SA Tool - BSBPEF502 - Develop and Use Emotional Intelligence - V Feb 2022

RTO No: 21870
CRICOS Provider Code: 02992E

ABN: 39 122 778 563
STUDENT COPY
Assessment Resource Summary
BSBPEF502 - Develop and use emotional
Unit Details intelligence
ASSESSOR COPY
This is a summative assessment, which requires
Assessment
each student to have adequate practice prior to
Type undertaking this assessment.
Assessment 1
Written Assessment (J)
(Written Questions)
Assessment Part 1
Methods Part 2
Project (C)
Part 3
(Self-Awareness Analysis)
Last Modification Date February 2022
Develop and use emotional intelligence
Page 1 of 47
RTO No: 21870
ABN: 39 122 778 563
Unit Summary
This unit describes the skills and knowledge required to develop and use emotional intelligence to
increase self-awareness, self-management, social awareness and relationship management in the
workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on information
from a range of sources and who deal with unpredictable problems as part of their job role. These
individuals may be responsible for leading a team or work area.
No licensing, legislative or certification requirements apply to this unit at the time of publication
Prerequisite Units
There are no recommended pre-requisite units for this competency.
Co-requisite Units
There are no recommended co-requisite units for this competency.
Resources
Resources: Student Student Guide, PowerPoint presentation, Sample Policies and Procedures and
documents, Office equipment and resources, computer facilities with internet, including the “Student
Resource Folder”, accessible for every student via Rhodes College intranet.
Chapman, M., 2014, ‘Sense and sensibility’, Mindfulnet available at Student Resource Folder\BSBPEF502\EI
Coaching At Work.pdf (http://www.mindfulnet.org/EI%20Coaching%20At%20Work%2009.pdf)
Consortium for Research on Emotional Intelligence in Organisations available at Student Resource
Folder\BSBPEF502\The Genos Emotional Intelligence Inventory (Genos EI).pdf
(www.eiconsortium.org/measures/genos.html)
Guideline for recruitment, selection and induction policies and procedures available at Student Resource
Folder\Sample Policies and Procedures
HR Grapevine available at Student Resource Folder\BSBPEF502\5 Ways for Developing Emotional Intelligence
_HR Grapevine.pdf
(www.hrgrapevine.com/markets/hr/article/2014-06-03-5-ways-for-developing-emotional-intelligence)
Emotional Intelligence Questionnaire.pdf available at Student Resource Folder\BSBPEF502.
(https://www.drugsandalcohol.ie/26776/1/Emotional_intelligence_questionnaire-LAL1.pdf)
Main theories of Emotional and Social Intelligence: https://www.businessballs.com/self-awareness/main-theories-of-
emotional-and-social-intelligence-esi/
Mind Tools: www.mindtools.com
BSBPEF502 - Develop and use emotional intelligence Page 2 of 47

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 1 – WRITTEN ASSESSMENT
Student Name: ______________________________________________________________
Student ID No: ______________________________________________________________
Student Instructions:
1. Your answers should be on a separate document using word processing software
such as MS Word & or other software (handwritten submissions are only acceptable
with prior approval from your Trainer)
2. Your document should be professionally formatted and include
a. Your Name
b. Your Student ID
c. Unit Code
d. Assessment Number (i.e., BSBPEF502 Assessment 1)
3. Please reference to each question number and retype each question with your answers
4. You must answer every question and provide enough information to demonstrate
sufficient understanding of what has been asked to achieve competency. Please ask
your Trainer/Assessor if you are unsure what is sufficient detail for an answer
5. Ask your trainer/assessor if you do not understand a question. Whist your
trainer/assessor cannot tell you the answer, he/she may be able to re-word the question
for you or provide further assistance based on the Institute’s “Reasonable Adjustment
Policy”
6. Answers should be your own work, in your own words and not plagiarised, nor
copied. However, if an answer is cut & pasted (such as a definition), then the source
should be referenced

RTO No: 21870
ABN: 39 122 778 563
Question 1
Outlined below are the principles of emotional intelligence. Identify at least two ways
of applying each attribute in the workplace.
a. Self-awareness
i.
ii.
b. Self-management
i.
ii.
c. Social awareness
i.
ii.

