ NYC	☐ NA	Type of Submission	☐ First submission ☐ First re-submission ☐ Second re submission
TASK 2	☐ C	☐ NYC	☐ NA
TASK 3	☐ C	☐ NYC	☐ NA
TASK 4	☐ C	☐ NYC	☐ NA
Final Unit Outcome	☐ Competent	Competent ☐ Not Yet	Submission Date
Assessor Name	Assessor Signature

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Purpose: This sheet provides an overview of a student’s competency for each unit based on all assessment tasks submitted. Instructions: Assessor: Record the outcome of each assessment task and determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date. Admin Team: Record the unit outcome in RTO Manager and save the assessment bundle in the student’s file. A scanned copy of this document is to be retained once the assessment is destroyed.
Student Name	Student ID
Unit Code	BSBLDR501
Unit Title	Develop and use emotional intelligence
Assessment Submission Date	Type of submission	□ First Submission □ First Re-submission □ Second Re-submission
Assessment Task Results (Please tick)
Assessment 1	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)
Assessment 2	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)
Assessment 3	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)
Assessment 4	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)
Final Assessment Result for this unit	☐ Competent ☐ Not Yet Competent
Assessor Declaration	In completing this assessment, I confirm that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance in multiple instances over a period of time. Evidence collected has been confirmed as:Valid  Sufficient  Current  Authentic
Assessor Name	Assessor Signature
Feedback
Data Entry
Admin Officer Initials	Date Entered In RTO Manager	☐ YES ☐ No

Section One: Declaration
 I declare that this assessment is my own work, except where acknowledged, and has not
been submitted for academic credit elsewhere, and acknowledge that the assessor of this item may,
for the purpose of assessing this item:
 reproduce this assessment item and provide a copy to another member of the Institute; and/or,
 communicate a copy of this assessment item to a plagiarism checking service (which may
then retain a copy of the assessment item on its database for the purpose of future plagiarism
checking).
 I understand it is my responsibility as a student to keep a copy of the assessment prior to
submission, Albright Institute takes no responsibility for lost in transit. If required I may be asked to
reproduce another copy of the assessment/s.
 I understand that it is my responsibility to read all the policies relevant to my course and
college and if I am found to be in breach of policy, disciplinary action may be taken against
me.

Section Two: Agreement Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
 Have you read and understood what is required of you in terms of assessment?	 Yes	 No
 Do you understand the requirements of this assessment?	 Yes	 No
 Do you agree to the way in which you are being assessed?	 Yes	 No
 Do you have any special needs or considerations to be made for this assessment? If yes, what are they? ___________________________________________________________________________	 Yes	 No
 Do you understand your rights to appeal the decisions made in an assessment?	 Yes	 No

This Student Assessment Booklet includes all your tasks for assessment of BSBFIM501 – Manage
budgets & financial plans
About your assessments
This unit requires that you complete three (3) assessment tasks. You must complete all tasks with
a competent result to achieve competency for this unit. Please read the information below
about each task included in this assessment.

Assessment Task 1	Question & Answer  Task 1 – Written questions: In this task, you will demonstrate a sound knowledge of the unit requirements through completing and submitting written questions.
Assessment Task 2	Emotional Intelligence assessment  Task 2 – Complete an emotional intelligence self assessment In this task, you will need to identify aspects of your own emotional intelligence by completing a personality test and self-assessment followed by a review and discussion with your assessor/trainer).
Assessment Task 3	Case study  Task 3 – Case Study assessment In this task, you will demonstrate a sound knowledge of the unit requirements through reviewing a case study and answering a series of questions to show how you can respond and recognise emotional states in others..
Assessment Task 4	Role Play  Task 3 – Role Play In this task, you will demonstrate a sound knowledge of the unit requirements through conducting a role play to manage a relationship between two differing parties which will demonstrate effective use of your emotional intelligence skills.

