BSBLDR501 SAB v4.0 PDF

BSBLDR501 – Develop and use emotional
intelligence
Student Assessment Booklet
Version No: 4.0
Student Name: Student ID:

BSBLDR501
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Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

BSBLDR501
ASSESSMENT RECEIPT FORM
STUDENT NAME:
STUDENT ID:
COURSE NAME: BSB51915 Diploma of Leadership and Management
ASSESSOR NAME:
DATE DUE:
UNIT CODE AND TITLE: BSBLDR501 – Develop and use emotional intelligence
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by RGIT Staff
Name: Signature:
=================================TEAR HERE ==================================

Students must retain this as a Record of Submission
Assessment handed in on:
Unit code and title: BSBLDR501 – Develop and use emotional intelligence
Assessment received by RGIT staff

Student ID:…………………………………..
Name: ……………………………………………………
Student Signature:…………………………
Signature: ………………………...……...……...……..
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BSBLDR501
About this booklet
This assessment booklet has been designed for students undertaking face-to-face mode of study
to provide information before they undertake these assessments. It also contains assessment tools
to assess the skills and knowledge required from you to be deemed competent in this unit.
Please read all the information given to you when you receive this assessment booklet. If you do
not understand any part of this booklet, please inform your assessor.
The assessment booklet contains two (2) parts:
PART 1: Assessment information: This part contains information on the assessment for this unit of
competency and how an assessment will be conducted throughout this unit to achieve the
competency. It includes:
• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment 
• Assessment tasks  
• Outline of evidence to be collected 
• Administration, recording and reporting the requirements including special adjustments,
appeals, reasonable adjustments and assessors’ intervention.  
PART 2: Assessment tasks: This part contains the information to undertake the assessment task
successfully. In each assessment task, students will find the following information:  
• Task instructions  
• Role play/Practical Demonstration information
• Information on resources required, where applicable. 
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BSBLDR501
PART 1: Assessment information
Application of the unit of competency:

This unit covers the development and use of emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the context of the workplace.
It includes identifying the impact of own emotions on others in the workplace, recognising and
appreciating the emotional strengths and weaknesses of others, promoting the development of
emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.
It applies to managers who identify, analyse, synthesise and act on information from a range of
sources and who deal with unpredictable problems. They use initiative and judgement to organise
the work of self and others and plan, evaluate and co-ordinate the work of teams.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBLDR501 – Develop and use
emotional intelligence.
Elements
1. Identify the impact of own emotions on others in the workplace
2. Recognise and address the emotional strengths and weaknesses of others
3. Promote the development of emotional intelligence in others
4. Utilise emotional intelligence to maximise team outcomes
Performance evidence:
Evidence of the ability to:
1. identify own emotional strengths, weaknesses, stressors, emotional states and triggers
through self-reflection and feedback from others
2. model behaviours that demonstrate management of emotions
3. recognise and respond to the emotional states of others
4. promote the development of emotional intelligence in others.
Knowledge evidence:
To complete the unit requirements safely and effectively, the individual must:
1. explain emotional intelligence principles and strategies
2. describe the relationship between emotionally effective people and the attainment of
business objectives
3. explain how to communicate with a diverse workforce which has varying cultural expressions
of emotion
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BSBLDR501
4. explain the use of emotional intelligence in the context of building workplace relationships.
Context and conditions for assessment:

To comply with the assessment conditions of this unit:
• Skills for this unit of competency will be demonstrated in a simulated business environment.
• You will have access to suitable facilities, equipment and resources, including template
documentation to undertake the assessment tasks for this unit of competency.
• During the project work, you will undertake simulated case study assessment activities that
involve complex interactions with real time situations where you have to give your
suggestions.
Resources required:
• The assessor will ensure that assessment is conducted in a safe environment and you have
access to the following resources for the unit:
• Computer with internet connection to refer to various resources
• Student assessment booklet
• RGIT Learners’ resources (Aspire ebook) for the unit BSBLDR501 – Develop and use emotional
intelligence
• BizOps Enterprises documents:
o Anti-discrimination Diversity Policy
o Self-Reflection Survey
o Anton’s Self-Reflection Survey
o Equal Opportunity Policy
o Work-Life-Balance Policy
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be
Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment
tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the competency
record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency, student will be required to repeat the unit as
per the scheduled delivery of the course. For further details, refer to RGIT Re-Assessment Policy
and RGIT Course Progress Policy.
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Assessment tasks Assessment description Due date Location of
assessment
Assessment Part A: This assessment includes a series of

Written Knowledge questions you are required to
RGIT training campus
Questions answer; you need to answer all
questions correctly.
Assessment Part B: This assessment includes a series of

Project tasks, activities, roleplay meetings RGIT training campus
and a report you are required to and/or outside the
complete relating to the case study campus
organisation.
Assessment Part C: This assessment includes a roleplay