RTO No: 21870
ABN: 39 122 778 563
d. Relationship Management
i.
ii.
Question 2
Answer the following questions on the principles of emotional intelligence using

your own words.
a. Describe the principle of self-awareness.
b. Identify and briefly explain the three competencies of self-awareness.

Competencies identified here refer to the observable skills required to demonstrate
self-awareness.
Explanation of Each Competency of Self-

Competencies of Self-Awareness
Awareness
i.

RTO No: 21870
ABN: 39 122 778 563
ii.
iii.
c. Describe the principle of empathy.
d. Identify and define the three types of empathy.
Types of Empathy Definition of Kinds of Empathy
i.
ii.
iii.

RTO No: 21870
ABN: 39 122 778 563
Question 3
Identify at least two strategies for using emotional intelligence. For each identified
strategy, describe at least two methods.
Explanation for
Methods to Implement Methods in
Emotional Intelligence
in Emotional Emotional
Strategies
Intelligence Strategy Intelligence
Strategy
a. i.
ii.
b. i.
ii.

RTO No: 21870
ABN: 39 122 778 563
Question 4
The following are different scenarios depicting employees from two different
backgrounds. Read through each scenario and identify at least one strategy that can
be used to communicate with each employee effectively.
Scenario 1
Takashi is working as a fitness instructor for Bounce Fitness. He is an excellent and
efficient employee seen in his work ethic and the feedback from members of the fitness
centre. He tends to be quiet during work-related events such as meetings and lunch outs.
He also relies on non-verbal signals such as facial expressions and body language to
convey his responses to his workgroup members. He often avoids eye contact with his
workgroup members due to social anxiety.
Communication Strategy
i.
Scenario 2
Michael works as a fitness instructor for Bounce Fitness. He is very direct, clear,
transparent, and open about work-related matters. He is also easily frustrated when
something doesn’t go his way. When frustrated, Michael makes unnecessary comments
about his workgroup members’ work ethics, causing some colleagues to view him as rude
and aggressive.
Communication Strategy
i.

RTO No: 21870
ABN: 39 122 778 563
Question 5
Below are two principles of emotional intelligence. For each area:

▪ Identify at least one method of promoting the principle of emotional
intelligence in other people.
▪ Briefly explain how the method promotes the area of emotional intelligence
in other people.
Principle of Emotional Intelligence Method of How the Method

Promoting Promotes the
Principle of Principle of
Emotional
Emotional
Intelligence in
Intelligence in Other People
Other People
a. Empathy
b. Self-regulation

RTO No: 21870
ABN: 39 122 778 563
Question 6
Briefly explain how emotional intelligence improves workplace relationships.

RTO No: 21870
ABN: 39 122 778 563
Assessor Use Only
Attempt 1: Assessor Comments
 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: ________________________ Date: __________________