What is competency?
To complete assessment tasks satisfactorily you will need to demonstrate competence – but
what does this mean?
In the Australian vocational education and training system, the concept of competence, is
defined as: “The ability to perform tasks and duties to the standard expected in the workplace”.
Competence involves the application of specific skills, knowledge and attitudes to the work
performance in an industry, an industry sector or an enterprise. Competence is rarely achieved
in a one-off demonstration. It needs to be developed holistically – that is, bringing a range of
skills and knowledge together – and over time in a real or simulated workplace. To achieve
competence, you need to demonstrate that you can perform a given task to the standard
defined in an endorsed unit of competency.
How to submit your assessments?
When you have completed each assessment, you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task. Make
sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet.
Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this
on the back of the Task Cover Sheet.
Assessment outcomes
Once the assessment has been completed, the student will be given the result within 14 days.
Once the student has satisfactorily completed the required assessments for a unit of
competency he/she will receive an outcome of C (Competent) or otherwise NYC (Not Yet
Competent) in which case the student is entitled to apply for a resubmission of the assessment.
Reasonable adjustments
Wherever possible, trainers/assessors will make reasonable adjustments to training and
assessment processes to ensure all people are treated equally in the training and assessment
process.
Students who have special needs may be allowed reasonable adjustment at the time of
assessment in line with the Albright Institute’s Policy and Procedures.
To meet the needs of all learners’ adjustments can be made to the way assessments are
conducted but not to the requirements of the assessment. The purpose of these adjustments is
to enhance fairness and flexibility so that the specific needs of students can be met.
Examples of reasonable adjustments
 providing additional time for student to practice the assessment tasks

   	presenting questions orally for students with literacy issues asking questions in a relevant practical context adapting machinery and equipment to make it more easily used presenting work instructions in diagrammatic or pictorial form instead of words and sentences simplifying the design of tasks


It is the responsibility of each assessor to assess students’ needs and make whatever reasonable
adjustments are practicable to maximise a students’ opportunity to demonstrate their
competence.
Assessment re-submission
If a student is deemed NYC (not yet competent), the Trainer/Assessor (TRN) will explain why
and inform the student of what needs to be completed in order to demonstrate competence.
Re-assessment for assessments only occurs if the student has previously submitted the
assessment or has missed the relevant session(s) and has been afforded special consideration
which is approved by the Administration department.
If the result for the first submission of an assessment is NYC, students will be given two resubmission opportunities to achieve a competent result (this re-assessment is conducted free
of charge). A suitable time will be arranged for the reassessment to occur within 14 days of the
completion of the unit in question. Should a student either not make an attempt within this time
frame (in spite of all efforts by Albright Institute, its Trainer/Assessor and administration staff to
have the student attend a reassessment session) or the student does not achieve a satisfactory
result after two re-assessments they may be charged for another attempt.
Should the student still not achieve competence after these assessment attempts, it will be
necessary for them to re-enrol in (repeat) the unit of competence at a cost.
Assessment appeals
You can make an appeal about an assessment decision by filling an appeal form. Ask for an
appeal for from a student support officer. Refer to Albright Institute’s Assessment Policy for more
information about our appeals process.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through
quotations and referencing. Plagiarism is a serious offence; Albright Institute may impose severe
penalties on students who plagiarise.
For more information on Plagiarism and Cheating refer to Albright Institute’s policies.
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Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student Name	Student ID
Unit Code and Name	Date of submission
I declare that  These tasks are my own work.  None of this work has been completed by any other person.  I have not cheated or plagiarised the work or colluded with any other student/s.  I have correctly referenced all resources and reference texts throughout these assessment tasks.  I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature

Assessment Task	Task Result	Date	Type Of Submission
Question & Answer	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)	☐ First submission ☐ First re-submission ☐ Second re submission
Assessor feedback
Assessor Name	Date
Assessor Signature

P1	1.2 Identify personal stressors and own emotional states related to the workplace
P2	1.4 Model workplace behaviours that demonstrate management of emotions
P3	2.1 Respond to the emotional states of co-workers and assess emotional cues
P4	2.2 Identify the range of cultural expressions of emotions and respond appropriately
P5	2.3 Demonstrate flexibility and adaptability in dealing with others
P6	2.4 Take into account the emotions of others when making decisions
P7	2.4 Take into account the emotions of others when making decisions
P8	3.1 Provide opportunities for others to express their thoughts and feelings
P9	3.2 Assist others to understand the effect of their behaviour and emotions on others in the workplace
P10	3.3 Encourage the self-management of emotions in others
P11	3.4 Encourage others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes

Assessment task description	This is the first (1st) assessment task you have to successfully complete to be deemed competent in this unit of competency. The assessment task is comprised of nine (9) questions requiring written answers You must answer all questions and submit them to your Trainer/Assessor to be deemed satisfactory in this task It is estimated that this task will take between 2 and 3 hours to complete You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available.
Applicable conditions	• All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test). • You must read and answer all questions. • You may neatly handwrite or use computers to answer the questions. • You must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor. • The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions & reattempts	• Where a student’s answers are deemed not satisfactory after the first attempt two further resubmissions will be allowed. • You must speak to your Trainer/Assessor if you have any difficulty in completing this task. • For more information, please refer to your trainer/assessor.
Location	• This assessment task may be completed manually, via a learning management system or an independent learning environment. • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
Instructions to the participant to complete this assessment task:	All questions must be answered satisfactorily for the written assessment to be deemed competent. Please write your responses in the space provided on this assessment. You may attach separate sheets if required. You must include the following particulars in the footer section of each page of the attached sheets:  Student ID or Student Name  Unit ID or Unit Code  Course ID or Course Code  Trainer and assessor name  Page numbers Appropriate references/citations are required. The participant must complete all questions unassisted by the assessor or other personnel but may refer to reference material as may be needed.
Resources Required:	The following materials required to record the participant’s performance  This written assessment.  Student workbook & classroom slides/notes  Computer with word processing software and access to the Internet

Reasonable Adjustment:	If the participant is unable to undertake the written assessment as designed, an interview (verbal questioning) may be used as an alternate approach.
How your trainer/assessor will assess your work:	 This assessment task requires the student to answer all the questions  Answers must demonstrate the student’s understanding and knowledge of the unit.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C)  If three or more of the assessment tasks is deemed not satisfactory, then the unit outcome is Not Yet Competent (NYC)  If your trainer/assessor has marked your assessment as NYC you will be granted two attempts to resubmit the work in order to achieve a Competent result (C)  Once all assessment tasks allocated to this Unit of Competency have been undertaken, your trainer/assessor will complete an Assessment Details and Results Sheet to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
Purpose of the assessment task	 Refer to the table on Page 9
What needs to be submitted:	An answer to all questions written on separate sheets attached to this assessment with full details in the header/footer as explained above.

Assessment Task 1 – Question & Answer
All answers must be submitted on a separate word document as per the
instructions above. Answers are to be in your own words and no more than
75-100 words per question/answer.

Question 1:

Explain why emotional intelligence is an important quality for a manager.

Question 2:

Provide a brief summary in your own words for what you believe emotional intelligence (EI) to be and how this differs from IQ

Question 3:

Using your own words, briefly explain the five key principles of emotional intelligence as defined by Daniel Goleman.

Question 4:

The Genos model of emotional intelligence involves six core skills. Summarise the six core skills in your own words.

Question 5:

Read the case study and answer the question below. Case study of emotional intelligence: Why did her staff member leave? The General Manager, Kimberley, told the other managers in a meeting that one her staff members had left. Kimberley told them that the employee was really valuable and she depended on her greatly. When Kimberley asked her why she was leaving she said ‘I don’t feel appreciated’. Kimberley was dumbfounded. ‘Did you ever tell her?’ one manager asked. ‘No’, she said. ‘I thought it was obvious.’What could Kimberley have said to her employee? Discuss your response in relation to the Genos model and the core skill the case study relates to.

Question 6:

Read the case study and answer the question below. Acompany director, John, needed to provide one of his senior managers with feedback on his poor performance. The previous director had failed to approach this manager on his poor performance and it had been allowed to continue and become entrenched. John felt anxious about doing this as he was concerned his manager would get upset and start blaming him, or worse still, get angry and undermine him later by spreading malicious gossip. He was heard to say ‘He is a senior manager; I shouldn’t have to give him feedback; he should be self-motivated’. He felt uncomfortable with strong displays of emotions and wasn’t sure he had the skills to handle them. He preferred to avoid conflict.  Describe how a person with low emotional intelligence would respond to this situation.  Describe how a person with high emotional intelligence would respond to this situation.