Roleplay scenario that you are to participate RGIT training campus
Observation in.
Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment
tasks within the date and time specified in the session plan. This will demonstrate that you have
all the required skills and knowledge for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will
ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,
current and authentic.
Assessment Part A: • Answer all questions correctly in the Written Knowledge Questions and
Written Knowledge submit to your assessor.
Questions
• Complete and sign the cover sheet for assessment task.
Assessment Part B:
• Produce all required evidence electronically or paper-based
Project
• Complete and sign the cover sheet for assessment task.
Assessment Part C: • Perform the roleplay while being observed by your Assessor
Roleplay • Submit the Observation Report
Observation • Complete and sign the cover sheet for assessment task.
NOTE • The completion of this unit must be accompanied with proper references
on the source of information gathered from, preferably in APA style1. For
further clarification of referencing style, please consult with your trainer.
1APA Style consists of rules or guidelines that a student needs to follow to ensure clear and
consistent presentation of written material.
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Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment
cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor
• Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence documents when
seeking an extension to due date (e.g. extensions due to illness will require a medical
certificate). To arrange an extension, you must speak to your assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of other
students. Plagiarism is unacceptable.
• You can submit your assessment tasks through the learning management system or hand in
hard copies in the classroom.
Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on
the student assessment record sheets and LMS/student management system and all results will
be approved by the course coordinator.
Assessors will check that you have completed the signed student declaration prior to filling out
the assessment sheet.
Retaining assessment records:

RGIT will securely retain all completed student assessment items for each student for a period of
six months from the date on which the judgement of competence for the student was made.
RGIT will also retain sufficient data to be able to reissue AQF certification documentation for a
period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly.
And a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the
RGIT record control policy accessible by the Student Administration Officer.
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Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent
(requires more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that
you have completed all assessments and have provided the appropriate evidence required to
meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will
receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in
accordance with the RGIT Re-Assessment Policy and RGIT Course Progress Policy.
For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if
you have completed the task successfully, submitted all evidence and satisfied the assessment
criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or
does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two
further opportunities for re-assessment at a mutually agreed time and date. For further details,
refer to the RGIT Re-Assessment Policy and RGIT Course Progress Policy. As this is a competency
based program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:

You have the right to access current and accurate records of your participation and results at
any time. You can see your results or attendance progress by logging in to the Learning
Management System at any time or you can request a copy of your records by contacting the
student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at
any time from the assessor.
Reasonable adjustments and special learning needs:

RGIT Australia works to ensure that students with recognised disadvantages can access and
participate in education and training on the same basis as other students. Disadvantages may
be based, for example, upon age, cultural background, physical disability, limited or non-current
industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support
or where, after enrolment, it is made apparent that the student requires special support,
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reasonable adjustments will be made to the learning environment, training delivery, learning
resources and/or assessment tasks to accommodate the particular needs of the student. An
adjustment is reasonable if it can accommodate the student’s particular needs, while also
taking into account factors such as the student’s views, the potential effect of the adjustment
on the student and others and the costs and benefits of making the adjustment.
Any adjustments made must:
• be discussed, agreed and documented in the assessment record
• benefit the student
• maintain the integrity of the competency standards and course requirements as stipulated
in the training package
• be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
• providing additional time for students to complete learning and assessment tasks
• presenting questions orally for students with literacy issues
• asking questions in a relevant practical context
• using large print material
• extending the course duration
• presenting work instructions in diagrammatic or pictorial form instead of words and
sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In
the first instance, you are encouraged to appeal informally by contacting the assessor and
discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you
may appeal further to either the Course Coordinator and/or Head of Department. If you are still
dissatisfied, you may appeal formally and in writing to have the result reviewed. For more
information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures available in RGIT Website.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the
assessor may act as a client or employer, where required, but the assessor will not interfere with
the assessment. If the assessment activities might impact on your safety or that of others, the
assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:

RGIT considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and
cheating is treated on a case by case basis and the consequences for students engaging in
such practices may include failure of the assessment or unit or exclusion from the course. For
more information, refer to RGIT’s Assessment Policy.
Note: To avoid plagiarism, you must quote the source where information was gathered from,
using, preferably, an APA style. For further clarification of referencing style, please consult with
your trainer.
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Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify
your strengths and weaknesses or be an overall comment on your submission. A copy of the
feedback along with your submission will be given to you and you must keep a copy of it
throughout the completion of the course.
Student Declaration:
I .............................................................................. (Student Name) have read and understand the

information provided above and also understand and accept that any act of plagiarism and
academic dishonesty may have penalties including cancellation or suspension of my enrolment
with RGIT. I further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism
and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another
person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce
my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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Assessment Task Cover Sheet
Student details
Assessment details
Unit of Competency: BSBLDR501 – Develop and use emotional intelligence
Assessment Task: Part A – Written Knowledge Questions
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory
Assessor Signature:
Assessor Name:
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable Student: I have received,
and flexible assessment of this student, and I have provided discussed and accepted my
appropriate feedback. I also declare that I have undertaken result as above for this
the indicated assessment integrity checks assessment and I am aware
Plagiarism check Yes No NA of my appeal rights.
Check for copying/collusion Yes No