Assessor Signature: _________________________ Date: __________________

Assessor Signature: _________________________ Date: __________________

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 2 - PROJECT - STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements
This project will require you to develop and use emotional intelligence to increase self-
awareness, self-management, social awareness, and relationship management in the
context of the workplace.
The project is divided into three parts and subtasks:
1. Part I. Identify Impact of Own Emotions on Others in the Workplace
2. Part II. Recognise and Address Emotional Intelligence of Others
3. Part III. Promote the Development of Emotional Intelligence in Others
Tasks and activities in this project assessment require you to have access to a workplace
or a similar environment.
Student Instructions:
1. You must complete the full project and provide enough information to demonstrate
sufficient understanding of what has been asked to achieve competency
2. Your work on this assessment should be on a separate document using word
processing software such as MSWord & or other software (handwritten
submissions are only acceptable with prior approval from your Trainer)
3. Your document should be properly formatted and titled with the Unit Code and
Assessment number (e.g. BSBPEF502 Assessment 2)
4. Ask your trainer/assessor if you do not understand what is required in this
assessment. Whist your trainer/assessor cannot tell you the answer, he/she will be
able to offer you guidance in the requirements of the task or provide further
assistance based on the Institute’s “Reasonable Adjustment Policy”
5. The document you produce should primarily be your own words and not
plagiarised, nor copied
6. Material taken directly from other sources must be presented in quotation marks (“
“) and be suitably referenced
7. Assessment forms and templates are provided in each task in this Project
Assessment, unless otherwise specified.
8. If you are currently in workplace, you may use similar forms and templates used by
your organisation to complete the assessment. However, all requirements
specified in the task must be included in your submissions.

RTO No: 21870
ABN: 39 122 778 563
Your submission should be prepared using business software such as MSWord, Excel,
Power Point, or similar software, with hard copies provided to your Assessor. (Handwritten
submissions are only acceptable with prior approval from your Trainer,)
Your documents should be professionally formatted and include:
a. Your Name
b. Your Student ID
c. Unit Code
d. Assessment Number (i.e., BSBPEF502 Assessment 2)
Resources: Refer to Resources section at Page 2

RTO No: 21870
ABN: 39 122 778 563
Part I. Identify Impact of Own Emotions on Others in the Workplace

Task 1.1 Identifying Emotions in the Workplace
ASSESSMENT INSTRUCTIONS
1. Seek an opportunity to develop evaluation criteria for assessing your own emotional
strengths and weaknesses.
2. Access the Evaluation Criteria template found within this assessment. Use this
template for developing evaluation criteria for assessing emotional strengths and
weaknesses.
3. Create an Evaluation Criteria. You will use this to assess your emotional strengths
and weaknesses in the next task.
Your developed Evaluation Criteria must include the following information:
▪ Your industry
▪ At least four criteria relevant to assessing emotional strengths and
weaknesses
Ensure that the criteria you develop applies to your role in your industry.
▪ At least one rating scale for your provided criteria
▪ For each criterion, at least one response scale for each item in the rating
scale
Ensure to leave the Self-Assessment column blank. You will complete that
column in the next task.
4. Have your supervisor/trainer & assessor sign the declaration form found at the end
of the Evaluation Criteria to assure their approval of your criteria.
5. Submit your partially completed Evaluation Criteria to your assessor.

RTO No: 21870
ABN: 39 122 778 563
Evaluation Criteria template

To the assessor: Sections in grey are not to be completed during this task. This is to be completed in
the next task.
Completed by
Date Completed
Organisation
/Workplace
Industry
Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
Rating Scale
Emotional
Intelligence 1 2 3 4
Self-Assessment
Criteria Very Satisfactory Satisfactory Needs Unsatisfactory
Improvement

RTO No: 21870
ABN: 39 122 778 563
Task 1.2 Assessing Emotional Strengths and Weaknesses
1. Locate the Emotional Assessment template found within this assessment. Use
this template for assessing your emotional strengths and weaknesses.
2. Assess your emotional strengths and weaknesses using your Evaluation Criteria.
Record results on your template.
3. Based on the assessment of your Evaluation Criteria, complete the Emotional
Assessment. This must include the following information:
a. At least two of the following:
▪ Your emotional strengths
Your emotional strengths must be directly taken from your
Evaluation Criteria. These must include areas identified in your
Evaluation Criteria that you can maintain.
▪ Your emotional weaknesses
Your emotional weaknesses must be directly taken from your
Evaluation Criteria. These must include areas identified in your
Evaluation Criteria that need improvement.
4. Submit the following to your assessor:
▪ Completed Evaluation Criteria template
▪ Completed Emotional Assessment template.