Question 7:

Below are some common situations in which employees feel anxious, scared, angry or sad. If you were manager of the people involved, enter a response that you could give which is likely to trigger fear and a response that is less likely to trigger fear. Use the provided template to complete this question. Situation Response likely to trigger fearResponse less likely to trigger fearLisa makes a costly mistake at workKatie is about to make a presentation to the senior management team and is worried it won’t go well.It’s Melisa’s second month on the job and she seems to have a hard time learning and remembering the job.Wayne reports to you that a fellow worker has been bullying him about his sexuality.Marissa just ended a call with a customer and seems very frustrated and angry.

Question 8:

Discuss how you can communicate effectively in a diverse workplace with people from varying cultural backgrounds that express emotions differently to you. Select three cultures and give an example for each of how a person from that culture may respond emotionally if a manager were to give them outstanding feedback.

Question 9:

List four factors that are important in cross-cultural communication.

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student Name	Student ID
Unit Code and Name	Date of submission
I declare that  these tasks are my own work.  None of this work has been completed by any other person.  I have not cheated or plagiarised the work or colluded with any other student/s.  I have correctly referenced all resources and reference texts throughout these assessment tasks.  I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature

Assessment Task	Task Result	Date	Type Of Submission
Emotional Intelligence assessment	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)	☐ First submission ☐ First re-submission ☐ Second re submission
Assessor feedback

Assessor Name	Date
Assessor Signature
P1	1.1 Identify own emotional strengths and weaknesses
P2	1.2 Identify personal stressors and own emotional states related to the workplace
P3	1.3 Develop awareness of own emotional triggers and use this awareness to enable control emotional responses
P4	1.4 Model workplace behaviours that demonstrate management of emotions
P5	1.5 Use self-reflection and feedback from others to improve development of own emotional intelligence

Assessment task description	This is the second (2nd) unit assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task requires the student to complete an emotional intelligence test along with a self-assessment and development of an emotional intelligence plan to be done in conjunction with your trainer/assessor. The aim of the task is to; o Identify your own emotional strengths and weaknesses o Use self-reflection and feedback from others to improve development of own emotional intelligence Disseminate relevant details of the agreed budget/financial plans to team members This assessment task requires the student to participate in a self-assessment to then be discussed with your trainer/assessor.
Applicable conditions	• This skill test is un-timed however the time allowed to discuss the outcomes of your self-assessment with your trainer/assessor is 30 minutes per person. • Electronic devices are allowed during this assessment task. • You must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • Your Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions & reattempts	• For this assessment task resubmissions or reattempts will not be relevant as this is based on a personal self-assessment and discussion with your trainer/assessor. • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments.
Location	• This assessment task can be completed in your own time and your own home/work environment prior to your meeting with your assessor. The meeting will be conducted in a controlled environment with your trainer/assessor. • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
Instructions to the Participant:	 All questions must be answered and the role-play performed satisfactorily for the assessment to be completed satisfactorily.  It is anticipated that the assessment will take approximately 1 hour to complete along with an additional 30 minutes allocated to perform the role play.  The participant must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as may be needed.
Resources Required:	 This written assessment.  Any templates provided for completion  Learners Guide and/or classroom slides and notes  Access to a computer with the Internet, a printer and applicable software (such as Microsoft Office)

Reasonable Adjustment:	If the participant is unable to undertake the oral assessment as designed, an alternate approach can be discussed with your trainer/assessor.
Purpose of the assessment task	 Refer to the table on Page 15
What to submit	 Your completed self-assessment results  A list of the actions and outcomes discussed with your assessor

Assessment Task 2 – Emotional Intelligence Assessment
TASK SUMMARY:
There are two parts to this project.

	In Part A, you will need to identify aspects of your own emotional intelligence by completing a personality test and a self-assessment.

In Part B of the assessment, you will need to develop an emotional intelligence development
plan, which you will develop based on your own self-assessment, as well as feedback from
your assessor provided to you in a meeting.