Check for authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature: ......................................................... Signature:......................................
Date:................................................................. Date:..............................................
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Assessment Task Part A: Written Knowledge Questions
Required documents and equipment to be accessed by students:

• Computer with internet connection to refer to various resources and course books
• Student assessment booklet and pen (organised by the student)
intelligence (organised by the trainer/assessor)
• Learner’s notes
Planned date for assessment:

This assessment will be conducted after session 10.
Instructions for students:

1. This assessment will be conducted in the classroom.
2. This is an open-book assessment.
3. Read each question very carefully to make sure you understand what you are being asked.
4. Answer the questions in your own words.
5. If you need to refer to a published source, you must quote the publisher’s details using
appropriate referencing style.
6. You must submit the answers in a typed document using a word processing software. You
are to create a header with your name, student ID, the code and the name of the unit and
a footer with date of submission and page number.
7. Do not type in the questions, just use the Question Numbers when you type your answers.
8. Each question requires an answer of at least 100 words.
9. You must answer all written knowledge questions satisfactorily as part of this assessment to
be deemed Satisfactory for this assessment.
10. You are to complete and submit the assessment on the RGIT Learning Management System
by the specified due date.
Planning the assessment:

• Access all resources mentioned in required resources, either printed copies or access via the
internet.
• You must answer all questions in the written knowledge question assessment.
• Complete and submit the assessment on the same day of the assessment.
• Your assessor will set a time to provide feedback.
Assessment Duration:
• Time required for assessment: 4 hours
• Each question is expected to be completed in 15 minutes.
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Assessment Submission (Evidence to be submitted by students):
At the end of the assessment, you will be required to submit the following evidence on the same
day of the assessment.
• Completed assessment task with all questions answered.
• Completed and signed cover sheet for the assessment.
• Your assessor will record the assessment outcome on the assessment cover sheet.
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Written Knowledge questions:
1. Define emotional intelligence. Explain why it is important to identify your own emotional
strengths and weaknesses as a manager/leader and discuss ways you could evaluate it.
2. Describe any two signs of stress in the workplace for you.
3. Indicate at least five common workplace triggers. Explain how you would respond positively
to the identified triggers and why it is important to have this attitude in the workplace.
4. Identify the strategies that will help a leader to model the constructive behaviour in the
workplace.
5. Why is it important to self-reflect on your own emotional intelligence as a manager?
6. Describe how emotionally intelligent leaders respond to the emotional cues and states of
others.
7. How can you effectively communicate as a manger in a diverse workplace?
8. Discuss how you can be a adaptable and flexible manager or leader in the workplace?
9. Explain how you can show social awareness and emotional intelligence when making
decisions that affect the emotions of others?
10.How can you help others to express their emotions in the workplace? List several
Advantages and Disadvantages this may cause?
11.How as a manager can understand how to help your team understand the effect of their
behaviour and emotions on others in the team?
12.Discuss as a Manager how you may be able to deal with emotions in your work team?
13.As a manager, explain what should be your strategy to support your team members to
develop emotional intelligence.
14.What are positive workplace emotions and as a manager how could you use them with
your team?
15.As a manager, you should celebrate your team’s strengths, discuss four strength in a team
and how this would help?
16.As a manager discuss how can you best use team strengths?
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Written Knowledge Question Checklist – Assessor to complete
Did the student answer the following questions satisfactorily? Yes No
Question 1: Did the student define emotional intelligence. Did they explain why it
is important to identify their own emotional strengths and weaknesses as a
manager/leader and discuss ways they could evaluate it.
Question 2: Did the student describe any two signs of stress in the workplace to
the assessor.
Question 3: Did the student indicate at least five common workplace triggers. Did
they explain how they would respond positively to the identified triggers and why
it is important to have this attitude in the workplace.
Question 4: Did the student identify the strategies that will help a leader to model
the constructive behaviour in the workplace.
Question 5: Did the student explain why is it important to self-reflect on their own
emotional intelligence as a manager?
Question 6: Did the student describe how emotionally intelligent leaders respond
to the emotional cues and states of others.
Question 7: Can the student effectively communicate as a manger in a diverse
workplace?
Question 8: Did the student discuss how they can be a adaptable and flexible
manager or leader in the workplace?
Question 9: Did the student explain how they can show social awareness and
emotional intelligence when making decisions that affect the emotions of others?
Question 10: Did the student discuss how they can help others to express their
emotions in the workplace? Did they list several Advantages and Disadvantages
this may cause?
Question 11: Did the student as a manager understand how to help their team
understand the effect of their behaviour and emotions on others in the team?
Question 12: Did the student discuss as a Manager how they may be able to deal
with emotions in your work team?
Question 13: Did the student as manager, explain what should be their strategy to
support their team members to develop emotional intelligence.
Question 14: Did the student understand what are positive workplace emotions
and as a manager how could they could use them with their team?
Question 15: Did the student as a manager, how could they celebrate their
team’s strengths, and discuss four strength in a team and how this would help?
Question 16: Did the student as a manager discuss how they can best use team
strengths?
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Feedback to the student:
Task Outcome (please circle) Satisfactory Not Satisfactory
Assessor’s Signature and Date:
Student’s Signature and Date:
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Student details
Student Name: Student ID
Assessment details
Assessment Task: Part B – Project
Date of Submission:
Assessor Signature:
Assessor Name:
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where
this work has been correctly acknowledged. I have made a photocopy or electronic copy or
photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable Student: I have received,
and flexible assessment of this student, and I have provided discussed and accepted my
appropriate feedback. I also declare that I have undertaken result as above for this
the indicated assessment integrity checks assessment and I am aware
Plagiarism check Yes No NA of my appeal rights.
Check for copying/collusion Yes No

