BSBLDR511 Student Assessment Task-3

Australian Harbour International College
RTO ID: 41338 CRICOS Provider Code: 03449J

ABN: 74 603 036 102
T: 02 9268 0085
E: admissions@ahic.edu.au
W: www.ahic.edu.au
A: Level 4, 114-120 Castlereagh Street
Sydney NSW 2000 Australia
Assessment Details
Qualification Code/Title BSB60215-Advanced Diploma of Business
Assessment Type Assessment -03 (Project) Time allowed
Due Date 22-03-2020 Location AHIC Term / Year 2020
Unit of Competency
National Code/Title BSBLDR511 Develop and use emotional intelligence
Student Details
Student Name Kesab Adhikari Student ID AHI00003K3
Student Declaration: I declare that the work submitted is my own, and Signature: ____________________________
has not been copied or plagiarised from any person or source. Date: _20____/_03_____/______2020____
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
........................................................................................................................................................................................................
........................................................................................................................................................................................................
........................................................................................................................................................................................................
..................................................................................................................................................................
Student Declaration: I declare that I have been assessed in Assessor Declaration: I declare that I have conducted a fair, valid,
this unit, and I have been advised of my result. I am also aware reliable and flexible assessment with this student, and I have
of my appeal rights. provided appropriate feedback.
Signature: _______________________________ Signature: ________________________________________
Date: __20____/___03____/____2020_______ Date: ______/_______/___________
Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
File Name :BSBLDR511 Develop and use emotional intelligence Version 1.0/ February 2020 Page 1 of 17
ABN: 74 603 036 102
T: 02 9268 0085
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Instructions to the Candidates

 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge.
You will be entitled to one (1) resubmit in showing your competence with this unit.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please inform
the assessor immediately.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this assessment
along with a satisfactory result for the other assessment (Project)
 This is an Open book assessment that you will do in your own time but complete in the time designated by
your assessor. Remember, that it must be your own work and if you use other sources then you must
reference these appropriately.
 Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit
Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the
Internet and word-processing system such as MS Word.
 Submitted document must follow the given criteria. Font must be Times New Roman; Font size need to be 12
and line spacing has to be Single line.
 This is Individual Assessments. Once you have completed the assessment, please upload the softcopy of the
Assessment into AHIC Moodle.
 Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark
of Zero.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Information
The assessment tasks for BSBLDR511 Develop and use emotional intelligenceare included in this
Student Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions at all.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement.Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s
assessment appeals process.
You have the right to appeal the outcome of assessment decisions if they feel they have been dealt with
unfairly or have other appropriate grounds for an appeal.
Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
 Course identification code
 Assessment Task number
 Document title (if appropriate)
 Student name
 Date it was created
For example, BSBLDR511 AT2 Personality Test Review Joan Smith 20/10/18
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Instructions
Each assessment task in this booklet consists of the following:
Assessment Task Cover Sheet

This must be filled out, signed and submitted together with your assessment responses.
If you are submitting hardcopy, the Cover Sheet should be the first page of each task’s submission.
If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit
the file.
The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will
be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your
assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your
assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per
your RTO’s re-assessment policy.
Depending on the task, this may include

 resubmitting incorrect answers to questions (such as short answer questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of
the task
 redoing a role play after being provided with appropriate feedback about your performance
 being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.
Assessment Task Information

This gives you:
 a summary of the assessment task
 information on the resources to be used
 submission requirements
 re-submission opportunities if required
Assessment Task Instructions

These give questions to answer or tasks which are to be completed.
Your answers need to be typed up using software as indicated in the Assessment Task Instructions.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Copy and paste each task’s instructions into a new document and use this as the basis for your assessment
task submission. Include this document’s header and footer.
If you are submitting electronically, give the document a file name that includes the unit identification
number, the task number, your name and the date.
Checklist
This will be used by your assessor to mark your assessment. Read through this as part of your preparation
before beginning the assessment task. It will give you a good idea of what your assessor will be looking for
when marking your responses.
Student Assessment Agreement
Make sure you read through the assessments in this booklet before you fill out and sign the agreement
below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit?  Yes  No
Do you understand the requirements of the assessments for this unit?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any specific needs that should be considered?  Yes  No
If so, explain these in the space below.
Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an assessment?  Yes  No
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 3: Staff emotional intelligence project
Task summary
You are required to review a case study and answer questions, and then conduct two roleplaymeetings with
staff members.
This assessment is to be completed in the simulated work environment in the RTO.
Required
 Access to textbooks/other learning materials
 Computer with Microsoft Office and internet access
 Staff Emotional Intelligence Report Template
 Roleplay participant (assessor)
Timing
Your assessor will advise you of the due date of these submissions.
Submit
 Email with staff emotional intelligence report attached.
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all
of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete
further assessment to demonstrate competence.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt(s) will be arranged at a later time and date.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 3 Instructions
Carefully read the following:
You work as a staff counsellor at a large company. The business specializes in finding both commercial and
residential tenants for landlords, as well as matching landlords with tenants.
All staff work an eight-hour day from 9 am to 5.30 pm, with 30 minutes for lunch.
The Operations Manager has described the following situation to you:
Beryl is the Team Leader of the telemarketing group, responsible for:

 supervision and mentoring of a telemarketing team of eight
 outbound sales calls to real estate agents, property managers and landlords
 appointment setting for field sales teams
 inbound query resolution and customer service
 maintenance of all customer contacts in the Customer Relationship management system
Beryl, aged 62, has been with the company for 3 years. She was born in Australia. She has worked in sales
most of her life. Beryl was hoping to retire at 60 but personal circumstances have meant she is continuing to
work. Beryl is a very hard worker and achieves above the required results for signing up tenants and
landlords.
One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in
Australia for 2 years. She speaks good English and gets on with her team members, although she is
generally quiet. She has always been very reliable with her attendance at work.
As the Operations Manager of the company and the overall manager of the team, you have noticed recently
that there is tension between Beryl and Yuko.
You have noticed that Beryl often ignores Yuko or addresses her though another member of the team. You
have also noticed Beryl whispering to other workers and you sense that this is in relation to Yuko.
Yuko’s work performance is suffering, and she is not making the required amount of daily calls to sign up
new tenants and landlords. Yuko has also become more withdrawn recently and tends not to sit in the staff
room anymore or attend staff social functions.
This situation is stressful. The team’s performance targets are not being met and the conflict within the team
seems to be having an effect on other staff members, with sides being taken.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
You have heard through another member of staff that Yuko feels that Beryl is racist, and that Beryl
complains that she can’t understand Yuko’s accent and that she feels Yuko is never very enthusiastic about
her work.
You would like to resolve this situation by getting Beryl and Yuko to understand each other’s perspectives
and to manage their emotions at work. At this stage there are no options for moving either member of staff
to another team.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Answer the following questions in Staff Emotional Intelligence Report Template.

Each of your answers should be approximately 1 paragraph in length.
1. Based on a review of the case study, what do you think could be possible range of emotions
that Yuko could be feeling? List at least five possibilities.
Answer: The five possible emotional range that Yuko feel as per report provided are:
I. She feels ignored by Beryl
II. She is not considered important by Beryl
III. She is not treated like other co-worker
IV. Absence of proper communication
V. Absence of full-fledged commitment
2. Based on a review of the case study, what are the possible ranges of emotions that Beryl could
be feeling? List at least five possibilities.
Answer: Five possible ranges of emotions that Beryl could feel are:
I. Beryl thinks there is no active listening
II. She feels that there is lack of trust
III. She feels she is not being obeyed properly
IV. The situation is stressful
V. She might be envy
3. Based on a review of the case study, what do you think could be the effect of the workplace
situation on the manager and possible emotions they could be feeling? List at least five
possibilities.
Answer: Based on a review of the case study, effect of workplace situation on manager and
the possible emotions that they could feel:
I. There will be conflict within the team members
II. There will be lack of trust among the staff members
III. Fear among staffs
IV. There will be stress in the workplace
V. Work performance of staff is suffered and ultimately team performance target are not being met.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
4. Would you expect any cultural differences in emotions? Research differences between
Australian and Japanese expressions of emotions and describe differences you identify. List at
least two.
Answer: Yes, I expect that there is cultural difference in emotions and the two differences
between expressions of Australian and Japanese on the basis of emotions are:
I. Australian generally perceives themselves as happy go lucky and outgoing. It is
likely that their concepts of emotions will include very expressive behaviour. On the
other hand Japanese perceives themselves as cautious, reserved and suppressive.
II. Japanese are less likely to express their opinion for the same reason Australian
might not express their opinion around their boss. Unlike the Japanese Australian
use the language that does not accord status, they feel more egalitarian when they
grow up. As a result, they have more confident in their opinion because they feel
more equal to those around them.
5. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the
opportunity to express their thoughts and feelings? List at least two.
Answer: Techniques to ensure that both Beryl and Yuko have opportunity to express their
thoughts and feelings:
I. Communicate clearly and openly
- Yuko should tell clearly and directly to Beryl about what she feels at the
moment at the workplace. She should be expressive and open up clear.
II. Be direct and straightforward to the point