Part A: Emotional intelligence assessment

INSTRUCTIONS:
Complete the personality test at the following link:
http://www.humanmetrics.com/cgi-win/jtypes2.asp
Take a screen shot of the final results page of the test to send to your assessor.
Answer all of the questions below using the results of the test to guide your answers. Each
question should be answered within a paragraph or two and should be written in clear and
concise English.
You are to use a word processing program to complete the questions.
1. Based on your ratings for each of the four factors as identified in the personality test
results, explain what you see as your strongest personality trait along with that personality
trait that you believe you are able to improve on as shown by your highest and lowest
scores.
2. Reflecting on the results, what stood out for you in terms of what it tells you about yourself
as a person?
3. Thinking about the questions asked as part of the personality test and your learnings as
part of this unit, explain five of your emotional strengths.
4. Thinking about the questions asked as part of the personality test and your learning as
part of this unit, explain five of your emotional weaknesses.
5. Discuss how you believe the emotional strengths you have identified above will help your
workplace performance and relationships.
6. Discuss how you believe your emotional weaknesses could hinder your workplace
performance and relationships.
7. Complete the following table using the template provided separately by your trainer
about personal stressors at work. Identify sources of stress most likely to result in workplace
stress for you, your stress response and actions that you can take (or have taken) to
manage stress. (You will need to recreate this table in the word processor.)

Personal stressor

What is your stress response (emotional, physical, behavioural)?

Actions to address

8. Review the following list of needs and choose a minimum of four (4) from the list that most
trigger your emotions when you don’t get these needs met. Consider this question in the
context of your workplace rather than your home or personal life.

 Acceptance  Be understood  Be in control  Attention  Peacefulness  Order  Safety  Fun

 Respect  Be needed  Be right  Comfort  Balance  Variety  Predictability  New challenges

 Be loved/liked  Be valued  Be treated fairly  Freedom  Consistency  Included  Autonomy

Now complete the following table using the template provided separately by your
assessor. Write down each need you have chosen and why this need is important to you
at work, an outline of the emotions triggered in you when you don’t get these needs met
and ways that you can control your emotions in the face of not having your needs met.

Need and why this need is important to you at work

What is your emotional response when this need is not met?

Emotional control mechanism

Part B: Emotional intelligence planning

INSTRUCTIONS:
The outcome of this part of the assessment task will be an emotional intelligence development
plan. You are required to participate in a meeting with your assessor during which your assessor
will provide you with some feedback that you will need to use, along with your self-assessment,
to complete the emotional intelligence development plan template.
Following completion of Part A of this assessment task, you will be required to meet with your
assessor to discuss your self-assessment of your emotional intelligence.
Discuss with your assessor your ratings for each of the five factors as identified in the personality
test results. The discussion should include your score for each of the factors and how you rate
on each factor, as well as your strongest personality trait as shown by your highest score.
Your assessor will review your self-assessment and your results from the personality test will
provide you with feedback about strategies for improving emotional intelligence.
During the meeting, you will also be assessed on your communication skills as follows:

  

Responding to questions Asking questions as required to identify required information Using active listening techniques to confirm information.

After the meeting, using the feedback from your assessor and your self-assessment, complete
an emotional development plan using the template provided by your assessor.
Submit the plan to your assessor.
What to submit for Task 2:

  

The results page from your self-assessment test Completed tables for Questions 7 & 8 from Part A A completed emotional development plan

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student Name	Student ID
Unit Code and Name	Date of submission
I declare that  these tasks are my own work.  None of this work has been completed by any other person.  I have not cheated or plagiarised the work or colluded with any other student/s.  I have correctly referenced all resources and reference texts throughout these assessment tasks.  I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature

Assessment Task	Task Result	Date	Type Of Submission
Case study	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)	☐ First submission ☐ First re-submission ☐ Second re submission
Assessor feedback
Assessor Name	Date
Assessor Signature

P1	2.1 Respond to the emotional states of co-workers and assess emotional cues
P2	2.2 Identify the range of cultural expressions of emotions and respond appropriately
P3	2.3 Demonstrate flexibility and adaptability in dealing with others
P4	2.4 Take into account the emotions of others when making decisions
P5	3.1 Provide opportunities for others to express their thoughts and feelings
P6	3.2 Assist others to understand the effect of their behaviour and emotions on others in the workplace
P7	3.3 Encourage the self-management of emotions in others
P8	3.4 Encourage others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes
P9	4.1 Encourage a positive emotional climate in the workplace
P10	4.2 Use the strengths of workgroup members to achieve workplace outcomes
P11
P12