RTO No: 21870
ABN: 39 122 778 563
Emotional Assessment Template
Completed By
Date Completed
Organisation
/Workplace
Emotional Strengths Emotional Weaknesses

RTO No: 21870
ABN: 39 122 778 563
Task 1.3 Identifying and Analysing Potential Emotional Stressors in

the Workplace
1. Locate the Potential Emotional Stressors template found within this assessment.
Use this template to identify and analyse potential stressors in the workplace.
2. Complete the Potential Emotional Stressors template. Your Potential Emotional
Stressors must contain the following information:
a. Briefly explain at least one workplace situation where you felt stressed.
b. Analyse the identified workplace situation by identifying the following:
i. At least two potential emotional stressors present in the identified
workplace situation
Example: -Potential emotional stressors refer to the conditions present in the
situation that made you feel stressed, e.g.
▪ Lack of communication from co-worker
▪ Personal deadline not being met
ii. At least two methods for responding to each identified potential
emotional stressor
Example: -The methods identified must be specific, applicable, and shows
healthy responses to each identified potential emotional stressor.
c. Ensure to leave the following sections blank:
▪ Feedback from Co-workers
▪ Recommended Methods for Responding to Potential Emotional
Stressors
These sections will be completed in Task 1.4.
3. Submit your partially completed Potential Emotional Stressors template to your
assessor.

RTO No: 21870
ABN: 39 122 778 563
Potential Emotional Stressors Template
Completed by
Date
Completed
Organisation/
Workplace
Potential Emotional Methods for Responding Recommended

Workplace Situation Stressors Present in to Potential Emotional Methods for
Workplace Situation Feedback from Responding to
Where You Felt Stressors
Co-workers Potential
Stressed Emotional
Stressors
a 1
b 1

RTO No: 21870
ABN: 39 122 778 563
Task 1.4 Seeking Feedback to Identify and Confirm Methods of

Responding to Potential Emotional Stressors in the Workplace
1. To complete this task, student must seek feedback from at least two co-workers
regarding them identify potential emotional outlined in their Potential Emotional
Stressors template from Task 1.3.
2. Locate the Observation Form provided within this assessment.
3. Arrange a time with your assessor to observe you in seeking feedback. Provide
them with a copy of the Observation Form provided within this assessment.
Your assessor will complete the Observation Form.
If direct observation is not possible, record the activity in a video. Ensure to obtain
permission first from persons involved before doing so.
4. Review your partially completed Potential Emotional Stressors template from Task
1.3.
5. Arrange a consultation with at least two co-workers to seek feedback regarding
your methods. During the consultation:
a. Ask your co-workers for confirmation on each of your methods for
responding to potential emotional stressors in the workplace, as identified
from the Potential Emotional Stressors in Task 1.3.
Confirmation of your methods can include but is not limited to the following
discussion points:
▪ Is the method of response to potential emotional stressors effective?
▪ Will the method of response to potential emotional stressors need to be
revised?
b. Identify at least one method for responding to each identified potential
emotional stressor in the workplace with assistance from your co-workers.
c. Record the information in your Potential Emotional Stressors template.
6. Submit the completed Potential Emotional Stressors template to your assessor.

RTO No: 21870
ABN: 39 122 778 563
Observation Form
Student Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the student demonstrate the following

Yes No Comments
during the consultation?
1. Seek feedback from others to confirm methods for responding to potential emotional
stressors in the workplace
During the consultation, did the student:

a. Discuss their emotional response to the
potential emotional stressors as
identified in the Potential Emotional
Stressors template
b. Discuss their methods of responding to

the potential emotional stressors as
identified in the Potential Emotional
Stressors template

RTO No: 21870
ABN: 39 122 778 563
2. Seek feedback to identify methods for responding to potential emotional stressors in

the workplace

▪ Discuss the potential emotional
stressors as identified in the
Potential Emotional Stressors
template
▪ Ask each co-worker for at least one

method for responding to potential
emotional stressors in the
workplace
3. Use the following skills to present information and seek feedback
a. Appropriate language
▪ Use formal language by avoiding

usage of first-person pronouns,
contractions, and slang
▪ Avoid using idiomatic expressions

and euphemisms
b. Nonverbal features
▪ Use appropriate body language to

provide acknowledgement (e.g.
nodding, eye contact, etc.)
▪ Avoid bad posture such as

slouching, towering, etc.

