Student Name:

Student ID:

Assessment Summary
BSBLDR511 - Develop and use emotional
Unit Details
intelligence

This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment

Assessment 1 Project

Assessment Methods Assessment 2 Scenario/Case-study

Assessment 3 Project/observation

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Contents

Assessment information............................................................................................. 4
Purpose................................................................................................................... 4
Unit description ..................................................................................................... 4
Key competencies............................................................................................... 4
Foundation skills .................................................................................................... 4
Performance evidence ...................................................................................... 5
Knowledge evidence ......................................................................................... 5
Assessment Conditions ........................................................................................ 5
Pre-requisites ......................................................................................................... 5
Terminology used ................................................................................................. 5
Completing the assessments/Expectations.................................................... 5
Assessment ............................................................................................................ 6
Summary of assessment methods and tasks .................................................. 6
Instructions: ............................................................................................................ 6
Required resources .............................................................................................. 7
Reasonable adjustment ..................................................................................... 7
Plagiarism policy................................................................................................... 7
Academic appeals ............................................................................................. 7
Reassessment process......................................................................................... 8
Assessment records.............................................................................................. 9
Declaration............................................................................................................ 9
Assessment submissions and contact details ................................................. 9
Assessment 1 – Project............................................................................................ 12
Instructions for Students: ........................................................................................................ 12
Assessment 1 - Project ............................................................................................................ 14
Performance Checklist and Assessment Outcome – Assessment 1,Part A and B 15
Performance Checklist and Assessment Outcome – Assessment 1, Task 2 17
ASSESSMENT 2 – Case study/Scenario .......................................................... 19
Scenario A ................................................................................................................................ 21
Scenario B ................................................................................................................................. 23
Scenario C ................................................................................................................................ 24
Scenario D ................................................................................................................................ 25
Performance Checklist and Assessment Outcome – Assessment 2 ....... 26
Assessment 3 – Observation and project..................................................... 28

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Instructions for Students ................................................................................... 28

Performance Checklist and Assessment Outcome – Assessment 3, Part A 31
Role Play Observation Checklist and Assessment Outcome – Assessment 3 Part B 35
Role-play observation Checklist and Assessment Outcome – Assessment 3, Part C 38
Performance Checklist and Assessment Outcome – Assessment 3, Part D 41
Appendices .............................................................................................................. 42
Assessment Task 1 appendices ........................................................................... 42
Appendix 1.1: Sample 360° feedback tool ................................................. 42
Assessment Task 2 appendices ........................................................................... 44
Appendix 2.1: Australian Hardware simulated business .......................... 44
Assessment Task 3 appendices ........................................................................... 45
Appendix 3.1: Training workshop planner ................................................... 45
Appendix 3.2: Student workshop record...................................................... 47
Appendix 3.3: Evaluation form – Participant ............................................... 49
Appendix 3.4: Monitoring worksheet ............................................................ 52
Appendix 3.5: Self-reflection form ................................................................. 54

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Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency BSBLDR511 - Develop and use emotional intelligence
Unit description 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 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. 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.
Key 1. Identify the impact of own emotions on others in the workplace
competencies 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
Foundation skills Learning Identifies and uses strategies to improve own emotional
intelligence
Oral Uses appropriate language and nonverbal features to
communicati
present information and seek feedback
on
Uses listening and questioning skills to elicit the views of
others and to clarify or confirm understanding
Interact with Reflects on personal attributes and considers the impact on
others
others and modifies approach to support development
Adapts personal communication style to model behaviours,
build trust and positive working relationships and to build
understanding of emotional intelligence

Leads a collaborative approach, using inquiring and

inclusive techniques, to develop understanding and skills
that enhances individuals’ emotional intelligence
Get the work Leads processes to develop, implement and monitor plans
done and processes to ensure team engagement and
effectiveness
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Performance Evidence of the ability to:

evidence • conduct an analysis to identify own emotional strengths, weaknesses,
stressors, emotional states and triggers, incorporating feedback from
others
• identify workplace situations and environments that may trigger an
emotional response
• model behaviours that demonstrate management of emotions
• recognise the impact that cultural behaviours and beliefs may have on
workplace interactions
• recognise and respond to the emotional states of others
• use emotional intelligence of self and others to enhance team
performance
• promote the development of emotional intelligence in others.
Knowledge  Key features of emotional intelligence principles and strategies
evidence  Key elements of the relationship between emotionally effective people
and the attainment of business objectives
 Key strategies for communicating with a diverse workforce which has
varying cultural expressions of emotion
 Key features of emotional intelligence in the context of building
workplace relationships.
Assessment • Assessment must be conducted in a safe environment where evidence
Conditions gathered demonstrates consistent performance of typical activities
experienced in the knowledge management research field of work and
include access to:
• workplace information systems, equipment and resources
• workplace policies and procedures
• case studies and, where possible, real situations in the workplace.
• Assessors of this unit must satisfy the assessor requirements in applicable
vocational education and training legislation, frameworks and/or
standards.
Pre-requisites Nil
Terminology The following terms are used in each assessment task to guide the student
used and assessor as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and
broadly indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it is
practical demonstration or project.
3. Description of task/decision making rules: Advises the student and the
assessor of the task description and the criteria that the assessment must
meet in order for a satisfactory result to be awarded.
4. Due Date –the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the assessment

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assessments/Ex process and various assessment tasks before undertaking the assessments.
pectations This assessment tool is structured in a way that each assessment task clearly
outlines the:
• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for
students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated. Please note,
a paragraph is three or more sentences.

