STUDENT ASSESSMENT BOOK
| Unit Code: | BSBPEF502 |
| Unit Name: | Develop and use emotional intelligence |
h&h Accredited Training
98 South Street Granville | 02 9682 0100 | www.hnh.org.au | rto 45704
| Organisation | h&h Accredited Training |
| Version Dates | Version 1 approved 29.07.22 |
| Review Date | Version 1 will be reviewed as training materials are amended |
| Approved by | Executive Director: Susan Ellis Hill Managing Director: Kate Lovett |
| Relevant to | Trainers and Assessors; Students |
| Student Name | |
| Student Email Address | |
| Unit Start Date |
How to Lodge Assessments
Recognition of Prior Learning/Credit Transfer instructions
All students are entitled to apply for Recognition of Prior Learning (RPL) and/or Credit Transfer (CT). Please ask for a copy of the h&h RPL/CT Application Forms from front reception should this apply to you.
RPL is a process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification.
Please note that h&h recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO). h&h will apply the Credit Transfers to your qualification once verification has been provided from the previous RTO.
Completing assessment items
Assessments can be submitted to h&h in the following ways:
- By post to: PO Box 1 Granville NSW 2142
- By email to: granville@hnh.org.au
- In person to the college between 9.00am and 3.00pm Monday to Saturday
- Online assessments are completed through the h&h CANVAS portal, via the link received on enrolment
NB: Students must have made a copy of their assessment/s, for their personal record, before submitting to h&h.
When presenting your written assessment/s, it is important that you follow the guide below, as assessments determine your competency.
For all students, please use the following points as a guide when completing your assessment items:
- Attempt responses to all assessment items
- Show that you have researched the topic thoroughly
- Give clear references (if external information sources are used)
- Write/type in simple, clear language
- Use correct grammar, punctuation (check your spelling)
- Ensure that your name is on all assessment material that is submitted
Online students should follow the instructions for each assessment item in the CANVAS portal.
For all other students, your assessments should:
- Be typed or handwritten (neatly and clearly) using black or blue pen only, pencil is not allowed. Any assessments submitted in pencil will be returned, to be re-written in black or blue pen.
- Include the provided assessment cover sheet and pre-assessment checklist, with your name on both
- Have your name at the bottom of each page, where indicated (Student Name: )
- If more space is required to answer a question, additional pages may be inserted into your assessment book or the ‘Student Notes’ pages can be used. Please ensure that any additional pages are clearly marked with your name and clearly indicate which question your work relates to
- Hardcopies should be submitted in a plastic sleeve without staples. Please do not staple or glue any paperwork into your assessment book
- For submission by email, please ensure that any scanned material is legible. File size should be less than 10MB and filenames should include your name and course code.
Assessment items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment. It is important to keep a copy of your assessments in case they are lost in transit.
Submitting your own work
Your assessment must be in your own words. When you commenced your course, you signed a h&h Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating.
Plagiarism is a serious act. Where it has been found that a student has submitted work that has been plagiarised, this activity may lead to expulsion from their individual course, and exclusion from college activities.
When a student is expelled, h&h has no duty to refund any payment for studies undertaken, or studies, as yet, to be commenced.
If a Trainer/Assessor is concerned about a student’s authenticity within their submission, the Trainer/Assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the Student Assessment Booklet. This is overseen by management. A suitable time will be organised with both student and Trainer/Assessor.
For group activities, the Trainer/Assessor will mark each student’s Assessment Booklet with detailed information regarding the student’s contribution to assessment activity (eg. a detailed outline of a role play that was delivered and assessed).
Assessment results
Students will receive feedback/results on their assessment items within 14 days of submission (via Trainer/Assessor conversation or email).
Students are aiming to achieve an overall competent result for the unit they are studying. To achieve competency, students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and responses, projects, and work experience.
How a Trainer/Assessor determines the assessment item results
The possible assessment results are:
Satisfactory (S)—this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result.
Unsatisfactory (US)—this result indicates some of the below reasons:
- The evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence)
- The evidence you submitted was not complete
- The evidence you submitted was not your own work
If you obtain an unsatisfactory result, the Trainer/Assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission.
Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one-on-one Trainer/Assessor discussions. If a student receives a third unsatisfactory result, they will be required to re-enrol in the unit of competency.
A fundamental element of the h&h training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered.
Trainers, in these instances, may investigate a different approach to their training style that is adapted to the particular cultural background.
Appeals against assessment results
Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please contact front reception for an ‘Appeal Against Assessment’ form. This appeal can be submitted on the grounds that:
- The student was not informed about the assessment process for the course
- The assessment process differed significantly from what the student was told
- The assessment environment adversely affected the student’s performance
- The student believed that they had demonstrated competency in the assessment/s
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Pre-Assessment Checklist
| BSBPEF502 Develop and use emotional intelligence | |||
| Student Name: | Assessor Name: | Date: | |
| Assessment Location: (please tick below location/s you have been advised as where you may be assessed) | |||
| Classroom o | Traineeship o | Distance o | Online o |
Checklist for conducting the assessment: (please tick all that apply)
| I, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism | o |
| I (as the student) confirm my readiness to be assessed | o |
| Date, time and location of the assessment has been provided | o |
| How my performance will be assessed, has been explained | o |
| Assessment methods, processes and documentation have been explained | o |
| Any factors that may interfere with the completion of the assessment, have been discussed with the Assessor | o |
| Confidentiality of the assessment outcome has been explained | o |
| I understand that feedback will be provided to me within 14 days of submission from my Trainer/Assessor | o |
| I understand my right to appeal the assessment decision (within 30 days of assessment results) | o |
| Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed | o |
| Student Comments: | |
| By signing this pre-assessment checklist, the student acknowledges that they are ready for assessment and that the assessment process has been fully explained. The assessment information gathered will be used by the training organisation for specific record keeping purposes. Student Signature: Date: |
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Unit Compliance Application
This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.
Assessment Mapping Tool
| Element | Performance Criteria |
| 1. Prepare to develop emotional intelligence | 1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses |
| 1.2 Assess emotional strengths and weaknesses against evaluation criteria | |
| 1.3 Identify and analyse potential emotional stressors in the workplace | |
| 1.4 Identify methods for responding to emotional stressors | |
| 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace | |
| 2. Develop emotional intelligence | 2.1 Analyse and document emotional responses of co-workers |
| 2.2 Develop a plan for identifying and responding to a range of emotional expressions | |
| 2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace | |
| 2.4 Apply techniques that show consideration for the emotions of others when making decisions | |
| 2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence | |
| 3. Promote development of emotional intelligence in others | 3.1 Identify workplace opportunities for others to express their thoughts and feelings |
| 3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace | |
| 3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures |
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.
| Skills | Description |
| Learning | Identifies and uses strategies to improve own emotional intelligence |
| Oral communication | Uses appropriate language and nonverbal features to present information and seek feedbackUses listening and questioning skills to elicit the views of others and to clarify or confirm understanding |
| Teamwork | Identifies personal attributes and considers the impact on others and modifies approach to support developmentAdapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligenceLeads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence |
| Enterprise and initiative | Leads processes to develop, implement and monitor plans and processes to ensure team engagement and effectiveness |
Performance Evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
| Skill Evidence |
| Demonstrate emotional intelligence in relation to at least two different work tasksPromote development of emotion intelligence in others on at least one occasion. In the course of the above, the candidate must: Develop assessment criteria to assess personal emotional strengths and weaknessesConduct an analysis to identify personal emotional triggers, incorporating feedback from othersAnalyse and document interactions with co-workersDevelop and implement plans for responding to emotional expressionsApply techniques that promote flexibility in interactions with others and show consideration for the emotions of others |
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
| Knowledge Evidence |
| Application of emotional intelligence attributes, including:Self-awarenessSelf-managementSocial awarenessRelationship managementEmotional intelligence principles and strategiesStrategies for communicating with a diverse workforce that has varying expressions of emotionMethods to develop emotional intelligence in othersEmotional intelligence in the context of building workplace relationships |
Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
This includes access to challenges and situations to demonstrate the application of performance evidence.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
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Assessment Item 1—Short Questions and Responses
Briefly answer the questions below in the spaces provided. For classroom, traineeship and distance students—if more space is required, the ‘Student Notes’ pages can be used or attach additional page/s to the back of the relevant question/s. Ensure your name and the question number is written on any additional pages. Online students should follow any specific instructions in CANVAS.