RTO No: 21870
ABN: 39 122 778 563
4. Uses the following skills to present information and seek feedback
a. Listening skills
▪ Paraphrase to show understanding
▪ Give nonverbal cues which show

understanding such as nodding,
eye contact, etc.
b. Questioning skills
▪ Ask questions that introduce

additional details
▪ Ask yes or no questions to clarify

understanding of information
▪ Ask open-ended questions to get

additional information
OVERALL FEEDBACK TO STUDENT

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 2.1 – ASSESSOR CHECKLIST

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each
student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit
requirements.
Each task on this checklist must be found Satisfactory, to mark the assessment outcome as
“Satisfactory”.
Please complete below
Student Name:
Student ID No:
Attempt 1: Attempt 2: Attempt 3:

___________ __________ __________
In completing this Assessment did
(Date) (Date) (Date)
the student:
Satisfactory Satisfactory Satisfactory
1.1 Submitted Evaluation criteria  Yes  No  Yes  No  Yes  No

Template
1.2 Submitted Emotional assessment  Yes  No  Yes  No  Yes  No

template
1.3,1.4 Submitted Potential Emotional  Yes  No  Yes  No  Yes  No

Stressors template

RTO No: 21870
ABN: 39 122 778 563
Assessor Use Only

Assessor Signature: _______________________________Date: __________________



RTO No: 21870
ABN: 39 122 778 563
Part II. Recognise and Address Emotional Intelligence of Others

Task 2.1 Assessing Emotional Expression of Co-Workers
1. Seek an opportunity in the workplace to observe and analyse the emotional

responses of the co-workers you met with in Task 1.4.
2. Locate the Team Emotional Intelligence Profile template within this
assessment. Use this template to record your observations on your co-
workers.
3. Observe each co-worker and their emotional responses to situations in the
workplace. Document each co-worker’s interactions.
Each co-worker must address all issues present in their interactions.
Complete at least one profile for each co-worker observed.
4. Record your observations in the Team Emotional Intelligence Profile
template.
5. The template must contain the following information:
▪ The emotion each co-worker expressed upon observation
▪ Analyse each emotion through the following steps:
o Identify at least one emotional cue that indicates the emotion
your co-worker expressed.
Emotional cues are verbal or non-verbal hints that indicate someone’s emotional
state. These cues include but are not limited to:
▪ Facial expressions
▪ Body movements
▪ Tone of voice
Though your identified emotional expressions must differ, the emotions and cues
you identify for each emotional expression can be similar .
o Identify at least three emotional expressions
Emotional expressions refer to how one outwardly communicates their emotional
state. These expressions can be either verbal or non-verbal, e.g.
▪ Crying
▪ Pacing around a room
▪ Venting to a co-worker
6. Have each of your co-workers sign the profile you made for them to ensure
that all assessments are accurate and appropriate. All signatures must be
handwritten.
7. Secure proof of each interaction with each co-worker. This will be submitted
as supplementary evidence at the end of this task.
This can include but is not limited to the following:
▪ Meeting minutes
▪ Video recording
▪ Email threads
▪ Supplementary evidence of your interaction with each co-worker
▪ At least two copies of the Team Emotional Intelligence Profile

RTO No: 21870
ABN: 39 122 778 563
Team Emotional Intelligence Profile Template

To the assessor: Student must complete at least one profile for each co-worker observed.
Co-worker
Name
Assessed
by Student Name
Date
Observed
Identified Emotion Emotional Cue Emotional Expression
Co-worker 1’s signature

Signed by:
Date Signed

RTO No: 21870
ABN: 39 122 778 563
Task 2.2 Developing a Plan to Identify and Respond to a Range of Emotional