This unit is being offered as a part of BSB51918– Diploma of Leadership and

Management. You will not qualify to receive Certificate of completion until
you attain competency in all the units offered as part of this qualification.
Assessment Each assessment task has a section for the assessor recording the
assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS).
Once the student satisfactorily completes all assessment tasks, the assessor
will complete the assessment summary cover sheet and record either a
“Competent” © or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback
for the student is recorded in the spaces provided after each assessment
task and on the record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment Assessment Method of
Description
methods and Task # Assessment
tasks 1 Project Part A – Report
 Part B - Report
2 Scenario/Case
Scenario
-study
3 Project/observ Part A – Team workshop plan
ation
 Part B – Role-play/observation checklist

 Part C – Monitoring team performance

observation checklist

 Part D – Self-reflection report

Instructions: • You can seek clarification regarding the assessment required to be
done.
• You can ask for reasonable time from Assessor for preparation of project
or Assessment.
• You can seek information on additional reading material and reference
for completion of the assessments.
• If you have any special needs, you can seek assistance from Assessors
depending upon the nature of the need.
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• You can seek assistance from assessor while using special diagnostic
equipment
• Review the observation checklist/decision making rules to know what is
expected of you. You may refer to the observation checklist for
observation based assessments at any stage prior to the
commencement of your assessment. You must not refer to this checklist
whilst you are being assessed.
• Your assessor will also explain to you the observation process prior to the
assessment.
Required Each assessment task in this assessment tool outlines specific resources that
resources the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Reasonable GenInstitute enables reasonable adjustments to be made to assessment
adjustment procedures for students with special needs, such as people with disabilities
or with language or literacy difficulties. Assessing knowledge is usually
assessed through written or oral, short-answer tests where assessors seek to
determine the extent of the student’s knowledge.

Following are some of the examples of adjustments that can be made for
the students:
• Ask questions orally instead of in a written format
• Provide equipment such as text enlargers, image enhancers, and voice
recorders.
• Give the student more time to complete the assessment;, allocate a
different time for completion of the assessment;
• Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
• Customising resources and activities within the training package or
accredited course
• Monitoring the adjustments to ensure student needs continue to be met
Plagiarism GenInstitute takes a systemic approach to the treatment of plagiarism in
policy academic work. The policy is intended to promote honesty in learning and
assessment and respect for the work of others. Contravention of this policy
will result in students being penalized.

Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and
responsibilities.
Academic • Where a student wishes to appeal an assessment they are required to
appeals notify their assessor in the first instance. Where appropriate the assessor

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may decide to re-assess the student to ensure a fair and equitable

decision is gained. The assessor shall complete a written report
regarding the re-assessment outlining the reasons why assessment was
or was not granted.
• If this is still not to the student’s satisfaction the student shall formally
lodge an appeal by submitting a written letter within one week of
receiving the results using the form 10.1 for Complaints and appeals
outlining the reasons for the appeal. They shall lodge this with student
administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
• The Operations Manager shall be notified and shall seek details from the
assessor involved and any other relevant parties. A decision shall be
made regarding the appeal either indicating the assessment decision
stands or details of a possible re-assessment by another assessor
appointed by Gen.
The student shall be notified in writing of the outcome with reasons for the
decision. The student shall also be provided the option of activating the
external appeals process if they are not satisfied with the outcome. The
student is required to notify Gen if they wish to proceed with the external
appeals process.
Reassessment 1. Student will be assessed as being competent only upon satisfactory
process completion of all the assessments in a unit.
2. If a student is not able to demonstrate satisfactory completion of all of
the required assessments of the unit, the result for that unit will be
recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be provided
with specific feedback and invited to re-submit their assessment.
4. If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the result
is made available to him/her. This means that the student is
responsible to acknowledge that he/she has received the result and
has been deemed NC for the units of competency undertaken.
• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he or
she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during an
Intervention Strategy Meeting between the Gen Institute’s Operations
Manager, Trainer & Assessor and student. The date for a third
assessment will be nominated by the student in consultation with Trainer
& Assessor, but should be no longer than 1 month from the previous re-
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submission date.
7. One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.

If the student remains ‘Not Competent’ after a third re-submission, he or

she will be notified that this result is final and he or she will be unable to
successfully complete the course in which they are enrolled at this point.

* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the provisions
for re-submitting and academic appeals were explained to you and that
you understand these processes on the assessment summary cover sheet.
GenInstitute cannot assess any submitted work until the declaration is
received.
Assessment You must submit this completed assessment tool to your trainer on the due
submissions and date. Please feel free to contact us if you have any questions regarding the
contact details assessment process:
Phone: 03 9642 2193

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ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on
the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and
attached to this form.
Student ID
Student Name:
No:
Contact
Email:
number:
Unit Code &
BSBLDR511 - Develop and use emotional intelligence
Title
First Submission  Subsequent submission 
Result
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory
 Part A – Report S | NS
Assessment 1
 Part B - Report S | NS

Assessment 2  Scenario S | NS

 Part A – Team workshop plan S | NS

 Part B – Role-play/observation checklist S | NS
Assessment 3  Part C–Monitoring team performance observation
checklist S | NS

 Part D–Self-reflection report S | NS

Final Assessment Result for this unit
(Student will be assessed as being competent only upon  Competent  Not Competent
satisfactory completion of all the above mentioned assessments)
The Evidence provided is:

 Valid  Sufficient  Authentic  Current

Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my own
work and I have acknowledged or referenced all sources of information I have used for the purpose of this
assessment.

Student’s Signature: Date: _______/_______/_______

Final feedback:

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Assessor: I declare that I have Signature:

conducted a fair, valid, reliable and
flexible assessment with this student, and I
have provided appropriate feedback. Date: _______/_______/_______

Administrative use only

Entered onto Student

________________ ________________
Management Database
Date Initials
USE FOR REASSESSMENT ONLY

Assessment Task No/s

Components

Competent - C Not Competent - NC

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student
Please provide general feedback on the Student’s performance.

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.

Assessor Signature Date

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Assessment1 – Project

Instructions for Students:

• This is the first of the three assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• There are 2 parts to this.
o Part A: Take the Global Emotional Intelligence Test (GEIT) to reflect on your
emotional stressors and triggers and identify your emotional strengths, weaknesses
and areas for development.
o Part B: Use the results from Part A and feedback from others to identify the impact of
your behaviours, and as a guide to developing emotionally intelligent behaviour in
the workplace. Write a reflection and provide supporting documentation for this
process.
• Complete all parts of the assessment with supporting documentation as required. Submit
the assessment task in the required format.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format.
• Assessment may be completed in your own time and is due within one week from the
module end date.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of
others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that
you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of the
assessments.
• Students with special needs can seek assistance from assessors depending upon the
nature of the need.
• Add your name, Student ID, unit code and assessment task number to all project work,
documents and sheets you attach to your submission.
• Submit this document along with your assessment work.

Instructions for Assessor:

• The project for this unit of competency is found in the student version of the assessment tool
and in the Assessor Guide.
• You must inform the student that project is to be completed as part of their assessment.
• A timeframe should be set for the completion and submission of the project. (e.g. the
project will be discussed and started at the conclusion of the first session and will be due at
the end third session, etc.). However, you may establish an alternative timeframe if this is
more appropriate.
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• This assessment is to be submitted as a typed document. It can be submitted as physical

evidence.
• On completion of the assessment, mark the student’s answers against the model answers
or assessor guidelines in red, provided in the marking guide below.
• Mark the outcome of this task as either Satisfactory or Not Satisfactory by completing the
Assessment Outcome record at the end of the task, in the student version of the
assessment tool.
• Students must respond correctly, and to the required standard, to all elements of the task in
order to complete this task satisfactorily.
• This task will form part of the evidence gathered for the overall assessment for this unit/
cluster.
• Give the student the results of the assessment with feedback and complete the record of
assessment outcomes section on the student version of the assessment tool.
• You and the student must both sign and date the record to validate that the assessment
has taken place, and this should be attached to the student’s work.
• Store copies of the completed and marked assessment according to Gen institute’s policy
and procedures.

Resources required for assessment:

For this assessment, students will need access to:
• a computer with access to the internet and a printer
• (People to role-play) a workplace manager, peers and direct reports to complete 360°
feedback tool
• appendices to this task:
o Appendix 1.1: Sample 360° feedback tool.

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Assessment 1 - Project

There are two parts to this assessment.

• Part A: Take the Global Emotional Intelligence Test (GEIT) to reflect on your emotional
stressors and triggers and identify your emotional strengths, weaknesses and areas for
development.
• Part B: Use the results from Part A and feedback from others to identify the impact of your
behaviours, and as a guide to developing emotionally intelligent behaviour in the
workplace. Write a reflection and provide supporting documentation for this process.

Complete all parts of the assessment with supporting documentation as required. Submit the
assessment task in the required format and within the timeframe agreed with your assessor.

Part A: Identify own emotional strengths and weaknesses

1. Complete the online emotional intelligence test, GEIT, to identify your own emotional
strengths and weaknesses. The test is based Goleman's 4-quadrant Emotional Intelligence
Competency Model (2002) and the Global EI Capability Assessment instrument. The test will
provide you with an overview of your emotional intelligence strengths and areas for
development.
a. Complete the 40 online questions at:
Emotional Intelligence Test, Global Leadership Foundation,
https://globalleadershipfoundation.com/geit/eitest.html.
b. Take a screenshot of your completed test to submit as supporting documentation.

2. Identify at least 3 instances of feeling stressed or experiencing a negative emotional state at

work. Write a short description of each instance and describe:
a. What caused the stress or negative emotional state?
b. How did you act or react? Did you notice any changes in your behaviour?
c. How could you modify these and achieve a greater sense of self-control?
You will use this material in Part B. Submit this material to your assessor at the end of the
assessment.

3. Identify at least 2 different emotional triggers that impact on your personal emotional states
at work. Write a short description of each trigger and discuss:
a. What impact can your automatic responses to these triggers have on others in the
workplace?
b. Using your increased awareness of such triggers, how could you control your responses?
How could you model workplace behaviours that demonstrate productive
management of emotions for others?

You will use this material in Part B. Submit this report to your assessor at the end of the
assessment.

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Performance Checklist and Assessment Outcome – Assessment 1, Part A and B

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name
Did the studentIdentify own emotional strengths and
Satisfactory Comments
weaknesses:
Submitted evidence of a completed GEIT test
 Yes  No
(screenshot)
Identified 3 instances where they felt stressed or
 Yes  No
experienced a negative emotional state at work.
For each instance, identified what caused the stress or
 Yes  No
negative emotional state.
Detailed how they acted or reacted to it through
 Yes  No
describing changes in their behaviour.
Proposed ways they could modify their responses to
 Yes  No
achieve a greater sense of self-control.
Identified at least 2 different emotional triggers that
 Yes  No
impact on their personal emotional states at work.
Identified the impact these automatic responses to
emotional triggers can have on others in the  Yes  No
workplace.
Identified how to use their increased awareness of
 Yes  No
such triggers to better control their responses.
Identified how to better model workplace behaviours
that demonstrate productive management of  Yes  No
emotions.

Document instances in writing  Yes  No

Result:  Satisfactory  Not Satisfactory  Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Part B: Seek and use feedback

1. Use the awareness of yourself gained in Part A. Design your own 360°feedback tool to
collect feedback from others about your own emotional intelligence. To develop the tool:
c. Add and remove questions from the sample provided in Appendix 1.1.
d. Tailor the questions to be specific to your own strengths and weaknesses identified in
Part A.
2. Seek feedback from no less than 5 workplace individuals using the 360° feedback tool you
developed. You must ask a minimum of the following to complete the tool:
a. 2 colleagues/peers (Can be fellow students in class)
b. your manager/supervisor (Your Assessor)
c. 2 direct reports (Can be fellow students in class)
3. Collate the feedback responses into a summary document.
4. Summarise the insights you gained from Part A and the feedback from the 360° feedback
tool. This summary should be 1000–1200 words long, and include:
a. an evaluation of the impact on others of your own workplace behaviours in challenging
situations
b. times when you have demonstrated self-control through the management of your own
emotions
c. the impact of your own behaviours when you have demonstrated self-control
d. 3 potential areas where you can develop your emotional intelligence
e. emotional intelligence principles and strategies that you have used.

Submission requirements
Submit your report to your assessor within the agreed timeframe.

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Performance Checklist and Assessment Outcome – Assessment 1, Task 2

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name

Did the student: Satisfactory Comments

Develop an individually tailored 360°feedback tool

 Yes  No
based on the sample provided in Appendix 1.1.

Incorporate insights gained in Part A into the tool (e.g.  Yes  No

inserted questions directly relevant to themselves)
Seek feedback from no less than 5 workplace
individuals to complete their 360° feedback tool:
● 2 colleagues/peers  Yes  No
● manager/supervisor
● 2 direct reports.