Check for authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature: ......................................................... Signature:......................................
Date:................................................................. Date:..............................................
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Assessment Task Part B: Project
Required documents and equipment:

• Computer with internet connection to refer to various resources
• Student assessment booklet and a pen (organised by the student)
intelligence (organised by the trainer)
• The following BizOps Enterprises documents:
o Anti-discrimination Diversity Policy
http://chilp.it/33e7cdf
o Self-Reflection Survey
http://chilp.it/6fc8a8a
o Anton’s Self-Reflection Survey
Annex I
o Equal Opportunity Policy
http://chilp.it/a1441ac
o Work-Life-Balance Policy
http://chilp.it/ce552f3
o document-style-guide.pdf
http://chilp.it/37c2351

1. This assessment will be conducted in the RGIT classroom and/or outside the campus with
access to the resources listed above.
2. You must satisfactorily perform all tasks to be deemed Satisfactory for this assessment.
3. Before you begin you must carefully read the task overview and context of your assessment.
4. You have to complete all 6 (six) tasks by using the information you received during
classroom studies and that can be found in the e-book along with the BizOps documents
and PowerPoint slides you have been provided. The assessment also requires you to
research the range of legislation that is applicable, along with the industry guidelines and
practices currently used.
5. You must demonstrate that you are able to communicate effectively with relevant internal
customers to reach the goals of the organisation.
This will require you to be able to:
a. Ensure sufficient information is available for decision making
b. Arrange the preparation and dispatch information in time as required
6. You are required to answer in a report format that should comprise of no less than 2000
words and must follow the BizOps style guide.
7. Your responses should demonstrate your knowledge and skills in communication, problem
solving and decision making.
8. Your assessment has to be submitted to your assessor in a hard copy Microsoft Word format
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following the attached report format.
9. The final documents you submit for evaluation will be assessed using the project criteria
provided.
10. All project criteria outlined must be covered satisfactorily for Part B to be completed
satisfactorily.
Date of assessment
• Recommended date for assessment: After session 5
Duration of Assessment
• Time required for assessment: 2 Weeks
Planning the assessment

• Access all resources mentioned in required resources either printed copies or access via the
internet.
Assessor’s Feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the
due date specified by the assessor:
• Anton’s self-reflection survey
• Self-reflection survey for BizOps managers
• Anti-discrimination diversity policy
• Equal opportunities policy
• WHS policy
• Work–life balance policy
• BizOps style guide
• Report template
• Mentoring Plan template
Evidence submission:
• Documentation can be submitted electronically or paper-based.
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Project Overview and context
Case study
You receive an email from Sarah Voss, Customer Service Manager.
Hello,
Following on from last week’s senior management meeting, it has been decided that BizOps
Enterprises will take on an organisation-wide commitment to developing a process to improve
emotional intelligence in the workplace. As a part of this processes all managers, team leaders
and members are expected to complete a self-reflection survey to identify the impact of their
emotions on others in the workplace.
On a different note, I have been made aware that one of your team members, Anton, is not
happy and this is affecting the usually excellent standard of his work.
Anton is a new employee who has been working at BizOps for only three months and has been
in Australia for six months. He is very competent in his job role, but has a lot of difficulty speaking
with others in the organisation. His accent is very strong and he is easily embarrassed when others
cannot understand him, even though his English is excellent. He is often teased in a good-natured
way, but does not realise that this is the way his group members interact with each other, so he
gets frustrated and raises his voice in response. He does not get angry, but he has difficulty
understanding the jokes. His peers then avoid him and laugh about his ‘cranky moods’.
I would like to you to mentor Anton with the purpose of developing his emotional intelligence
skills to build productive workplace relationships and maximise workplace outcomes.
Please analyse Anton’s self-reflection survey (attached) and put together a mentoring plan that
we can discuss with him next week. We do not want to lose good employees, so it is important
that this is done well.
This situation with Anton is one we would like to avoid in future. Consequently, I would like you to
work on developing an overall positive emotional climate within our customer service. Given that
you are the Team Leader for Customer Service, you are expected to complete the self-reflection
survey attached to this email. This will help you identify your emotional strength and weaknesses
to effectively develop positive emotional climate in our organisation.
Please compile a report for me to use as the basis of a presentation to the management team. I
expect the report to be ready for monthly board meeting which will be held in four weeks from
now. The report will then be offered to other departments for them to work towards developing
emotiona l intelligence at BizOps.
Regards,
Sarah Voss
Customer Service Manager
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Assessment Tasks
This Project has been split into eight separate tasks. Please complete each task in the order they
appear.
Task One
Complete the self-reflection survey for BizOps managers to analyse your own emotional intelligence
competencies.
Task Two
a) Use the insights you have had about yourself during the previous activities to improve your
emotional intelligence. Keep a daily journal for one week (5 working days), Complete the
template below.
Daily journal of personal insights
Day Experiences/ What was the What was If it ended well, If it did not
No. interpersonal trigger(s)? your resultant what was your end well,
exchanges/ emotional strategy? suggest an
situations/tasks state? alternative
strategy.
1
2
3
4
5
b) Explain how you can use this awareness to enable you to control and manage your
emotional responses in the workplace.
c) Provide your completed Self-reflection survey and your journal to two colleagues, family
members or trusted friends and ask them for their feedback on your level of emotional
intelligence and any areas you could improve. Write down their feedback in the space
below.
Colleagues Feedback
1
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d) How can you use your self-reflection (Task One) and the feedback you have received to
further develop your emotional intelligence?
Task Three
a) Keep a daily journal for one week (5 working days) of observing others in your workplace.
Ensure you do not compromise anyone’s privacy by using pseudonyms such as Person 1, Person 2,
etc.
Daily journal of observing others in the workplace
Day Experiences/ What was the What was If it ended If it did not
No. interpersonal trigger(s)? their resultant well, what end well,
exchanges/ emotional was their suggest an
situations/tasks state? strategy? alternative
strategy for
them.
1
2
3
4
5
b) How can you use this awareness to adapt your communication/behaviors style in the
workplace to build positive relationships with your colleagues and others and how would
you use this knowledge to understand and respond accordingly to the emotional states of
others?
Task Four
Review Anton’s completed Self-Assessment-Survey and the information provided in the email from
Sarah Voss, and complete the following:
1. Explain how Anton is expressing his emotions in the workplace and how he could do this
more appropriately.
2. Explain how Anton is responding to the emotions and behaviours of others in the
workplace and how he could do this more appropriately.
3. Prepare a mentoring plan for Anton. The mentoring plan is required to explain how you
would:
• assist Anton to respond to the emotional states of his co-workers and to assess
emotional cues
• identify the variety of cultural expressions of emotions in the team to help Anton
understand and respond to a variety of emotional cues
• select and offer flexible work practices to Anton to assist him in his work-life balance
for overcoming stress related to language and cultural barriers he may encounter in
the workplace
• provide opportunities for Anton to express his thoughts and feelings on a regular basis
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BSBLDR501
• assist Anton to understand the effects of his behaviour and emotions on others in the
workplace
• encourage Anton to self-manage his emotions
Your plan should be in the form of an action plan with timeframes, resources and outcomes, and
should link to any relevant BizOps policies and procedures.
Task Five
Your assessor will be looking to see that you are able to understand issues raised by co-workers and
how you are able to provide assistance and monitor the implementation of the action plan for
Anton and whether this has improved the workplace as a whole.
Review the mentoring plan you developed for Anton in Task 5 and the following information:
Anton is often teased in a good-natured way, but does not realise that this is the way his team
members interact with each other, so he gets frustrated and raises his voice in response. He does
not get angry, but he has difficulty understanding the jokes. His peers then avoid him and laugh
about his ‘cranky moods’.
This situation with Anton is one we would like to avoid in future. Consequently, I would like you to
work on developing an overall positive emotional climate within our workplace.
Develop a coaching and training plan for your team members to develop and use emotional
intelligence in the workplace that includes the following:
• Culturally sensitive communication
• Conflict resolution skills
• Emotional triggers
• Understanding and managing your emotions and those of coworkers
• How you can utilize the personal strengths of others to increase workplace outcomes.
Your plan should be in the form of an action plan with timeframes (ranging over a 3-month period),
resources and outcomes that you discuss with your co-workers as part of the “Meeting“ Part 2 role-
play.
Task Six
Using the information from the relevant BizOps policies and procedures and the work you have
done so far (in Tasks 1 to 7), prepare a report on preliminary/general ideas relating to emotionally
intelligent management practices. Your report must contain the following:
Introduction
• Explain the relationship between emotionally effective staff and management and the
achievement of business objectives, and why this is important for BizOps.
Body
Outline three key emotional intelligence principles that would be suitable for BizOps.
• Explain the use and importance of emotional intelligence strategies to build positive internal
and external workplace relationships.
• Explain how to recognise and respond to culturally diverse emotional reactions of team
members (provide examples).
• Explain how to adapt your own communication style to promote positive relationships.
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BSBLDR501
• Explain why management should always consider the emotions of team members when
making organisational decisions.
• Outline how to use the strengths of team members to achieve workplace outcomes.
Conclusion
• Reiterate the importance of the practice of emotional intelligence in the workplace.
• Encourage all staff to identify their own and others’ emotional reactions and develop ways
to respond to and work with each other more effectively.
• The final documents you submit for assessment will be assessed using the project criteria
provided.
• All project criteria outlined must be covered satisfactorily for Part B to be completed
satisfactorily.
• You must complete the project unassisted by the assessor or other personnel, but may refer
to reference material as needed.
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Project Checklist – Assessor to complete
Marking criteria Please

tick S or
Did the student answer the following questions satisfactorily?
NS
Did the student complete the self-reflection survey for BizOps managers to analyse your
S NS
own emotional intelligence competencies?
Did the student use the insights they had about themselves during the previous activities
to improve their emotional intelligence? Did they keep a daily journal for one week (5 S NS
working days)?
Did the student explain how they can use this awareness to enable them to control and
S NS
manage their emotional responses in the workplace?
Did the student provide the assessor with a completed Self-reflection survey and their
journal to two colleagues, family members or trusted friends and ask them for their S NS
feedback on their level of emotional intelligence and any areas they could improve?
Did the student adapt their communication/behaviors style in the workplace to build
positive relationships with their colleagues and did they use this knowledge to S NS
understand and respond accordingly to the emotional states of others?
Did the student prepare a mentoring plan for Anton and identify the variety of cultural
expressions of emotions in the team to help Anton understand and respond to a variety S NS
of emotional cues?
Was the student able to understand the issues raised by coworkers and how they are
able to provide assistance and monitor the implementation of the action plan for Anton S NS
and whether this has improved the workplace as a whole?
Did the student prepare a report on preliminary/general ideas relating to emotionally

S NS
intelligent management practices?
Task outcome S NS
Assessor’s
feedback
Assessor’s Date
signature
Student’s Date
signature
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Student details
Assessment details
Assessment Task: Part C – Roleplay Observation
Date of Submission:
Assessor Signature:
Assessor Name:
Feedback:
Assessor: I declare that I have conducted a fair, valid, Student: I have received, discussed
reliable and flexible assessment of this student, and I and accepted my result as above for
have provided appropriate feedback. this assessment and I am aware of
my appeal rights.
Signature: ......................................................... Signature:..................................................
Date:................................................................. Date:..........................................................
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BSBLDR501
Assessment Task Part C: Role-play Observation
Required documents and equipment:

• RGIT Learners’ resources (Aspire eBook) for the unit BSBLDR501 – Develop and use emotional
intelligence (organised by the trainer)
• Learner’s Training/Coaching Plan for team members (Assessment Part B) (learner to bring)
• Peer Review Form (Annex II)

• This assessment will be conducted in the RGIT classroom with access to the resources listed
above.
• Your role play should focus on the purpose of developing emotional intelligence skills to
build productive workplace relationships and maximise workplace outcomes. Keep in mind
that you do not want to lose good employees.
• Before you begin the role-play, distribute the peer review form(s) to the group members and
tell them what to do with the forms.
• Your assessor will complete the Observation Checklist to record your communication and
interaction skills during each role-play.
• It is expected that each role play will take approximately 20 minutes.
• Please ensure you review the Observation Checklist before you commence your
presentation so that you are fully prepared and know exactly what is expected of you.
• Please submit the completed Observation checklist as evidence of this task.
Planning the assessment

• Recommended date for assessment: After session 10
• Access all resources mentioned in required resources either printed copies or access via the
internet.
• Time required for assessment: 20 minutes/student
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due
date specified by the assessor:
• Roleplay script and/or preparatory notes
• Peer Review Form(s)
• Completed and signed cover sheet for assessment.
Evidence submission:
• Documentation can be submitted electronically.
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BSBLDR501
Role Play Tasks