Expressions
1. Locate the Emotional Expression Plan template within this assessment. Use this
template to create a plan for identifying and responding to emotional expressions.
2. Based on the observed emotional expressions of your co-workers from their Team
Emotional Intelligence Profiles in Task 2.1, create a plan to identify and respond
to a range of emotional expressions.
The plan must contain the following:
▪ At least three emotional expressions observed from your co-workers in Task 2.1
▪ At least one method of identifying the specified emotional expression
▪ At least one method of responding to the specified emotional expression
Record all information in the Emotional Expression Plan found within this
assessment.
3. Completed Emotional Expression Plan in this task.

RTO No: 21870
ABN: 39 122 778 563
Emotional Expression Plan Template
Completed
by
Date
Completed
Method of
Identifying Planned Date
Emotional Expected Actual Actual Date of
Each of
Expression Outcome Outcome Implementation
Emotional Implementation
Expression
Method of
Responding to Planned Date
Emotional Expected Actual Actual Date of
Each of
Expression Outcome Outcome Implementation
Emotional Implementation
Expression

RTO No: 21870
ABN: 39 122 778 563
Task 2.3 Applying Techniques in Dealing with Others
1. Locate and complete Reflective journal template provided within this assessment
and identify the following.
▪At least one instance where the student applied a technique that indicates
flexibility in dealing with others in the workplace
▪ At least one instance where the student applied a technique that indicates
adaptability in dealing with others in the workplace
▪ At least one instance where the student applied techniques that show
consideration for the emotions of others when making decisions
▪ Completed Reflective Journal

RTO No: 21870
ABN: 39 122 778 563
Reflective Journal Template

Skill Requirement
Describe at least one instance where you applied a technique that indicates flexibility in dealing with
others.
Specify at least one technique used in the identified instance and briefly explain how the identified
technique was applied.
Instance
Technique Used
How the Technique was Applied

RTO No: 21870
ABN: 39 122 778 563
Task 2.4 Identifying Improvement Areas for Emotional Intelligence
1. To complete this task, you must consult with at least two relevant stakeholders to
identify improvement areas for your own emotional intelligence. The relevant
stakeholders you must consult with can include the following:
▪ Co-workers you interacted with in Task 2.3
▪ Your Trainer & Assessor
2. Arrange a consultation/Meeting with at least two stakeholders. During the
consultation/Meeting, identify at least two improvement areas related to emotional
intelligence.
3. Secure Minutes of Meeting of the consultation that includes at least two areas of
improvement for your own emotional intelligence.
4. Submit the minutes of meeting as evidence of the consultation to your assessor.

RTO No: 21870
ABN: 39 122 778 563

requirements.
“Satisfactory”.
Student Name:
Student ID No:

___________ __________ __________
In completing this Assessment did the
student:
Team Emotional Intelligence Profile  Yes  No  Yes  No  Yes  No
Minutes of meeting or video recording or  Yes  No  Yes  No  Yes  No

Email evidence
Emotional expression plan 2.2  Yes  No  Yes  No  Yes  No
Reflective Journal (task 2.3)  Yes  No  Yes  No  Yes  No
Minutes of meeting (task 2.4)  Yes  No  Yes  No  Yes  No

RTO No: 21870
ABN: 39 122 778 563
Assessor Use Only
Assessor Signature: ____________________________ Date: __________________



RTO No: 21870
ABN: 39 122 778 563
Part III. Promote the Development of Emotional Intelligence

in Others
Task 3.1 Developing Plans to Increase Emotional Intelligence in Others
1. Locate the following templates provided within this assessment.