This assessment includes all elements below:
- Prepare to develop emotional intelligence
- Develop emotional intelligence
- Promote development of emotional intelligence in others
- (a) Write, in your own words, what ‘emotional intelligence’ means and why it is important in the workplace:
Student Name:
Student Notes:
- Give five examples each of emotional strengths and emotional weaknesses in the workplace:
- (a) What are the four components of emotional intelligence:
Student Name:
Student Notes:
- What are the four elements of the emotional intelligence matrix that result when each of these components are paired:
- Why may it be useful for an individual to seek input from others to help identify their own strengths or weaknesses:
Student Name:
Student Notes:
- (a) Identify five types of stressors in the workplace, including an example of each:
- Give an example of a negative emotional response and a positive emotional response to each of the workplace stressors identified in Q. 3(a):
Student Name:
Student Notes:
- Give three examples of emotional triggers. Why is it useful for a person to identify and understand their emotional triggers:
- (a) Why is it important for managers and leaders to keep control of their emotions in the workplace:
Student Name:
Student Notes:
- Honest self-reflection is the key to understanding emotional intelligence. Reflect on an incident in your own experience where you tried to manage your emotions but were not successful. Complete the following self-reflection table based on your experience:
| Question | Response |
| How did I feel at the time? | |
| Why did I feel like this? | |
| What was my emotional response? | |
| How did that affect the situation? | |
| How did it affect me? | |
| How did it affect others? | |
| How could I have responded differently? | |
| Is there anything that I could do now to put it right? | |
| Is there anything others could do now to put it right? |
Student Name:
Student Notes:
- How could feedback from others help a person to identify and manage their own emotional stressors in the workplace:
- (a) Why is it important for managers to understand the emotional strengths and weaknesses of all members of their work team:
Student Name:
Student Notes:
- Consider a situation in which you have encountered a person in a workplace in a specific emotional state. Complete the following table based on the experience:
| Question | Answer |
| What was their emotional state? | |
| What emotional clues helped you to identify their emotional state? | |
| How did you respond to their emotion? | |
| Was your reaction appropriate? If not, what could you have done differently? |
Student Name:
Student Notes:
- (a) Identifying emotional expressions can assist in determining a person’s emotional state. Research and briefly describe the universal facial expressions that usually indicate the following emotional states:
| Emotional state | Facial expression |
| Happiness | |
| Sadness | |
| Anger | |
| Fear | |
| Surprise | |
| Disgust |
Student Name:
Student Notes:
- Describe some of the factors that could influence a person’s emotional expressions:
- (a) Identify three ways that emotional intelligence can be used to build workplace relationships:
Student Name:
Student Notes:
- Flexibility and adaptability can assist when dealing with others in the workplace. Outline how flexibility and adaptability could be applied to each of the following elements in response to different people and personalities:
| Element | Description |
| Vocabulary | |
| Tone | |
| Time | |
| Solutions | |
| Capabilities |
Student Name:
Student Notes:
- (a) Identify five considerations that an emotionally intelligent manager should have when making decisions that will affect members of their team personally or emotionally:
- How could a manager or leader know what impact their decision could have on the members of their team:
Student Name:
Student Notes:
- (a) Imagine yourself in a management or team leader role in your industry. Write a list of five questions that you could ask relevant stakeholders to help you identify any areas of improvement for your emotional intelligence in the role:
Student Name:
Student Notes:
- Write an email template that you could send to the relevant stakeholders requesting their feedback. Ensure you communicate the purpose of your request and the importance of honesty in their feedback (including criticism, where appropriate):
Student Name:
Student Notes:
- (a) Describe some of the benefits of providing opportunities in the workplace for people to express their thoughts and feelings:
- Outline three ways to provide opportunities for people to express their thoughts and feelings in the workplace, as part of the personal development of each employee:
Student Name:
Student Notes:
- (a) What is a ‘restorative meeting’. Outline how a ‘restorative meeting’ could help to resolve
a workplace conflict:
- List seven questions that could potentially be asked in a ‘restorative meeting’ to help
resolve conflict in the workplace:
Student Name:
Student Notes:
- (a) Summarise, in your own words, some of the general benefits of developing emotional intelligence in the workplace:
- Describe how improved emotional intelligence could be beneficial in your own industry, and particularly in the type of role that you aspire to:
Student Name:
Student Notes:
Assessment Item 2—Role Play Scenario:
You are a manager or team leader in a simulated workplace environment in the industry of choice. You convene a meeting with members of your team to gather feedback on your performance as a leader, and to identify ways you can improve your emotional intelligence.