Collated the feedback responses into a summary  Yes  No

document.

Summarised their personal insights from Part A and the  Yes  No

feedback from the 360° feedback tool.

Documented this in 1000–1200 words.  Yes  No

Evaluated the impact on others of their own  Yes  No

workplace behaviours in challenging situations.

Identified times when they demonstrated self-control  Yes  No

through the management of their own emotions.
Identified and evaluated the impact of their own
workplace behaviours when they have demonstrated  Yes  No
self-control.

Identified 3 potential areas where they can develop  Yes  No

emotional intelligence.

Identified emotional intelligence principles and

 Yes  No
strategies used.

Result:  Satisfactory  Not Satisfactory  Not Assessed

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Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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ASSESSMENT 2 – Case study/Scenario

Instructions for Students:

• This is the second of the three assessment tasks you must complete satisfactorily to
be deemed competent in this unit.
• In this task, you are required to read and respond to 4 scenarios that relate to a
simulated workplace.
• Your assessor will assess you in this task and record and assess your performance in
the performance checklist for this task.
• Read the Assessment scenarios carefully.
• Seek clarification regarding the assessment required to be done.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of
others.
• Consult your assessor when you are unsure about how to acknowledge the
contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the
consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not
understand the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of
the assessments.
• Students with special needs can seek assistance from assessors depending upon the
natureof the need.
• Add your name, Student ID, unit code and assessment task number to all project
work, documents and sheets you attach to your submission.
• This is an open book assessment and may be completed in your own time. It is due
in one week after the module end date.
• Submit this document along with your assessment work.

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Resources required for assessment:

The assessor must ensure that the following resources are made available to students,
for assessment:
• workplace participants to complete a survey
• appendices to this task:
o Appendix 2.1: Australian Hardware simulated business
o Appendix 2.2: Scenario questions

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Scenario responses

In this assessment, you should read and respond to 4 scenarios that relate to a
simulated workplace. You are required to answer a series of questions relating to each
scenario.

In doing so, you should recognise and respond to the emotional states of other people
in the workplace, using emotional intelligence knowledge and skills to help build
effective relationships in the diverse organisation.

Complete all parts of the assessment with supporting documentation as required.

Submit the assessment task in the required format and within the timeframe agreed with
your assessor.

Scenario A

You are the new General Operations Manager for Australian Hardware.
Your Store Manager has had a stressful month. It is the end of the financial
year and sales revenue in the Timber, Plumbing and Electrical departments
are not on target, almost certainly due to increased competition from
smaller operators competing for trade contractors’ business.
Just this week, the Store Manager held a meeting in which she shouted at
all the department managers (including you) and instructed them to work
out a way to improve revenue. Obviously, the outburst did not make much
sense, as the department managers in such a large business do not have
the capability to raise much revenue directly. Marketing and distribution
innovations that could have an effect are mainly a head office
responsibility. The Wollongong store’s inability to counter the threat from
smaller, more nimble trade suppliers has been the main reason for the
revenue deficit.
Naturally, the atmosphere around the store and in the management team
is quiet, and a few managers have discussed leaving the organisation;
other managers have responded by pushing unreasonable sales demands
onto their sales staff.
You are now feeling pressure to do something to address the concerns
expressed by the Store Manager. You don’t wish to act contrary to budget
planning nor increase pressure on the team to offset poor performance in
areas beyond their control.
In your opinion, this leadership behaviour was disrespectful to all the
managers, created unnecessary concern about job security and
undermined trust. There has been a clearly negative flow-on effect down
through the store, which is now affecting people at a lower level. You are
justifiably angry at the manager’s behaviour and blame her for making a
bad situation worse due to poor leadership and poor emotional awareness.

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Based on this scenario, provide written responses to the following:

1. In approximately 80 words, outline what may have occurred in the Store
Manager’s emotional journey and her subsequent response in the meeting.
2. Describe at least 2 of the principles of strong emotional intelligence that the Store
Manager did not demonstrate in this scenario.
3. Provide at least 2 strategies that she could have considered while planning the
meeting, and link these to probable productive results for the business.
4. Managers reporting to you have asked if you would approach the Store Manager
on everyone’s behalf. List 6–10 sequential bullet points that would provide a well-
planned approach to guide this conversation with the Store Manager.
5. Outline at least 3 potential benefits for store performance if morale could be lifted
across the team.
6. Describe in approximately 75 words how you would model positive leadership
behaviour in this situation, based on emotional intelligence theory. You may
include bullet points.

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Scenario B

You are the new General Operations Manager for Australian Hardware.
It is the end of the financial year and sales revenue at the Wollongong store
in the Timber, Plumbing and Electrical departments are not on target. This
issue is almost certainly due to increased competition from smaller operators
competing for trade contractors’ business; nevertheless, some action should
be taken by management to lessen the effect of this issue on the store
overall.
After management discussions, it has been decided that some employee
performance targets will be increased where capacity exists, and some
programs (such as training) will be delayed. These measures will have the
effect of potentially increasing revenue and reducing costs to compensate
for overall poorer-than-expected performance in the Wollongong store.
Each manager will have responsibility for implementing this group decision
in their area of responsibility. It will be important to consider the emotional
impact on staff and any consequential impact on health, safety and
wellbeing, as well as the impact on performance and the achievement of
organisational goals.

In your written response to the above scenario:

1. Describe the relationship between emotionally effective people and the
attainment of business objectives.
2. Describe how considering the emotional impact of decision-making could lead to
better decision-making (with respect to business objectives).
3. Describe what a decision-making process that takes emotional impactinto
accountcould look like. Decisions in this case include, for example, setting
performance targets, or selecting what programs can be delayed.
4. Identify policies, procedures or legislation that will need to be followed to satisfy
internal and external requirements related to managing emotions in the
workplace.
5. Describe how health and safety legislation is relevant to managers’
implementation of business decisions.

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Scenario C

You are the new General Operations Manager for Australian Hardware.
An employee has come to you expressing concern about an issue involving
a co-worker. In general, the sales force is a fairly cohesive team, but now a
relatively new member of the team is rubbing people the wrong way.
The newer team member never participates in drinks or other social
occasions outside work. She never involves herself in the common, day-to-
day conversations about family, popular movies or culture. The team is
beginning to form the opinion that she is too aloof, doesn’t like the other
team members and they are expressing discontent about her place in the
team. The sales team believe it is really important to be able to feel a
connection with other team members. This connection provides a sense
that they can rely on each other. It facilitates mutual support such as
relieving another team member who needs some personal time, sharing
information as required and helping to serve customers in a collaborative
manner.
You happen to know that the sales staff member in question is a valuable
staff member with good customer skills and product knowledge. You
understand, however, that as a foreign-born, conservative, religious
woman, she is having trouble relating to the other team members. Many
team-bonding opportunities involve activities that she cannot participate in,
such as out-of-hours parties, drinking alcohol or using confusing cultural
references. The newer team member believes she is in a bind because she
would like to be accepted by her colleagues on her professional merits. It
seems that all avenues to team-bonding are closed off and she therefore
feels marginalised and senses that others see her as an unfriendly person.

In your written response to the above scenario:

1. What emotional cues would you look for in the initial conversation with the
employee expressing concern? Explain how these cues would guide your
response.
2. Identify at least 3 key points that you would discuss with the employee raising this
issue, ensuring that cultural misunderstanding is addressed in the meeting.
3. Develop a plan that identifies how the team in this scenario can raise their
awareness of cultural expressions of emotions and promote effective
communication to avoid further misunderstandings.
4. Drawing on your knowledge of emotional intelligence theory, suggest 2 strategies
that you might consider using with the newer team member to help alleviate her
feeling of isolation.
5. Prepare a list of at least 3 benefits that could be realised by the sales team and
the business as a whole, if this challenge can be satisfactorily addressed.
6. From your personal experience in the workplace, provide at least 2 examples
where misinterpretations of expressions or behaviour occurred due to a culturally

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diverse workforce. What were the consequences of these misunderstandings in

that workplace?

Scenario D

You are the new General Operations Manager for Australian Hardware.
An employee that you manage really gets on your nerves.
It’s not that their performance is all that bad. For example, the employee always does
what is required of them in terms of professionalism, administration tasks and dressing
appropriately. They meet sales targets, and their customer service ratings on their
performance scorecards are good.
On the other hand, the employee does not really respond to the team training and
team-building sessions that you have initiated which have proven so effective in
sustaining team morale and driving others to success. Other team members seem to
thrive on, and draw energy from, these team sessions, while this employee, if anything,
appears emotionally drained from interacting with their peers. They say that they
would rather work individually and that all the team stuff is suffocating. You’ve really
tried hard to build a culture of teamwork and this feels like a slap in the face.

In your written response to the above scenario:

1. Describe how you would set aside your own emotions to focus on and identify
how the employee (probably) feels. Refer to relevant principles of emotional
intelligence.
2. Describe how knowledge of learning styles, personality types or communication
styles might be able to help you relate to and understand the employee better
and adapt your response.
3. Describe how you could use your awareness of your own feelings and those of the
employee to adapt your response so that the following needs are satisfied:
a. own needs (emotional needs, need for team cohesiveness, need to meet
performance standards)
b. the employee’s needs (emotional needs, need to develop and perform
within a team environment).
Refer to relevant principles of emotional intelligence where applicable.

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Performance Checklist and Assessment Outcome – Assessment 2

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name

Did the student: Satisfactory

Scenario 1
Read the situation and interpret what may have happened to trigger the Store
 Yes  No
Manager’s emotional outburst in the meeting.
Demonstrate their understanding of the principles of emotional intelligence by
correctly describing what the Store Manager failed to model in her behaviour in  Yes  No
the meeting.
Provide at least 2 emotionally intelligent strategies that the Store Manager could
have used and explained how she could have created a more productive  Yes  No
outcome for the business by using these strategies.
Plan and sequentially list in 6–10 bullet points how they would approach a
conversation with the Store Manager to express the anxieties that team members  Yes  No
have following the meeting.
Identify 3 potential benefits for store performance if morale was lifted across the
 Yes  No
team.
Describe in approximately 75 words how they would model positive leadership
 Yes  No
behaviour in this situation, based on emotional intelligence theory.

Scenario 2

Accurately describe the relationship between emotionally effective people and

the attainment of business objectives.  Yes  No

Describe how consideration of the emotional impact of decision-making could

lead to better decision-making (with respect to business objectives).  Yes  No

Identify and described a process of decision-making that takes emotional

impactsinto account.  Yes  No

Identify policies, procedures and/or legislation that must be complied with to satisfy
internal and external requirements related to managing emotions in the workplace.  Yes  No

Describe how health and safety legislation is relevant to managers’ implementation

of business decisions.  Yes  No

Scenario 3

Accurately identify the emotions their team member was feeling when they
expressed their concerns; outlined how they would use their interpretation of their  Yes  No
team member’s emotions to guide their response.

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Accurately identify 3 key points that they could discuss with their concerned team  Yes  No
member to eliminate any cultural misunderstandings.
Outline how their team could raise their cultural awareness and promote effective  Yes  No
communication with the whole team.
Identify, from their knowledge of emotional intelligence theory, 2 strategies they  Yes  No
could use with their new team member to help her integrate into the team.
Identify 3 benefits both their team and the business could gain if this challenge was
overcome.  Yes  No

Outline 2 personal workplace experiences where they have experienced the  Yes  No
consequences of cultural misunderstandings.

Scenario 4

Referred to their knowledge of emotional intelligence principles to describe how

they would set aside their emotions to focus on and identify how an employee  Yes  No
might feel.
Described how knowledge of learning styles, personality types or communication
styles (for example) might be able to help them relate to and understand the  Yes  No
employee better and adapt their response.
Described how they could use awareness of their own feelings and those of an
employee to adapt their response so that their own needs and the employee’s
needs are satisfied.  Yes  No
In their description, they referred to principles of emotional intelligence where
applicable.
Result:  Satisfactory  Not Satisfactory  Not Assessed
Feedback:

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Assessment 3 – Observation and project

Instructions for Students

• This is the third of the three assessment tasks you must complete satisfactorily to be
deemed competent in this unit.
• This assessment has 4 parts to it.
o Part A: Plan a 30-minute team workshop to develop the emotional
intelligence of your team members.
o Part B: Conduct the team workshop. This will be conducted in class time. Your
assessor will observe you and record your performance in the observation
checklist for the task.
o Part C: Monitor your team’s development on 3 separate occasions over a 2-
week period.
o Part D: Complete a self-reflection questionnaire about your own
performance, using both your own reflections and feedback from your team.
• Review the Observation Checklist so that you are familiar with the behaviours that
you are expected to perform during the observation.
• Review other resources, tools, job aids that provide guidance related to the task you
are going to perform.
• Read the Plagiarism policy and procedure carefully to understand the
consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not
understand the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of
the assessments.
• Students with special needs can seek assistance from assessors depending upon the
nature of the need.
• Add your name, Student ID, unit code and assessment task number to all project
work, documents and sheets you attach to your submission.
• Submit this document along with your assessment work.

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Part A: Plan a team development workshop

1. Develop a plan for a team workshop. The goal of this workshop is to promote the
development of emotional intelligence within the team, and encourage them to
use emotional intelligence to:
a. enhance team performance to achieve organisational objectives and goals
b. understand the effect of behaviour and emotions on others in the workplace
and develop a greater degree of self- management.
c. create a positive, inclusive emotional climate in the workplace.
2. Complete the training planner template located in Appendix 3.1.
a. Review and incorporate all applicable workplace documentation, including:
i. workplace targets
ii. individual development plans
iii. relevant organisational policies and procedures
b. When planning your workshop, allow sufficient time for your team members
to ask questions, discuss thoughts and practise using new skills.
3. Research the topics that you wish to cover during the workshop. Topics could
include:
a. identifying the impact of your behaviour on others
b. self-management of emotions
c. using emotional intelligence to maximise team outcomes
d. identifying different cultural expressions of emotions.
4. Submit your plan to your assessor for review prior to conducting the workshop.
5. Before the workshop:
a. Draft and distribute a communication about the workshop to your team. This
will provide them with an overview of what to expect and help manage any
emotions your team members might be feeling about participating in the
workshop. Retain a copy of your communication to submit as part of your
assessment. Include in your communication:
i. why the workshop is being conducted
ii. who will deliver the workshop
iii. what participants must complete before the workshop
iv. what participants will learn
v. what the intended outcomes are

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vi. how it will help participants improve their workplace relationships and
performance.
b. Ask participants to identify and make notes on what they feel are their
emotional intelligence strengths, weaknesses and areas for opportunity and
bring their responses to the workshop.
c. Ask participants to complete the online GEIT test located at:
Emotional Intelligence Test, Global Leadership Foundation,
https://globalleadershipfoundation.com/geit/eitest.html.
6. Think about how you will behave in the workshop. During the workshop, you will be
observed by the assessor, so think carefully about the following.
a. Maintain awareness of your own behaviours throughout the workshop. This
will help you to build trust with your team members and foster positive
working relationships.
b. Model emotionally intelligent behaviours by demonstrating emotional
management and keeping control of your emotions.
c. Consider how your behaviours might impact on your team during the
workshop and be prepared to be flexible enough to modify your behaviours
to achieve the best outcomes.

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Performance Checklist and Assessment Outcome – Assessment 3, Part A

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name

Did the student: Satisfactory Comments

Exhibited leadership skills to advance organisational goals

by monitoring performance, planning interventions and  Yes  No
implementing training and development.
Identified how their team could improve performance and
achieve goals through developing their emotional  Yes  No
intelligence and their ability to work with others.
Prepared for the workshop by:
● reading and researching relevant background
information for topics discussed during workshop  Yes  No

● completing the training planner

Asked the team to identify and make notes on what they

feel are their emotional intelligence strengths, weaknesses
and areas for opportunity.
 Yes  No
Asked them to complete the online GEIT test located at:
Emotional Intelligence Test, Global Leadership Foundation,
https://globalleadershipfoundation.com/geit/eitest.html.
Anticipated that the team may be anxious about the
workshop and provided them with a detailed brief on what  Yes  No
it would involve prior to the session.
Submitted a completed plan using the training planner
(Appendix 3.1) to assessor prior to conducting the  Yes  No
workshop.
Result:  Satisfactory  Not Satisfactory  Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

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Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Part B: Conduct workshop

1. Conduct the workshop with your team, making sure you fulfill the evidence
requirements below.Your assessor will organise for volunteers to play the roles of
team members.
d. Commence by being mindful of verbal and non-verbal cues. Introduce the
session positively by establishing why the workshop is occurring. Ask your
team for input and their thoughts on what they hope to take away from it.
e. Advise your team members you will be making notes throughout the
workshop to help you further develop the workshop outcomes. Use the
Student Workshop Record located in Appendix 3.2 to record this.
f. Provide a brief overview of the principles of emotional intelligence and
strategies including self-control and self-management. Link the theory to your
goal for the workshop:
The goal of this workshop is to promote the development of emotional
intelligence within the team, and encourage them to use emotional
intelligence to:
i. enhance team performance to achieve organisational objectives and
goals
ii. understand the effect of behaviour and emotions on others in the
workplace and develop a greater degree of self- management
iii. create a positive, inclusive emotional climate in the workplace.
g. Work with the group to establish guidelines for the workshop. For example, it
is a confidential environment and what is discussed in the workshop stays in
the team.
h. Ask team members to describe:
i. the team’s recent performance, and obstacles to their performance
ii. how their recent performance is making them feel, along with their
level of job satisfaction
iii. the effects their current emotions and behaviours could be having on
the team outcomes.
Take notes of responses using the student workshop record located in
Appendix 3.5.
i. Demonstrate listening and questioning skills to clarify understanding of your
team’s thoughts and feelings.
j. Initiate a discussion with the team on their strengths, weaknesses and areas
for development. Include their findings from the GEIT test if it was completed.

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i. encourage the team to be open, and help them explore common

areas; this will encourage a more positive, inclusive climate
ii. note that some team members may not wish to discuss their results with
the whole team; responses to this discussion might require you to modify
your approach based on observed emotional cues
iii. reinforce how participants can use their strengths both individually and
as a team to achieve objectives
iv. discuss ways participants can work on their identified development
opportunities. These might include, for example: creating a more
positive and inclusive team climate; or understanding the impact their
behaviour can have on others.
k. Ask participants to develop and document a plan to develop the areas of
improvement they have identified.
l. Provide a copy of the team’s plan as part of your assessment
documentation.
m. Discuss how different cultures express emotions and how these can be
identified and responded to appropriately.
i. ask the participants to discuss how this applies to their own team
ii. ask them to review their plan from above and incorporate any
additional ways they can identify and respond more effectively to
cultural expressions of emotions.
n. Ask each member of your team to commit to implementing the plan they
have developed to improve performance and help build a better climate.
7. Identify and address any difficulties during the session and provide feedback to
team members throughout.
8. Have each team member provide feedback to you by completing Appendix 3.3:
Evaluation form – Participant. Collect this feedback and use it for Part D.

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Role Play Observation Checklist and Assessment Outcome – Assessment 3

Part B
Student name
Unit and Task
being assessed
Course name and
title
Assessor name
Date of
observation
Did the student demonstrate Check Comments
the following skills: (X) (How did the student demonstrate this?)
Y N

Arranged a suitable time and

place with their team and assessor
to conduct the workshop.
Demonstrated effective
communication skills

Took a collaborative approach by

using inquiring and inclusive
techniques.

Modelled behaviours that

demonstrated management of
emotions during the workshop

Recognised and responded to the

emotional states of the team by
being inclusive and flexible and
adapting their approach as
required.

Promoted the development of

emotional intelligence by
providing opportunities for their
team to express their thoughts and
feelings, and supporting them to
understand and manage their
emotions.

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Explained emotional intelligence

principles and strategies.
Provided feedback to both team
members and the team as a
whole throughout the workshop.
Identified and addressed any
difficulties the participants
encountered during the session.
Advised that they would be taking
notes throughout the workshop
and explained what the notes
would be used for.
Sought feedback from their team
on the workshop through the
evaluation form. Collected all
completed forms during the
meeting.
Feedback / Comments:

Result:  Satisfactory  Not Satisfactory  Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Part C: Provide feedback and monitor progress

Monitor the progress and performance of your team.
a. On 3 separate occasions,you are to observe your team members
completing a challenging task as a team in the workplace environment and
provide support if required.
b. The first observation should be shortly after the workshop. This will establish a
baseline against which you can compare ongoing performance.
c. Record your observations using the monitoring worksheet, located in
Appendix 3.4.
d. Provide feedback and suggestions for further improvement to the team
during your observations.

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Role-play observation Checklist and Assessment Outcome – Assessment 3, Part

C

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name

Did the student: Satisfactory Comments

1st occasion

Clearly describe the process to team prior to

 Yes  No
monitoring performance
Monitorteam progress by observing them
 Yes  No
complete a team task
Documented their observations on the Monitoring
 Yes  No
worksheet (Appendix 3.4)
Provide informal guidance, support or feedback
to staff, to understand the effect of their
 Yes  No
behaviour on others through one on one
feedbackduring monitoring

2nd occasion

Clearly describe the process to team prior to

 Yes  No
monitoring performance
Monitor team progress by observing them
 Yes  No
complete a team task
Documented their observations on the Monitoring
 Yes  No
worksheet (Appendix 3.4)
Provide informal guidance, support or feedback
to staff, to understand the effect of their
 Yes  No
behaviour on others through one on one
feedbackduring monitoring

3rd occasion

Clearly describe the process to team prior to

 Yes  No
monitoring performance
Monitor team progress by observing them
 Yes  No
complete a team task

Documented their observations on the Monitoring  Yes  No

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worksheet (Appendix 3.4)

Provide informal guidance, support or feedback

to staff, to understand the effect of their
 Yes  No
behaviour on others through one on one
feedbackduring monitoring
Result:  Satisfactory  Not Satisfactory  Not Assessed
Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Part D: Self-reflection
Complete the self-reflection form (Appendix 3.5). You should reflect on the following:
1. how conducting the workshop helped you to improve your own emotional
intelligence
2. if the workshop met the goals you developed in your training workshop
planner. (Did the workshop encourage others to develop their own emotional
intelligence, to build productive relationships, and to maximise workplace
outcomes?)
3. what you would do differently if you ran the workshop again.
Complete the assessment evidence requirements and submit within the timeframe
agreed with your assessor.

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Performance Checklist and Assessment Outcome – Assessment 3, Part D

Student name

Unit code and title BSBLDR511 - Develop and use emotional intelligence

Assessor name

Did the student: Satisfactory Comments

Incorporated participant feedback and thoughts from their
 Yes  No
observation into their self-reflection.
Completed the assessment and submitted all
documentation in the correct format and within required
timeframe:
● completed training workshop planner (Appendix 3.1)

● copy of communication to team prior to workshop

 Yes  No
● completed student workshop record (Appendix 3.2)

● copies of completed evaluation forms (Appendix 3.3)

● completed monitoring worksheet (Appendix 3.4)

● completed self-reflection (Appendix 3.5).

Result:  Satisfactory  Not Satisfactory  Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

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Appendices

Assessment Task 1 appendices

Appendix 1.1: Sample 360° feedback tool

360° Feedback Survey

Employee name
(optional):
Position:

Date:
Rating/performance

Neither
Strongly Strongly
Disagree agree nor Agree
Disagree Agree
disagree

Builds relationships with others based

on sincerity and respect.
Respects and relates well to others
from varying backgrounds and
cultures.

Is honest, ethical, and trustworthy.

Freely offers help and assistance to

others when appropriate.
Paints a positive picture of the future
that others buy into.
Is aware of how their behaviours
affect others.
Takes responsibility for their own
actions.
Sets a good example of the
behaviour they ask for.
Is able to show a sense of humour
and laugh at themselves.
Is open to constructive criticism or
feedback without becoming
defensive.
Reflects and learns from
experience.
Is able to openly admit their
mistakes.

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Rating/performance

Neither
Strongly Strongly
Disagree agree nor Agree
Disagree Agree
disagree

Will take a tough, principled stand

even if it is unpopular.
Keeps a sense of perspective and
calmness under pressure.
Can be counted on to follow
through with their promises.
Willingly changes the way of doing
things when current methods are
not working.
Demonstrates empathy with others’
feelings.

Fosters open communication.

Adopts a win-win approach.

Describe this person’s greatest strengths as a leader.

Describe specific things this person could do to become a more effective leader.

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Assessment Task 2 appendices

Appendix 2.1: Australian Hardware simulated

business
Australian Hardware is a large and expanding hardware and homewares retailer with
approximately 140 stores located across Australia. In its vision statement, Australian
Hardware states that it intends to ‘lead the hardware and home-improvement market
in Australia within 5 years’.
In order to realise this vision, the organisation intends to:
● build market share by focusing on the customer experience

● control direct and indirect costs through efficient internal processes

● establish the reputation of Australian Hardware as a socially and environmentally

responsible company
● lead by example in embracing cultural diversity in the workforce.

These strategic organisation-wide directions are implemented from senior management

down, in the form of performance expectations for managers and employees at every
level of the organisation.
Australian Hardware realises that the success of the business will come from its people.
For this reason, the organisation insists that managers build effective teams by
responding to the needs of employees. Such needs include safety and security,
fairness, flexibility, skills development and self-actualisation. Satisfying such needs will
allow employees to focus more effectively on work tasks and customer needs. In
addition, Australian Hardware encourages managers to take a flexible approach to
meeting performance targets and to set goals in close collaboration with employees.
To implement strategic directions and advance Australian Hardware’s values,
managers are expected to lead employees by modelling positive behaviours and
attributes. This mindful approach to leadership and management is intended to
encourage employees to follow the example in their interactions with colleagues and
customers. To lead and inspire people, managers must demonstrate keen emotional
awareness and promote positive team-building behaviours in others.
You are the new General Operations Manager of the Wollongong NSW store and you
are ready for a challenge. You are directly responsible for managing general sales and
checkout staff, administration staff and a human resources officer. You report to the
Store Manager, who is accountable for all areas of store responsibility (Timber, Plumbing
& Electrical, Gardens and Homewares departments and general operations).
For more background to this assessment task, Australian Hardware simulated business
information, including business and operational plans, financial information, and
policies and procedures, can be located online at:
http://australianhardware.simulations.australiantrainingproducts.com.au/.

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Assessment Task 3 appendices

Appendix 3.1: Training workshop planner

Time Workshop part Content Activity Resources

Reasons for/objectives of the
workshop
Introduction
Workshop Guidelines

Topic 1: Current
Team
Performance

Topic 2:
Emotional
intelligence

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Topic 3: Develop
awareness of
individual
emotional
intelligence
strengths and
weaknesses

Topic 4: Cultural
diversity

Topic 5: Options
and ideas

Conclusion and
evaluation

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Appendix 3.2: Student workshop record

Time Workshop part What was discussed?

Introduction
Participant
expectations

Agreed workshop
guidelines

Current team
performance

How their performance

is making them feel

Effects their current

emotions and
behaviours could be
having on team
outcomes

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Discussion: strengths
and weaknesses,
development areas

Common strengths

Common development
areas

Develop document
plan

Cultural diversity

General observations

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Appendix 3.3: Evaluation form – Participant

Coaching evaluation form
Name: (optional) Date:
Part A: Place an ‘X’ in the box to indicate your answer to the following
questions.
Neither
Strongly agree Strongly
Statement Agree Disagree
agree nor disagree
disagree

The outcomes of the

session were clearly
defined.

I understood the
information explained to
me and felt encouraged
to use it in the
workplace.

My manager
encouraged me to ask
questions, share feelings
and supported me in
doing so.

The content was

organised and easy to
follow.

My manager was
knowledgeable about
the topic or skill.

My manager was well

prepared and able to
demonstrate flexibility
when required.

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Part B: Answer the following questions by providing a brief written response.

1. Describe how the workshop helped you to identify areas where you can
build better relationships within the team to assist in achieving
organisational goals and objectives.

2. Describe how the workshop helped you to understand the effect of

behaviour and emotions on others in the workplace.

3. What action can you take from the workshop to improve your self-control
and self-management whilst at work?

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4. What action can you take from the workshop to create a more positive
and inclusive emotional climate in the workplace?

5. Describe your key learnings from the workshop, how you will use them in the
workplace and what you hope they will achieve.

Comments:

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Appendix 3.4: Monitoring worksheet

Workshop

Observation log Observation #1 Date: Observation #2 Date: Observation #3 Date:

Current team
performance (% to
target)
Current use of
emotional intelligence
to increase
performance
(include examples)

Implementation of
ideas from plan
developed in workshop
(include examples)

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Feedback provided to
team following
observation
For example:
● use of strengths
● positive
communication
● inclusive behaviours
● management of
emotions.
Opportunities identified

General comments

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Appendix 3.5: Self-reflection form

Use the following questions to reflect on your own performance planning for and conducting
the workshop.

You were expected to set the tone for behaviour in the workshop. Did you
model emotionally intelligent behaviours throughout the workshop?
How did you do that?

What could you have done better?

Were you aware of the impact of your behaviours throughout the

workshop? Do you feel this helped you to build trust and positive working
relationships?

Did you model emotional management and being in control of your

emotions?

Were there times when you found this challenging? If so, please describe
this.

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Were there times where you needed to modify your behaviours to achieve
the best outcomes? If so, please describe this.

What could you have done better?

You were expected to provide opportunities for your team to express

thoughts and feelings. How did you do this?

What could you have done better?

You were expected to assist your team to understand the effect of their
behaviour and emotions on others. How did you do this?

What could you have done better?

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You were expected to encourage the team to self-manage emotions. How

did you do this?

What could you have done better?

You were expected to encourage the team to develop emotional

intelligence and build productive relationships. How did you do this?

What could you have done better?

You were expected to encourage a positive emotional climate in the

workplace. How did you do this?

What could you have done better?

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You were expected to use the team’s strengths to get both their own and
the team’s performance back on track. How did you do this?

What could you have done better?

What would you do differently if you were to run the workshop again?

Identify and list feedback from the participants that supports your
reflections.

What have you observed during your observations in the workplace that
support your reflections?

How successful do you feel you were in achieving your workshop goals
based on the monitoring you conducted after the workshop?

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