▪ Policies and Procedures Outline
Your assessor will use this as basis for the Observation Form in the next ask.
▪ Emotional Intelligence Plan

Use this template for creating a plan to develop emotional intelligence within your
work team.
2. Access and review at least one of your organisation’s policies and procedures for
each of the following:
▪ Organising informal opportunities for others to express their thoughts and
feelings in the workplace
▪ Organising tasks for assisting others to understand the effect of their personal
behaviour and emotions on others in the workplace
For each identified policies and procedures, outline the following:

▪ Name of the relevant policy
▪ What is the relevant set of procedures

RTO No: 21870
ABN: 39 122 778 563
3. Create an Emotional Intelligence Plan. The template is separated into two

sections. Instructions to complete each section are as follows:
▪ Informal Opportunities for Expressing Thoughts and Feelings in the
Workplace
To complete this section, you must:
a. Identify at least two informal opportunities for each co-worker to
express their thoughts and feelings when in the workplace
b. Do not write anything on the following sections. These will be
completed in the next task:
▪ Actual Date of Implementation
▪ Actual Outcome
▪ Tasks to Assist in Understanding the Effect of Personal Behaviour and
Emotions on Others in the Workplace
a. At least one task for assisting others to understand the effect of their
personal behaviour on others in the workplace
b. At least one task for assisting others to understand the effect of their
emotions on others in the workplace
Do not write anything on the following sections. These will be completed in the next
task:
▪ Actual Date of Implementation
▪ Actual Outcome
▪ Completed Policies and Procedures Outline
▪ Partially completed Emotional Intelligence Plan

RTO No: 21870
ABN: 39 122 778 563
Policies and Procedures Outline Template
Completed By
Date Completed
Organisation
Policy and Procedure

Relevant to
Organising Informal
Opportunities
Policy
Procedure

RTO No: 21870
ABN: 39 122 778 563
Policy and Procedure

Relevant to
Organising Tasks
Policy

RTO No: 21870
ABN: 39 122 778 563
Procedure

RTO No: 21870
ABN: 39 122 778 563
Emotional Intelligence Plan Template
Prepared By
Date
Completed
Organisation
Informal Opportunities for Expressing Thoughts and Feelings in the Workplace
Persons
Informal Involved in Date of Expected Actual Date of Actual
Opportunities the Informal Implementation Outcome Implementation Outcome
Opportunity

RTO No: 21870
ABN: 39 122 778 563
Tasks to Assist in Understanding the Effect of Personal Behaviour and Emotions on Others in the
Workplace
Task to
Assist in
Understandi
Actual Date
ng Effect of Date of
Person Expected of Actual
Personal Action Item Implementat
Assigned Outcome Implementat Outcome
Behaviour ion
ion
on Others in
the
Workplace

RTO No: 21870
ABN: 39 122 778 563
Task to
Assist in
Understan
Actual
ding Effect Date of
Action Person Expected Date of Actual
of Implement
Item Assigned Outcome Implement Outcome
Emotions ation
ation
on Others
in the
Workplace

RTO No: 21870
ABN: 39 122 778 563
Task 3.2 Implementing Plans to Increase Emotional Intelligence in

Others.
1. Review the following:
▪ Your completed Policies and Procedures Outline from Task 3.1
Your assessor will use your outline as basis for the Observation Form.
Provide your assessor with a copy of the completed Policies and
Procedures Outline before facilitation and your partially completed
Emotional Intelligence Plan
2. Locate the Observation Form provided within this assessment.
3. Arrange a time with your assessor to observe you in facilitating informal
opportunities and tasks.
4. Facilitate each informal opportunity for others to express their thoughts and feelings
in the workplace identified in your Emotional Intelligence Plan from Task 3.1.
For each opportunity, record the following on your Emotional Intelligence Plan:
▪ Actual date of implementation
▪ Actual outcome
5. Facilitate the following from the partially completed Emotional Intelligence Plan
in Task 3.1:
▪ At least one task for assisting others to understand the effect of their
personal behaviour on others in the workplace
▪ At least one task for assisting others to understand the effect of their
emotions on others in the workplace
For each task, record the following on your Emotional Intelligence Plan:
▪ Actual date of implementation
▪ Actual outcome
6. Submit the completed Emotional Intelligence Plan to your trainer and assessor.