You are required to share the information you collected in Part B Task 1 and 2 with two of your
classmates who will take on the role of co-workers. One of the co-workers will take on the role of
Anton to demonstrate what you have learned about yourself and gain their feedback.
You will take on the role of Team leader in the workplace and your classmates will take on the roles
of co-workers. As the team leader, you listen carefully to the issues of your co-workers and assist
them to develop coping tools in the context of building better workplace relationships.
They will also share their information with you and ask for your feedback with situations that have
arisen at work in their dealing with co-workers of other nationalities/cultural standards.
The “Meeting” Part 1

Arrange a time to meet with your assessor and two classmates to hold your meeting.
During your meeting, you will need to:
• Share the results of your Self-reflection survey
• Outline the feedback you have already received and how you have or will use this feedback
to further develop your emotional intelligence
• Ask for feedback on what else you could do to further develop your emotional intelligence
• Listen to the self-reflection information of your two co-workers and how they have had issues
in the workplace in their dealing with co-workers of other nationalities/cultural standards.
• From the information they provided you will need to ask and answer questions to give them
your feedback on what else they could do to further develop their emotional intelligence
and methods of developing better workplace relationships.
• Together with your co-workers and from the conversation, develop and implement an action
plan to address and monitor how workplace relationships have improved.
The “Meeting “Part 2

Review the information in Task 4 regarding the mentoring plan for Anton.
You must ensure you communicate with your classmates in an appropriate business manner, as if
you are talking with colleagues in a workplace.
Your meeting part 1 is expected to take approximately 15 minutes. Meeting part 2 is expected to
take 10 minutes.
Your assessor will observe the meetings and will complete the Observation Checklist Ito record your
performance in this task. Please ensure you review the Observation Checklist before you
commence the meeting so that you are fully prepared and know exactly what is expected of you.
Please submit the completed Observation Checklist I as evidence of this task.
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BSBLDR501
Observation Checklist – Assessor to complete
Name of Student:
Date of Observation:
During the meeting, did student satisfactorily: Yes No Assessor’s
comments (if any)
Did the student present their self-reflection information clearly and
honestly?
Did the student fully understand the findings from their personal
self-assessment?
Did the student demonstrate awareness of their own triggers and
how to control them?
Did the student actively respond to feedback from others for
personal improvement?
Did the student understand and respond to a range of emotional
states of others and respond accordingly?
Did the student use positive and appropriate body language?
Did the student use appropriate language and tone, avoiding

the use of any discriminatory language or expressions?
Did the student ask their teammates/coworkers for their feedback
and take it onboard?
Did the student accept and discuss the feedback maturely?
Did the student use active listening to confirm and clarify

understanding?
Did the student answer questions clearly and confidently?
Did the student actively listen to their classmates respectfully and

without interruption?
Did the student actively encourage their classmates to share their
information by using positive and supportive body language such
as eye contact and nodding?
Did the student give constructive feedback?
Did the student demonstrate the ability to lead by example?
Did the student share any ideas with their classmates and discuss
them?
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Feedback to the student:
Observation Outcome (please circle) Satisfactory Not Satisfactory
Assessor’s Signature and Date:
Student’s Signature and Date:
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BSBLDR501
Final Assessment Record
Student name: Student ID:
Date of
Assessor name:
completion:
Unit of competency: BSBLDR501 – Develop and use emotional intelligence
Student results
Assessments Not Yet Not
Satisfactory
Satisfactory Submitted
Assessment Part A: Written Knowledge Questions
Assessment Part B: Project
Assessment Part C: Roleplay Observation
Comments/ Feedback:
Reasonable adjustment (if any):
Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff
By signing this final assessment record:
• I confirm that the student has attempted all requirements of this unit of competency
• I am satisfied the work submitted is their own work.
• I have informed the participant of the assessment decision.
Assessor signature: Date:
Student Signoff
By signing this final assessment record:
• I have received, discussed and accept the outcome from my assessment as above for this unit of
competency and I am aware of my right to appeal.
Student signature: Date:
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Annex I
BizOps Enterprises Self-reflection Survey

