Assessment 3-BSBPEF502

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 BSB50120 Diploma of Business
Assessment Type Assessment -03 (Report) Time allowed 4 weeks
Due Date 19/6/2022 Location AHIC Term / Year 2/2022
Unit of Competency
National Code/Title BSBPEF502 Develop and use emotional intelligence
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is Signature: ____________________________

my own, and has not been copied or plagiarised from any
person or source. Date: _____/______/__________
Assessor Details
Assessor’s
Name
RESULTS
SATISFACTORY NOT SATISFACTORY
(Please Circle)
Feedback to student:
Student Declaration: I declare that I have been Assessor Declaration: I declare that I have conducted a fair,
assessed in this unit, and I have been advised of my valid, reliable and flexible assessment with this student, and I
result. I am also aware of my appeal rights. have provided appropriate feedback.
Signature Signature
Date
Date
Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
BSBPEF502 Develop and use emotional intelligence Version V2.0/ April 2021 Page 1 of 18
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
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.
 Please read the Tasks carefully then complete all Tasks.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this
Assessment along with a satisfactory result for another Assessment.
 This is an Open book assessment which 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.
 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
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible
about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps
to enable the student with a disability to participate in education on the same basis as
a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment
Strategies Matrix” to ensure the explanation and correct strategy have been recorded
and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance
department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-English-  Speaking  Discuss with the student and supervisor (if applicable)
Speaking  Reading whether language, literacy and numeracy are likely to
Background  Writing impact on the assessment process
Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
ABN: 74 603 036 102
T: 02 9268 0085
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student’s needs
 Indigenous  Knowledge  Culturally appropriate training
and Explore understanding of concepts and practical application
understanding through oral assessment
 Flexibility Flexible delivery
 Services Using group rather than individual assessments
 InappropriateAssessment through completion of practical tasks in the field
training and after demonstration of skills and knowledge.
assessment
 Age  Educational  Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
 Limited studyEnsure that the time available to complete the assessment
skills takes account of the student’s needs
Provision of information or course materials in accessible
format.
Changes in teaching practices, e.g. wearing an FM microphone
to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker
for a student who cannot write
Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment
task
Modifications to physical environment, e.g. installing lever taps,
building ramps, installing a lift
 Educational  Reading  Discuss with the Student previous learning experience
background  Writing Ensure learning and assessment methods meet the student’s
 Numeracy individual need
 Limited study
skills and/or
learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited studyProvide information or course materials in accessible format,
skills and/or e.g. a textbook in braille
learning Changes in teaching practices, e.g. wearing an FM microphone
strategies to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note- taker
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
for a student who cannot write

Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only
be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel
you have sufficient grounds to believe that you are entitled to be assessed as competent. You
must be able to adequately demonstrate that you have the skills and experience to be able to
meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a
form to make an appeal and submit it to your trainer, the course coordinator, or the
administration officer. The AHIC will examine the appeal and you will be advised of the outcome
within 14 days. Any additional information you wish to provide may be attached to the appeal
form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Plagiarism means to take and use another person's ideas and or manner of expressing them and
to pass them off as your own by failing to give appropriate acknowledgement. This includes
material sourced from the Internet, RTO staff, other students, and from published and
unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as your own work
 Using phrases and passages verbatim without quotation marks or referencing the
author or web page
 Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO.
This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other
students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students
who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and
could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:

Your submitted document must follow the given criteria:
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
 Font must be Times New Roman, Font size need to be 12 and line spacing has to be
Single line.
 Your assessment needs to be submitted as an electronic copy unless requested
differently by your assessor.
 The Assessment file name for electronic copy should follow :
Student Id_Assessment_No ( Example AHI000014_Assessment 3)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should
reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
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 roleplay
meetings with staff members.
Required
 Access to textbooks/other learning materials
 Computer with Microsoft Office and internet access
 Staff Emotional Intelligence Report Template
 Role-play participant (assessor)
Timing
Your assessor will advise you of the due date of this assessment.
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.
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
Complete the following activities:
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.
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.
Attached in Template
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.
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.
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.
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.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
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.
7. What advice could you give to Beryl and Yuko to assist them in self-managing their
emotions? List at least five tips.
8. Document a step-by-step approach for resolving the workplace situation. As a guide, you
should list between 6 to 8 steps.
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?
10. Submit a sample draft email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite,
business-like) style.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
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: Swapna@rsb.com
From: Ranmeet@gmail.com
Subject: Review of the Emotional Intelligence Report