Task:
Conduct a role play with 2–4 other people, with you as the manager or team leader and the other people acting in the team member roles.
During the role play, you need to:
- Ask appropriate questions to gather feedback
- Listen to the views and opinions of others
- Recognise and respond to the emotional expressions of people in the meeting
- Demonstrate flexibility in your interactions with others and show consideration for their emotions
- Identify and record your emotional strengths and weaknesses as identified during the meeting
- Identify and record your emotional triggers
See ‘Student Practical Skills Instructions’ for more information on how to complete the role play.
Following the role play, you need to use the feedback gathered to identify and analyse your emotional strengths, weaknesses and emotional triggers. Undertake a self-reflection to evaluate how this feedback correlates to your self-awareness of your strengths, weaknesses and emotional triggers.
You need to produce a concise report that outlines your identified strengths, weaknesses and emotional triggers, and identifies ways that you can improve your emotional intelligence.
The objective of this report is to demonstrate that you can listen to others, take constructive criticism and recognise your own strengths, weaknesses and triggers.
Attach your report to this assessment (online students—upload to CANVAS). Make sure you include your name and the question number on your work.
| Student Practical Skills Instructions | |
| This assessment requires students to complete a role play. Please read details below: Classroom Students – are required to complete the role play with 2–4 other people in a classroom setting and assessed by Trainer/Assessor. Trainer/Assessor completes checklist. Distance Students – are required to complete the role play with 2–4 other people (via video/Smart phone recording), the Trainer will complete the checklist based on the video supplied. You can use programs to submit your role play, such as OneDrive (Hotmail users) Google Drive (Gmail users) or Dropbox. Online Students – are required to complete the role play with 2–4 other people (via video/Smart phone recording), the Trainer will complete the checklist based on the video supplied. Upload your role play to CANVAS. Traineeship Students – are required to complete the role play with their Trainer/Assessor during the traineeship scheduled visit. If not available during the visit, please complete the role plays (via video/Smart phone recording) with 2–4 other people. The Trainer/Assessor will complete the checklist based on their observation of your submission. You can use programs to submit your role play, such as OneDrive (Hotmail users), Google Drive (Gmail users) or Dropbox. This part of the assessment contains the following: 1 x role play1 x checklist Step-by-Step Instructions: You need to undertake a role play based on the outlined scenario.Nominate 2–4 other people to complete the role play with. They are required to sign their names in the ‘Nominated Person’ sections at the bottom of this page.You now need to prepare for the role play.Conduct the role play with your nominated persons and complete the written task.Trainer/Assessor or third party (depending on mode of study) will complete the checklist. | |
| What is the Assessor looking for? What are the requirements? | |
| Demonstrate emotional intelligenceIdentify and assess personal emotional strengths and weaknessesIdentify and analyse personal emotional triggers, incorporating feedback from othersAnalyse and document interactions with co-workersDevelop and implement plans for responding to emotional expressionsApply techniques that promote flexibility in interactions with others and show consideration for the emotions of others | |
| Student Name: | Signature: |
| Nominated Person 1: | Signature: |
| Nominated Person 2: | Signature: |
| Nominated Person 3: | Signature: |
| Nominated Person 4: | Signature: |
Assessment Item 3–Presentation Scenario:
You are a manager or team leader in a simulated workplace environment in the industry of choice. You have organised a training session for your team, to promote the development of emotional intelligence in the group.