Assessment task description	This is the third (3rd ) unit assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment will be based on the scenario shown below. o This task requires you to answer a series of questions to demonstrate your knowledge and understanding of how to recognise and respond to emotional states in others You must answer all questions and submit them to your Trainer/Assessor to be deemed satisfactory in this task It is estimated that this task will take between 3 and 4 hours to complete You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available
Applicable conditions	• All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test). • You must read and answer all questions. • You must use a laptop or personal computer to answer the questions. • You must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor. • The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions & reattempts	• Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed. • 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)
Location	• This assessment task may be completed manually, via a learning management system or an independent learning environment. • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
Reasonable Adjustment:	If the participant is unable to undertake the written assessment as designed, an alternate approach can be discussed with your trainer/assessor.
Instructions to the Participant:	All questions must be answered satisfactorily for the written assessment to be deemed competent. Please write your responses in the space provided on this assessment. You may attach separate sheets if required. You must include the following particulars in the footer section of each page of the attached sheets:  Student ID or Student Name  Unit ID or Unit Code  Course ID or Course Code  Trainer and assessor name  Page numbers Appropriate references/citations are required.

 The participant must complete all questions unassisted by the assessor or other personnel but may refer to reference material as may be needed.
Resources Required:	 This written assessment.  Any templates provided for completion  Student workbook  Access to a computer with the Internet, a printer and applicable software (such as Microsoft Office)
How your trainer/assessor will assess your work?	 This assessment task requires the student to answer all the questions  Answers must demonstrate the student’s understanding and knowledge of the unit.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C)  If three or more of the assessment tasks is deemed not satisfactory, then the unit outcome is Not Yet Competent (NYC)  If your trainer/assessor has marked your assessment as NYC you will be granted two attempts to resubmit the work in order to achieve a Competent result (C)  Once all assessment tasks allocated to this Unit of Competency have been undertaken, your trainer/assessor will complete an Assessment Details and Results Sheet to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
Purpose of the assessment task	• Refer to the table on page 22
What needs to be submitted:	An answer to all questions on separate sheets attached to this assessment. As detailed above, you must include the following particulars in the footer section of each page of the attached sheets: • Student ID or Student Name • Unit ID or Unit Code • Course ID or Course Code • Trainer and assessor name • Page numbers

Assessment Task 3 – Case Study
Task 3.1
TASK SUMMARY:
You will need to review the case study below and answer a series of questions to show you
can recognise and respond to emotional states in others.
INSTRUCTIONS:
Review the following case study.

CASE STUDY: BERYL AND YUKO

You are the Manager of a team of telemarketing staff for an online rental property business. The business specialises in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants. All staff work an eight-hour day from 9am to 5.30 pm, with 30 minutes for lunch. Beryl is the Team Leader of the telemarketing group responsible for:  supervision and mentoring of a telemarketing team of 8  outbound sales calls to real estate agents, property managers and landlords  appointment setting for field sales teams  inbound query resolution and customer service  maintenance of all customer contacts in the Customer Relationship Management system. Beryl, aged 62, has been with the company for 3 years. She was born in Australia and she has worked in sales most of her life. Beryl was hoping to retire at 60, but personal circumstances have meant she is continuing to work. Beryl is a very hard worker and achieves above the required results for signing up tenants and landlords. One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in Australia for 2 years. She speaks good English and although she is generally quiet she gets on with her team members. She has always been very reliable with her attendance at work. As the Operations Manager of the company and the overall manager of the team, you have noticed recently that there is tension between Beryl and Yuko. You have noticed that Beryl often ignores Yuko or addresses her through another member of the team. You have also noticed Beryl whispering to other workers and you sense that this is in relation to Yuko. Yuko’s work performance is suffering and she is not making the required amount of daily calls to sign up new tenants and landlords. Yuko has also become more withdrawn recently and tends not to sit in the staff room anymore or attend staff social functions. This situation is stressful for you as the Manager, as the team’s performance targets are not being met and the situation seems to be having an effect on other staff members.

You have heard through another member of staff that Yuko feels that Beryl is racist and that Beryl complains that she can’t understand Yuko’s accent and she feels Yuko is never very enthusiastic about her work. You would like to resolve this situation by getting Beryl and Yuko to understand each other’s perspectives and to manage their emotions at work. At this stage there are no options for moving either member of staff to another team.