- Beryl should directly talk to Yuko instead of addressing on other member of the
team.
6. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the
opportunity to reflect on the effect of their behaviour and emotions? List at least two.
Answer: To ensure that Beryl and Yuko have the opportunity to reflect on the effect of
their behaviour and emotions, i would prefer to use following techniques:
 They can make negotiations through brainstorming session and meeting of team members
 Understanding the active listening and managing the conflict resolution techniques at
workplace to control conflicts.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
7. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions?
List at least five tips.
Answer: To assist Yuko and Beryl in self managing their emotions in workplace, I will advice
them to:
 Change their thoughts and emotions,
 Change their focus of attention,
 Talk about stress management
 Do some brainstorming session with co-worker
 Communicate with each other directly face to face about whatever they feel.
8. Document a step-by-step approach for resolving the workplace situation. As a guide, you should
list between 6 to 8 steps.
Answer: As a guide, a step by step approach for resolving the workplace situation is:
 Need to understand the needs of the employees and understand the problem
 Analyse the problem
 Develop the solution
 Implement the solution
 Evaluate the results
 Standardise the solution
 Always provide support in stress management
9. Prepare questions (at least five) to ask Beryl and Yuko at the meeting.
The questions should help you to find out more about the situation and their thoughts and
feelings.
Ensure that your questions are open questions to encourage discussion.
Your questions should ensure that you:
 Identify information about the workplace situation
 Provide opportunities for Yuko and Beryl to express their thoughts and feelings?
Answer:
1. Questions to Beryl to find out about her thoughts and feelings:
a. Describe a time you had a positive impact on someone.

ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
b. Do you feel Yuko is not obeying you ?

c. Why do not you talk to Yuko directly instead of addressing to other team member ?
d. Why do no you have a face to face clear communication and understand each other ?
e. Are you having any stress or problem at workplace due to Yuko ?
f. Why are you ignoring Yuko and whisper about her to other members ?
2. Questions to Yuko to find out about her thoughts and feelings:

a. Ask serious questions like “Do you feel left out and ignored by Beryl ?”
b. Open ended direct questions like “why don’t you open up and say your things clearly to
her ?”
c. Genuine questions like “ do you think that Beryl is discriminating you or being a racist ?”
d. Drawing with righty questions “ are you feeling uncomfortable because of cultural
differences ?”
e. Empathy “do you think your work performance is suffering because of the stress ?”
10. Send an email to your assessor.

The text of the email should be in grammatically correct English, written in an appropriate (polite,
business-like) style.
It should introduce and summarise the contents of the attachment and ask for the place, date
and time of your roleplay meeting.
Attach your Staff Emotional Intelligence Report to the email.
Answer:
To: Anindya Chowdhury
Subject: Roleplay meeting
Dear Sir,
Hope this email finds you well.
As you suggested, I have completed the assessment of the situation and summarised my answers for the
questions above. I understand that the performance of individual member and the team is also being
affected by the conflict. I have tried to identify the range of emotional issues of both Beryl and Yuko and
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
made suggestions to resolve the conflict. I have also attached the report do that you can evaluate the
incident and suggest steps to resolve the issue.
I would like to know the date, time and place of meeting so that we can sit together and decide resolve the
situation for the betterment of the team and the organisation as a whole.
Thank you.
Kind regards,
Kesab Adhikari
Manager
11. Meet with staff.

You are required to meet with both of the staff members (roleplayed by your assessor).
Prior to the meetings, you should also consider appropriate strategies for addressing the issue,
bearing in mind that you will be provided with additional information that you will need to
consider at the meeting.
You will be assessed using the checklist starting on the following page, so ensure that you are
familiar with the requirements before beginning the meeting.
You must also demonstrate throughout each meeting:

 Empathy and acknowledgement of others’ perspectives
 Active listening
 Remaining calm and unbiased
 Your ability to respond to varying levels of cultural expression
 Showing flexibility and adaptability e.g. being open to different ideas about actions
to address the workplace situation
 Providing encouragement to staff to assist them to develop their emotional
intelligence, including self-management of emotions
Use the information provided through the meetings to consider appropriate actions to be taken
to ensure that the workplace outcome of resolving this issue is achieved.
At each meeting you will need to complete all of the following:

 Briefly explain the purpose of meeting
 Find out more about each staff member’s side of the story by asking the questions
you have prepared.
 Respond appropriately to each staff member’s emotional state and provide
opportunities for Beryl/Yuko to express their thoughts and feelings through the questions
you prepared and use of active listening techniques.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
 Demonstrate non-verbal communication skills including nodding and smiling as

appropriate.
 Acknowledge each staff member’s perspective.
 Explore the impact of each staff member’s behaviour and emotions on the other
staff member and the rest of the team.
 Discuss each staff member’s strengths and their contribution to the workplace.
 Through discussion, identify appropriate emotional intelligence techniques,
including self-management of emotions, for managing behaviour and for building effective
workplace relationships.
 Through discussion with each staff member, decide on actions for addressing the
issue, taking into account both staff members’ needs and emotions, as well as identified
strengths. In discussing actions, you should show that you have taken into account the
additional information provided at the meeting and can demonstrate flexibility and
adaptability in considering a solution.
Answer: Meeting with staff (role play
Manager: Hello everyone, our purpose of meeting is to identify the situation between Beryl and Yuko.
And can you both tell me what is the issue.
Beryl: Well, as a team leader it’s my duty to monitor and supervise the to do things properly but
Yuko is not an active listener and lethargic.
Yuko: It is not the issue. The point is Beryl does not communicate with me properly and directly
and address me through staff member.
Beryl: In that case Yuko is lost in her thoughts as she is not making the required amounts of calls
and tends no to sit with other staffs too.
Manager: well, in that case you need to sit down and have face to face conversation to sort things out.
Try to understand each other more closely. Do you even know that this has impact on other
staffs in the workplace. The situation is stressful and the teams performance is not being
met.
Yuko: I feel because of the culture difference Beryl is discrimination me, i am always reliable with
attendance at work and has good boding with other staff.
Beryl: I don’t understand her ascent and in think Yuko is never very enthusiastic amount her work
Manager: Team work is the strength or company it is very necessary to have that strong relationship
between staff to built effective workplace. Also. You need to have self analysis and do some
brainstorm session. Support and understand each other. Pay attention to how you behave.
Take responsibilities for you feeling and behaviour
Practise responding, rather that reacting
Show empathy with yourself and to other team members.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessment Task 3 Checklist

Student’s name:
Completed
Did the student: successfully Comments
Yes No
List at least five emotions that Yuko could be feeling?
List at least five emotions that Beryl could be feeling?
List at least five emotions that the manager could be feeling?
List at least two differences between Australian and
Japanese expressions of emotion?
List at least five tips to assist Beryl and Yuko in self-
managing their emotions?
Document a step-by-step approach for resolving the
workplace situation, with between 6 to 8 steps?
Develop and submit five suitable questions to:
 Identify information about the workplace situation
 Provide opportunities for Yuko and Beryl to express
their thoughts and feelings?
For the Yoko roleplay:
Use questioning to identify find out about the workplace
situation and Yuko’s thoughts and feelings?
Assess the emotional state of Yuko during the meeting and
respond appropriately?
Use questioning and active listening to provide the
opportunity for Yuko to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Yuko’s
emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on
Beryl and the rest of the team?
Identify and respond to differing cultural expressions of
emotion?
Encourage Yuko to develop and use emotional intelligence
techniques?
Show flexibility and adaptability in making decisions about
actions to be taken?
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Student’s name:
Completed
Did the student: successfully Comments
Yes No
Take into account Yuko’s needs and emotions, as well as
identified strengths when making decisions about actions to
be taken?
For the Beryl roleplay:

Use questioning to identify find out about the workplace
situation and Beryl’s thoughts and feelings?
Assess the emotional state of Beryl during the meeting and
respond appropriately?
Use questioning and active listening to provide the
opportunity for Beryl to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Beryl’s
emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on
Beryl and the rest of the team?
Identify and respond to differing cultural expressions of
emotion?
Encourage Beryl to develop and use emotional intelligence
techniques?
Task Outcome: Satisfactory  Not Satisfactory 

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Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Due Date 22-03-2020 Location AHIC Term / Year 2020

Instructions to the Candidates

Naming electronic documents

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

Depending on the task, this may include

Assessment Task Information

Assessment Task Instructions

Student Assessment Agreement

Do you understand your rights to re-assessment?  Yes  No

Assessment Task 3: Staff emotional intelligence project

This assessment is to be completed in the simulated work environment in the RTO.

Assessment Task 3 Instructions

Carefully read the following:

The Operations Manager has described the following situation to you:

Beryl is the Team Leader of the telemarketing group, responsible for:

Answer the following questions in Staff Emotional Intelligence Report Template.

II. Be direct and straightforward to the point

a. Describe a time you had a positive impact on someone.

b. Do you feel Yuko is not obeying you ?

2. Questions to Yuko to find out about her thoughts and feelings:

10. Send an email to your assessor.

Attach your Staff Emotional Intelligence Report to the email.

To: Anindya Chowdhury

Subject: Roleplay meeting

Hope this email finds you well.

11. Meet with staff.

You must also demonstrate throughout each meeting:

At each meeting you will need to complete all of the following:

 Demonstrate non-verbal communication skills including nodding and smiling as

Answer: Meeting with staff (role play

Assessment Task 3 Checklist

For the Beryl roleplay:

Task Outcome: Satisfactory  Not Satisfactory 

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