[Anton]
Use this survey to reflect on your ability to identify the impact of your own emotions on others in the
workplace. Please complete the questions below and return the form to Sayo Yoshida, Managing
Director of Human Resources, within three working days.
This survey should take around ten minutes to complete.
Please indicate your role

at BizOps Enterprises
Identify five of your

emotional strengths
Identify five of your

emotional weaknesses
Identify two workplace

stressors that affect you
Identify two triggers that

can initiate an
emotional response in
the workplace
How would you rate yourself on each of the following behaviours? Please provide short examples
to support your response.
I display emotional self- Always Sometimes Rarely Never
awareness and use my
intuition to guide team
decisions
Example:
I display a sound sense Always Sometimes Rarely Never

of self-worth and
confidence in my role
Example:
I keep disruptive Always Sometimes Rarely Never

emotions and impulses
under control
Example:
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BSBLDR501
I display honesty, Always Sometimes Rarely Never
integrity and
trustworthiness
Example:
I am flexible in adapting Always Sometimes Rarely Never

to changing situations
Example:
I am driven to improve Always Sometimes Rarely Never

performance to meet
my inner standards of
success
Example:
I seize opportunities to Always Sometimes Rarely Never

create better possibilities
for the organisation
Example:
I see others positively Always Sometimes Rarely Never

and expect the best of
them
Example:
I sense the emotions of Always Sometimes Rarely Never

others, understand their
perspectives and take
active interest in their
concerns
Example:
I get along with people Always Sometimes Rarely Never

of diverse backgrounds
Example:
I read the currents, Always Sometimes Rarely Never

decision networks and
detect crucial social
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BSBLDR501
networks at the
organisational level
Example:
I foster a positive Always Sometimes Rarely Never

emotional climate
Example:
I guide and motivate my Always Sometimes Rarely Never

team with a compelling
vision and a sense of
purpose
Example:
I address my team in a Always Sometimes Rarely Never

way that engages them
Example:
I cultivate others’ abilities Always Sometimes Rarely Never

through feedback,
guidance, mentoring or
coaching
Example:
I initiate, manage and Always Sometimes Rarely Never

lead my team in a new
direction
Example:
I resolve disagreements Always Sometimes Rarely Never

by including all parties,
understanding different
perspectives and finding
a common solution that
meets everyone’s needs
Example:
I generate a friendly Always Sometimes Rarely Never

atmosphere and model
respect and helpfulness
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BSBLDR501
Example:
I could improve by: (Select up to three items)

Nothing needs Managing Being more Listening better
to improve stress better friendly and
approachable
Being more Understanding Completing Delegating tasks

efficient the business tasks on time more often
better
Other (please
indicate)
Thank you for participating in this self-reflective exercise!
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BSBLDR501
Annex II
Peer Review Form

Student Name: Date:
Use this peer review form to provide feedback to your colleague’s role-play performance. Please
rate their role-play performance in terms of the items listed below with applicable comments where
necessary and return the form to your colleague upon the completion of the role-play
performance.
Statement Fair Good Excellent
1. The performance was organised according to BizOps

Enterprise’s plans, policies and procedures.
2. The information was presented in a logical manner with

insights into the developing emotional intelligence skills to
build productive workplace relationships and maximise
workplace outcomes.
3. The language used was clear and concise.
4. The performer had good eye contact with the audience

and used positive body language.
5. The performer listened to questions and answered

appropriately.
Comment (if any)
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BSBLDR501 – Develop and use emotional

Student Assessment Booklet

Version No: 4.0

Student Name: Student ID:

This page is intentionally left blank.

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

COURSE NAME: BSB51915 Diploma of Leadership and Management

Student Signature: _________________________________ Date: _____________________

Assessment received by RGIT Staff

=================================TEAR HERE ==================================

Assessment received by RGIT staff

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Application of the unit of competency:

Evidence of the ability to:

2. model behaviours that demonstrate management of emotions

3. recognise and respond to the emotional states of others

4. promote the development of emotional intelligence in others.

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Context and conditions for assessment:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Assessment Part A: This assessment includes a series of

Assessment Part B: This assessment includes a series of

Assessment Part C: This assessment includes a roleplay

Outline of evidence to be collected:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Recording an assessment result:

Retaining assessment records:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

For assessment task:

Student access to records:

Reasonable adjustments and special learning needs:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Complaints and appeals:

Plagiarism, cheating and assessment dishonesty:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

I .............................................................................. (Student Name) have read and understand the

Student signature: ............................................................... Date: ....../....../.......

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

This page is intentionally left blank

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Student Name: Student ID:

Unit of Competency: BSBLDR501 – Develop and use emotional intelligence

Assessment Task: Part A – Written Knowledge Questions

Assessment Outcome: Satisfactory Not Satisfactory

Check for copying/collusion Yes No

Signature: ......................................................... Signature:......................................

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Required documents and equipment to be accessed by students:

Planned date for assessment:

Instructions for students:

Planning the assessment:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Did the student answer the following questions satisfactorily? Yes No

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Task Outcome (please circle) Satisfactory Not Satisfactory

Assessor’s Signature and Date:

Student’s Signature and Date:

Version: 4.0 Responsibility: Course Coordinator Last Reviewed: May, 2019

Student Name: Student ID

Unit of Competency: BSBLDR501 – Develop and use emotional intelligence

Student Signature: _____________ Date: _