Respected mam
This mail has been sent you to collect the reviewing data and gathered the data from the Emotional
Intelligence Report Template which has been provided.
Thanks& regards
Xyz
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:
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
 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.
 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
Meting Date: 18/06/2022 Timme: 3:30 PM Adress: RSB Colege, level 2/197-207 Churh St,
Parramatta NSW 2150, Australia Meeting headed by: Human resource Manager
Purpose of meeting: To know the dedication of Beryl and Yoko

Me: hello beryl and Yoko both. I have called you both here for the reason of yours the
unethical circumstances and unhealthy behaviour. I listen that there is constitution with you
both what is the reason about that.
Yoko: sir, I want to work with Yuko together however now and but we both diagreed about
our ideas. I wish Beryl may gives the purpose of the disagreed behaviour in the organization.
I may gathered the individuals and works effectively with their ideas.
Beryl: I should complain about Yoko sir, he isn't seeing my experience as I am working for
this relationship since latest six years. Yoko is guilelessness and I wouldn't focus on a not
individual regarding me.
Me: Okay Beryl, I fathom your sentiments yet in an affiliation you truly need to work in
gatherings. I fathom that you are especially mindful of the systems and philosophy of the
affiliation, you are perhaps of the most engaged and unflinching delegate and it will be useful
to your calling and to the affiliation if you both work together.
Beryl: Sir, I am working in the organization since next 5 years but Yuko did not appreciate
my work and judged me in the wrong way.
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Me: To be sure beryl I handle your anxiety anyway there should be a strategy for settling this,
I needn't bother with a dependable laborer like you to have battle with your chief.
Me: Yoko, Beryl have good experience and dedicated staff and also the high expensive staff.
I must say appreciate the Beryl work and appreciate them properly.
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 role-play:

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

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
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?
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 
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
Assessor signature
Assessor name
Date
ABN: 74 603 036 102
T: 02 9268 0085
W: www.ahic.edu.au
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Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Due Date 19/6/2022 Location AHIC Term / Year 2/2022

Student Declaration: I declare that the work submitted is Signature: ____________________________

Instructions to the Candidates

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

for a student who cannot write

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome?

Assessment Formatting and Answer length Guidance:

Student Id_Assessment_No ( Example AHI000014_Assessment 3)

Assessment Task 3: Staff emotional intelligence project

Assessment Task 3: Instructions

Complete the following activities:

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.

Each of your answers should be approximately 1 paragraph in length.

Ensure that your questions are open questions to encourage discussion.

10. Submit a sample draft email to your assessor.

Attach your Staff Emotional Intelligence Report to the email.

Subject: Review of the Emotional Intelligence Report

11. Meet with staff.

You must also demonstrate throughout each meeting:

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

 Briefly explain the purpose of meeting

Purpose of meeting: To know the dedication of Beryl and Yoko

List at least five emotions that Beryl could be feeling?

List at least two differences between Australian and

Document a step-by-step approach for resolving the

For the Yoko role-play:

Assess the emotional state of Yuko during the meeting and

Demonstrate a caring and empathic approach to Yuko’s

Explore the impact of Yuko’s behaviour and emotions on

Beryl and the rest of the team?

Encourage Yuko to develop and use emotional intelligence

Take into account Yuko’s needs and emotions, as well as

For the Beryl roleplay:

Use questioning to identify find out about the workplace

Assess the emotional state of Beryl during the meeting and

Use questioning and active listening to provide the

Demonstrate a caring and empathic approach to Beryl’s

Remain calm and unbiased throughout the meeting?

Explore the impact of Yuko’s behaviour and emotions on

Identify and respond to differing cultural expressions of

Encourage Beryl to develop and use emotional intelligence

Task Outcome: Satisfactory  Not Satisfactory 

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