You will need to answer all of the following questions in preparation for the meeting role play
in Assessment Task 4.
1. Based on a review of the scenario, what do you think could be possible range of
emotions that Yuko could be feeling? List at least five possibilities.
2. Based on a review of the scenario, what are the possible ranges of emotions that Beryl
could be feeling? List at least five possibilities.
3. Would you expect any cultural differences in emotions? Research differences between
Australian and Japanese expressions of emotions and describe differences you identify.
List at least two.
4. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the
opportunity to express their thoughts and feelings? List at least two.
5. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the
opportunity to reflect on the effect of their behaviour and emotions? List at least two.
6. What advice could you give to Beryl and Yuko to assist them in self-managing their
emotions?
7. Document a step-by-step approach for resolving the workplace situation.
Submit your word processed answers to your assessor.
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Student Name	Student ID
Unit Code and Name	Date of submission
I declare that  these tasks are my own work.  None of this work has been completed by any other person.  I have not cheated or plagiarised the work or colluded with any other student/s.  I have correctly referenced all resources and reference texts throughout these assessment tasks.  I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature

Assessment Task	Task Result	Date	Type Of Submission
Role Play	□ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed)	☐ First submission ☐ First re-submission ☐ Second re submission
Assessor feedback
Assessor Name	Date
Assessor Signature

P1	1.4 Model workplace behaviours that demonstrate management of emotions
P2	1.5 Use self-reflection and feedback from others to improve development of own emotional intelligence
P3	2.1 Respond to the emotional states of co-workers and assess emotional cues
P4	2.2 Identify the range of cultural expressions of emotions and respond appropriately
P5	2.3 Demonstrate flexibility and adaptability in dealing with others
P6	3.1 Provide opportunities for others to express their thoughts and feelings
P7	3.2 Assist others to understand the effect of their behaviour and emotions on others in the workplace
P8	3.4 Encourage others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes
P9	4.1 Encourage a positive emotional climate in the workplace

Assessment task description	This is the forth (4th ) unit assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment will be based on the scenario shown below and as also explained in Task 3, Case Study. o This task requires you to perform two role plays with your assessor taking the part of both attendees as outlined in Task 3 You will be assessed on your performance at both meetings. It is estimated that this task will take up to one hour to prepare and 30 minutes for the role play to be completed. You will receive your feedback immediately – you will be notified by your Trainer/Assessor when overall results for this unit will be available
Applicable conditions	• This skill test/role play is timed. • Time allowed to complete the role play is 30 minutes. • Time allowed to develop required resources for the role play is 1 week prior to the presentation. • Electronic devices are allowed during this assessment task. • You must complete the task independently. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. • Your Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions & reattempts	• Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed. • 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)
Location	• This assessment task must be completed by performing a role play in a controlled environment with your trainer/assessor in attendance. • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General instructions	• You must explain the topics appropriately. • Your tone, gestures, body language must be according to the role you are portraying. • You will be required to correctly discuss all topics appropriately in easy-to understand, slang and abbreviation free language and in a friendly yet professional manner for this assessment task
Reasonable Adjustment:	If the participant is unable to undertake the oral assessment as designed, an alternate approach can be discussed with your trainer/assessor.

Information about the role play	• Please note that the task includes participation in the role play using the Case Study outlined in Task 3 as the scenario. • This type of learning provides a controlled environment in which role players can practice skills, roles and processes. • In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback. • This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au. • You have to present your role play to your trainer/assessor on the due date. • Reasonable adjustment will be allowed for those candidates who are eligible to receive it. • Prior to commencing this task, read through the instructions and assessment information carefully.
Instructions to the Participant:	 All questions must be answered and the role assessment to be completed satisfactorily. -play performed satisfactorily for the  It is anticipated that the assessment will take approximately 1 hour to prepare along with an additional 30 minutes allocated to perform the role play. The participant must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as may be needed.
Resources Required:	 This written assessment.  Student workbook  Access to a computer with the Internet, a printer and applicable software (such as Microsoft Office)
Assessment Declaration:	I declare that no part of this assessment has been copied from another person’s work, except where clearly noted on documents or work submitted. I declare that no part of this assessment has been written for me by another person. I understand that plagiarism is a serious offence that may lead to disciplinary action.
How your trainer/assessor will assess your work?	This assessment task requires you to participate in a role play where the student will consult with stakeholders based on a given scenario. • The meeting must demonstrate your understanding and knowledge of the unit and demonstrate your ability to respond to the emotional states of co-workers and assess emotional cues along with demonstrating how you are able to encourage others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes. • You need to be briefed on the role play a minimum of 1 week prior to the due date as set out in the delivery and assessment guide for this unit • Your trainer/assessor will provide you with initial oral feedback immediately after the session. This may take the form of individual feedback if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play, and preparatory work must be provided within two weeks from the due date of this assessment, using the Observation Checklist. To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence: A. Uses appropriate language and nonverbal features to present information and seek feedback B. Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding C. Adapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence

D. Leads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence • If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). • If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). • Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
Purpose of the assessment task	Refer to the table on Page 28
What to submit	 A completed role play assessment form as written by your trainer/assessor  Your written notes explaining the content of each role play and the agreed actions/outcomes for each person.

Assessment Task 4 – Role Plays
TASK SUMMARY:
In this task, you are to play the role of the Manager and conduct a meeting with both Yuko
and Beryl individually. Your assessor will play these roles.
You will be assessed on your performance at both meetings.
INSTRUCTIONS:
Your preparation for your meetings with Beryl and Yuko has included the completion of
Assessment Task 3.
You will also need to prepare a number of questions to ask Beryl and Yuko at their meetings in
order to find out more about the situation and their thoughts and emotions.
You should consider appropriate strategies for addressing the issue before the meeting,
bearing in mind that you will be provided with additional information that you will need to
consider at the meeting.
At each meeting you will need to:

  	Explain the purpose of the meeting. Find out more about each staff member’s side of the story. Respond appropriately to each staff member’s emotional state and provide opportunities for Beryl/Yuko to express their thoughts and feelings through open questions and active listening. Demonstrate effective and culturally appropriate non-verbal communication skills including position of arms in a non-defensive position, nodding and smiling as appropriate. Explore the impact of each staff member’s behaviour and emotions on the other staff member and the rest of the team. Discuss each staff member’s strengths and their contribution to the workplace. Discuss appropriate emotional intelligence techniques, including self-management of emotions, for managing behaviour and for building effective workplace relationships. Decide on actions for addressing the issue taking into account both staff members’ needs and emotions, as well as identified strengths. In discussing actions, you should show that you have taken into account the additional information provided at the meeting.
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Your assessor will be looking to see that you:

 Assess emotional states of both employees during the meetings

 Use questioning and active listening techniques

 Demonstrate a caring and empathetic approach

 Remain calm and unbiased

 Explore the impact of behaviour on employees and the rest of the team

 Respond to differing cultural expressions of emotions

 Encourage employees to develop and use emotional intelligence techniques

 Show flexibility and adaptability in decision making

 Consider needs and emotions and identify strengths of employees

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Student name
Unit and Task being assessed	BSBLDR501 – Develop and use emotional intelligence
Course name and title	BSB51918 – Diploma of Leadership & Management
Assessor name

The student satisfied following requirements:	Check (X)	Comments
Yes	No	How did the student demonstrate this?
Uses appropriate language and nonverbal features to present information and seek feedback
Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding
Participate in verbal exchanges using clear language and appropriate tone and syntax to provide relevant information
Uses active listening and questioning to clarify information and to confirm understanding
Additional comments about the student’s overall performance:
ASSESSOR	I have confirmed the responses given in this report.
Name and signature	/ / Date
STUDENT	I have read and agreed with this report.
Name and signature	/ / Date

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Please provide any feedback you may have for this unit.

Resources

Trainer and Assessor

Other Feedback

Students should retain the section below as their receipt for submitting this work. Students are required to keep a copy of all submitted work.
Student’s Name	Student’s ID:
Type of submission	□ First Submission □ First Re-submission □ Second Re-submission
Date of Submission	Unit Code & Name	BSBLDR501 – Develop & use emotional intelligence
Assessment tasks submitted (Please tick)	□	Question & Answer
□	Emotional intelligence assessment
□	Case study
□	Role plays
Staff Name	Staff Signature

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