Task:
Prepare a presentation that could be used for the training session.
Your presentation could be prepared in PowerPoint or Google Slides, or written as a script that includes the content of the training session, or both.
While you do not need to present the training session as part of this assessment, your presentation should be structured to run for 15–30 minutes if it was presented.
The training session should include the following elements:
- Explain the concept of emotional intelligence
- Explain the benefits of having emotional intelligence in the workplace
- Identify your own emotional strengths, weaknesses, stressors, emotional states and workplace-related triggers, and use them as examples
- Describe behaviours that demonstrate management of emotions
- Assist others in recognising and responding to their emotional states and feelings
- Refer to strategies to promote the development of their emotional intelligence
- Explain how to identify and respond to emotional expressions
- Acknowledge the importance of flexibility and consideration in interactions with others
Print a hard copy of your presentation and/or script and attach to this assessment (online students—save your presentation and/or script as a PDF and upload to CANVAS). Make sure you include your name and the question number on your work.
Student Name:
Student Notes:
| Student Assessment Cover Sheet | ||
| Unit Code: | BSBPEF502 | |
| Unit Name: | Develop and use emotional intelligence | |
| Student Name: | ||
| Trainers or Assessors to complete this section | ||
| Assessor Overall Comments: Trainers or Assessors are required to complete this section with feedback for overall result. | ||
| Assessment Item 1: | Satisfactory o | Unsatisfactory o Date: |
| Assessment Item 2: | Satisfactory o | Unsatisfactory o Date: |
| Assessment Item 3: | Satisfactory o | Unsatisfactory o Date: |
| Trainers or Assessors please note — all above requirements need to be met for overall competency | ||
| FINAL RESULT DATE: | Competent o | Not Yet Competent o Withdrawn o |
| Assessor Name: | Assessor Signature: | |
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Checklist Instructions
Distance/Online and Classroom Students—Your Trainer/Assessor will complete the checklist, after observing your skills.
Traineeship Students—Please ask your Supervisor/Manager to complete the checklist and sign the following section after observing these skills in the workplace.
| Student Practical Skills Observation | ||
| Student name: | Date: | |
| Task descriptions | Yes | No |
| Does the student develop evaluation criteria for assessing emotional strengths and weaknesses? | ||
| Does the student assess emotional strengths and weaknesses against evaluation criteria? | ||
| Does the student identify and analyse potential emotional stressors in the workplace? | ||
| Does the student identify methods for responding to emotional stressors? | ||
| Does the student seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace? | ||
| Does the student analyse and document emotional responses of co-workers? | ||
| Does the student develop a plan for identifying and responding to a range of emotional expressions? | ||
| Does the student apply techniques that indicate flexibility and adaptability in dealing with others in the workplace? | ||
| Does the student apply techniques that show consideration for the emotions of others when making decisions? | ||
| Does the student consult with relevant stakeholders and identify improvement areas for own emotional intelligence? | ||
| Does the student identify workplace opportunities for others to express their thoughts and feelings? | ||
| Does the student develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace? | ||
| Does the student implement identified opportunities and tasks in the workplace according to organisational policy and procedures? | ||
| Trainer/Assessor: | Signature: | |
| Student Practical Skills Observation (Traineeship Only) | |
| Student name: | Date: |
| Traineeship Manager/Supervisor comments: (after observing the trainee in the workplace) | |
| Student feedback: (for students to provide feedback on this assessment) | |
| Supervisor/Manager: | Signature: |
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