RTO No: 21870
ABN: 39 122 778 563
Observation Form
Student Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Start Date of
Observation:
End Date of
Observation:
Details of Observation
Did the student demonstrate the
following during the Yes No
implementation? Comments
1. Adhere to the following requirements for organising opportunities as identified in

the student’s approved Policy and Procedures Outline
i. Follow the organisational Observed by:

requirement for organising
:
opportunities as identified in
the ‘Policies’ section of the
student’s approved Policy
and Procedures Outline

RTO No: 21870
ABN: 39 122 778 563
ii. Follow the organisational Observed by:

opportunities as identified in
the ‘Procedures’ section of
the student’s approved
Policy and Procedures
Outline
2. Adheres to the following requirements for organising tasks as identified in the

student’s approved Policy and Procedures Outline:
i. Follow the organisational Observed by:
.
tasks as identified in the
‘Policies’ section of the
ii. Follow the organisational Observed by:
.
tasks as identified in the
‘Policies’ section of the
OVERALL FEEDBACK TO STUDENT

RTO No: 21870
ABN: 39 122 778 563

requirements.
“Satisfactory”.
Student Name:
Student ID No:

___________ __________ __________
In completing this Assessment did the
student:
Policies and Procedures Outline (task3.1)  Yes  No  Yes  No  Yes  No
Partially completed Emotional Intelligence  Yes  No  Yes  No  Yes  No

Plan(task3.1)
Completed Emotional Intelligence  Yes  No  Yes  No  Yes  No

Plan(task3.2)

RTO No: 21870
ABN: 39 122 778 563
Assessor Use Only

Assessor Signature: _____________________________ Date: __________________
Assessor Use Only

Assessor Use Only


SA Tool - BSBPEF502 - Develop and Use Emotional Intelligence - V Feb 2022

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SA Tool - BSBPEF502 - Develop and Use Emotional Intelligence - V Feb 2022

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RTO No: 21870

CRICOS Provider Code: 02992E

Last Modification Date February 2022

Develop and use emotional intelligence

BSBPEF502 - Develop and use emotional intelligence Page 2 of 47

ASSESSMENT 1 – WRITTEN ASSESSMENT

Student Name: ______________________________________________________________

Student ID No: ______________________________________________________________

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Answer the following questions on the principles of emotional intelligence using

a. Describe the principle of self-awareness.

b. Identify and briefly explain the three competencies of self-awareness.

Explanation of Each Competency of Self-

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c. Describe the principle of empathy.

d. Identify and define the three types of empathy.

Types of Empathy Definition of Kinds of Empathy

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Below are two principles of emotional intelligence. For each area:

Principle of Emotional Intelligence Method of How the Method

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Briefly explain how emotional intelligence improves workplace relationships.

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Assessor Use Only

Attempt 1: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Attempt 2: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Attempt 3: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

BSBPEF502 - Develop and use emotional intelligence Page 11 of 47

ASSESSMENT 2 - PROJECT - STUDENT INFORMATION

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Part I. Identify Impact of Own Emotions on Others in the Workplace

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Evaluation Criteria template

Evaluation Criteria for Assessing Emotional Strengths and Weaknesses

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Task 1.2 Assessing Emotional Strengths and Weaknesses

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Emotional Assessment Template

Emotional Strengths Emotional Weaknesses

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Task 1.3 Identifying and Analysing Potential Emotional Stressors in

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Potential Emotional Stressors Template

Potential Emotional Methods for Responding Recommended

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Task 1.4 Seeking Feedback to Identify and Confirm Methods of

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Did the student demonstrate the following

During the consultation, did the student:

b. Discuss their methods of responding to

BSBPEF502 - Develop and use emotional intelligence Page 21 of 47

2. Seek feedback to identify methods for responding to potential emotional stressors in

During the consultation, did the student:

▪ Ask each co-worker for at least one

3. Use the following skills to present information and seek feedback

During the consultation, did the student:

Assessor Signature: __________ Date: