STUDENT

ASSESSMENT
TASKS

BSBPEF502
DEVELOP AND USE
EMOTIONAL
INTELLIGENCE
 Sydney International Institute Pty Ltd
T/A Sydney International Business College
ABN No: 40 602 418 815 RTO No: 41182 CRICOS No.: 03504G
Sydney: Level 7 & Level 5, 307 Pitt Street, Sydney NSW 2000
Hobart: Level 2, 2/27 Elizabeth Street, Hobart TAS 7000
Phone: 02 9264 4438 (Sydney) 03 8648 8556 (Hobart)
Email: info@sibc.nsw.edu.au Website: www.sibc.edu.au

First published 2020

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Business Works is a series of training and assessment resources developed for qualifications within the Business
Services Training Package.
 Contents

Introduction 4
Assessment Task 1: Knowledge questions 5
Assessment Task 1: Checklist 7
Assessment Task 2: Project Portfolio 8
Assessment Task 2: Checklist 14
Final results record 16
 Introduction

The assessment tasks for BSBPEF502 Develop and use emotional intelligence are outlined in the
assessment plan below. These tasks have been designed to help you demonstrate the skills and
knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Business Works Student User Guide. The Student User Guide
provides important information for you relating to completing assessment successfully.

Assessment for this unit

BSBPEF502 Develop and use emotional intelligence describes the performance outcomes, skills
and knowledge required to develop and use emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the workplace.
For you to be assessed as competent, you must successfully complete two assessment tasks:

 Assessment Task 1: Knowledge questions – You must answer all questions correctly.

 Assessment Task 2: Project – You must work through a range of activities and complete a
project portfolio.

BSBPEF502 Develop and use emotional intelligence | 4

Student assessment agreement
Make sure you read through the assessments in your student assessment 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 reassessment? ☐ Yes ☐ No

Do you understand your right to appeal the decisions made in an ☐ Yes ☐ No

assessment?

Student name

Student ID number

Student signature

Date

BSBPEF502 Develop and use emotional intelligence | 5

 Assessment Task 1: Knowledge questions

Information for students

Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:

 review the advice to students regarding answering knowledge questions in the Business
Works Student User Guide

 comply with the due date for assessment which your assessor will provide

 adhere with your RTO’s submission guidelines

 answer all questions completely and correctly

 submit work which is original and, where necessary, properly referenced

 submit a completed cover sheet with your work

 avoid sharing your answers with other students.

i
Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Business Works Student User Guide. Refer to the appendix for information on:

 where this task should be completed

 the maximum time allowed for completing this assessment task

 whether or not this task is open-book.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

BSBPEF502 Develop and use emotional intelligence | 6

Questions
Provide answers to all of the questions below:

1. Explain emotional intelligence and the importance of this characteristic at work.

Ans: Emotional intelligence is help build relationships reduce term stress , defuse conflict and
improve job satisfaction.

2. Explain each of the five essential principles of emotional intelligence as defined by

Daniel Goleman.

Ans: According to Daniel Goleman five essential principal of emotional intelligence as defined
by Daniel Goleman given below:

 Self-awareness: Individuals with high levels of emotional intelligence our comfortable with
their own thoughts and emotions and understand how they impact on others.

 Self-regulations: It is also important to be able to control and manage your impulses and
emotions. Acting rashly or without caution can lead to mistakes

 Internal motivation: Being driven by only money or material rewards is not a beneficial
characteristic, according to Goleman. A passion for what you do is far better for your
emotional intelligence.

 Empathy: Not only must you understand your own emotions, but understanding and
reacting to the emotions of others is also important. Identifying a certain mood or emotion.

 Social skill: Social skills are more than just being friendly. Goleman describes them as
“friendliness with a purpose”, meaning everyone is treated politely.

3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso
and Salovey (2004).

Ans: According to Caruso and salovey theory emotional intelligence is the ability to process
information about your own emotions and other people’s. It’s also the ability to use this
information to guide your thoughts and behaviour.

4. Explain three strategies that can be used to build emotional intelligence.

Ans: 1.Heart overhead.

BSBPEF502 Develop and use emotional intelligence | 7

 2. Interpersonal skills and communication.

3. Trust humanity in Business

5. Explain how a manager with high emotional intelligence can assist in achieving
business objectives. Provide an example to illustrate your answer.

Ans: A manager use a emotional intelligence skills in your business goals and objectives
Managers such as these can help build the important foundation of trust, respect and positive
attitudes among their staff. Employees want to be valued and respected, yet research
conducted by Talent Smart revealed that 85% of business people do not “feel” that they are
valued and respected by management.

6. Explain the importance of recognising cultural differences in emotional intelligence.

Provide two examples example to illustrate your answer.

 Ans: It helps brings closed together.

 It can reveal important part of each other Life.

Example: some foods are considered a delicacy in one culture but evoke feelings of disgust in
another culture. Workplace include employees who are younger or older than their co-workers,
employees who hold higher degrees than others in the workplace

7. Explain two ways of communicating effectively with a diverse workforce with varying
emotional responses.

 Ans: Keep your language clear

 Straight forward and concise

8. Explain two ways of using emotional intelligence to build and manage effective
workplace relationships.

Ans: 1.facial expression

2. Phone conversation.

3. Written communication.

BSBPEF502 Develop and use emotional intelligence | 8

Assessment Task 1: Checklist

Student’s name:

Did the student provide a Completed

sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the Yes No
following?

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

BSBPEF502 Develop and use emotional intelligence | 9

 Assessment Task 2: Project Portfolio

Section 1: Evaluation criteria

What is the format you have

developed your evaluation
criteria in?

Which question numbers

cover an evaluation of a
person’s empathy?

Which question numbers

cover an evaluation of a
person’s ability to self-regulate
their emotions?

Which question numbers

cover an evaluation of a
person’s positivity?

Which question numbers

cover an evaluation of a
person’s adaptability?

How will you measure the

results? Explain how your
rating or measurement for a
person’s emotional
intelligence will be
determined.

☐ A copy (or the link) to your evaluation to your portfolio.

☐ Your completed evaluation and results

BSBPEF502 Develop and use emotional intelligence | 10

BSBPEF502 Develop and use emotional intelligence | 11
 Section 2: Personal analysis

Student name:

Feedback participant 1
(name and contact number)

Feedback participant 2
(name and contact number)

Answer all of the questions below using the results of the evaluation in section 1 to guide your
answers, and feedback from your classmates/friends/family for parts c and d.

a) Document your findings on yourself in the four areas focussed on in your evaluation in
section 1 as discuss your strongest area.

b) Reflecting on the results, identify what stood out for you in terms of what it tells you about
yourself as a person.

c) Thinking about the questions asked as part of the evaluation and your learnings as part of
this unit, identify five of your emotional strengths.

d) Thinking about the questions asked as part of the evaluation and your learning as part of
this unit, identify five of your emotional weaknesses.

BSBPEF502 Develop and use emotional intelligence | 12

e) Explain how you believe the emotional strengths you have identified above help your
workplace performance and relationships.

f) Discuss how you believe your emotional weaknesses hinder your workplace performance
and relationships.

g) Complete the following table about personal stressors at work. Identify at least four sources
of stress that are most likely to result in workplace stress for you, your stress response
(emotional, physical, behavioural) and actions that you can take (or have taken) to manage
stress.
The table includes examples only, as there could be a wide range of responses from
students.

Personal stressor What is your stress response Actions/methods to address

h) Review the following list of needs and choose at least three that most trigger your emotions
when you don’t get these needs met. Consider this question in the context of the
workplace.

BSBPEF502 Develop and use emotional intelligence | 13

 Acceptance Variety
Being understood Predictability
Being in control New challenges
Attention Being loved/liked
Peacefulness Being valued
Order Being treated fairly
Safety Freedom
Respect Consistency
Being needed Being included
Being right Autonomy
Comfort Fun
Balance

Now complete the table below.

Write down each need you have chosen and why this need is important to you at work.
Also give an outline of the emotions triggered in you when you don’t get these needs met and
ways that you can control your emotions in the face of not having your needs met.
The table includes examples only, as there could be a wide range of responses from students.

Need and why this need is What is your emotional Emotional control mechanism
important to you at work response when this need is not
met?

BSBPEF502 Develop and use emotional intelligence | 14

i) What other criteria could you use other than those you created in your evaluation to
determine your own emotional strengths and weaknesses?

BSBPEF502 Develop and use emotional intelligence | 15

 Section 3: Personal emotional intelligence
development plan

Based on the identified areas for improvement and/or gaps, list at least five activities that should
improve your ability to identify and respond appropriately to a range of emotional expression
through self-reflection and feedback from others.
Enter the activities in order of priority.

Identified area of Briefly describe Actions to improve area of emotional

emotional intelligence why you have intelligence development
development identified this as a
priority

BSBPEF502 Develop and use emotional intelligence | 16

BSBPEF502 Develop and use emotional intelligence | 17
 Section 4: Team emotional intelligence
development plan

Complete the following tables for two team members after the roundtable discussion in the role of
their team leader or manager.

Team member:

Summary of this
person as per their
personality profile
discussed at the
round table (emotional
responses, beliefs,
identified strengths
and weaknesses):

How can you create

opportunities for this
person to express
their thoughts and
feelings in the work
team that best suits
them?

How can you show

consideration to this
person when making
decisions that affect
them as their team
leader?

BSBPEF502 Develop and use emotional intelligence | 18

Identified area of Briefly describe why Actions to improve area of emotional
emotional intelligence you have identified intelligence development
development this as a priority

How could this person build further productive relationships within the team?

How can this person maximise their contribution to the team and increase work outputs?

How can this person’s strengths contribute to reaching team goals?

BSBPEF502 Develop and use emotional intelligence | 19

BSBPEF502 Develop and use emotional intelligence | 20
Team member:

Summary of this
person as per their
personality profile
discussed at the
round table (cultural
behaviours, beliefs,
identified strengths
and weaknesses)

How can you create

opportunities for this
person to express
their thoughts and
feelings in the work
team that best suits
them?

How can you show

consideration to this
person when making
decisions that affect
them as their team
leader?

BSBPEF502 Develop and use emotional intelligence | 21

Identified area of Briefly describe Actions to improve area of emotional
emotional intelligence why you have intelligence development
development identified this as a
priority

How could this person build further productive relationships within the team?

How can this person maximise their contribution to the team and increase work outputs?

How can this person’s strengths contribute to reaching team goals?

BSBPEF502 Develop and use emotional intelligence | 22

 Section 5: Reflection

Answer the following reflective questions:

Which two tasks did you

complete? Note, they must
be different.

Task 1

Outline details of the

activity you completed
together.

How did this activity help

the team to achieve team
goals?

BSBPEF502 Develop and use emotional intelligence | 23

How did you model
behaviours that
demonstrate your
emotional intelligence
during this task? Provide
at least two examples.

How did this activity align

with the policy/procedures
of the business?

How did both of your team Team member 1:

members contribute
towards the team goal in
an individual capacity?

Team member 2:

Task 2

Outline details of the

activity you completed
together.

BSBPEF502 Develop and use emotional intelligence | 24

How did this activity help
the team to achieve team
goals?

How did you model

behaviours that
demonstrate your
emotional intelligence
during this task? Provide
at least two examples.

How did this activity align

with the policy/procedures
of the business?

How did both of your team Team member 1:

members contribute
towards the team goal in
an individual capacity?

Team member 2:

BSBPEF502 Develop and use emotional intelligence | 25

BSBPEF502 Develop and use emotional intelligence | 26
Assessment Task 2: Checklist

Student’s name:

Completed
successfully? Comments

Did the student: Yes No

Identify the impacts of their own

emotions on others in the workplace by:

 Developing evaluation criteria to

determine their own emotional
strengths and weaknesses

 Identifying personal stressors and

emotional states that are related to
them and the workplace

 Analysing, evaluating and

documenting emotional triggers and
better ways to respond

 Using self-reflection and feedback

from others to improve their own
emotional intelligence to develop a
plan for themselves

Recognise and address emotional

strengths and weaknesses of others and
promote the development of emotional
intelligence by:

 Analysing and documenting

emotional responses of co-workers

 Developing planning for two

colleagues to improve their
emotional intelligence, create
opportunities for them to express
their thoughts and feelings and to
consider their personal behaviour
and its effects

 Encouraging a positive and

inclusive atmosphere when
completing a team task together
that will contribute to achieving
organisation and team goals and

BSBPEF502 Develop and use emotional intelligence | 27

 adhered to organisational policy

 Modelling behaviours that

demonstrate management of
emotions to teammates

During interactions with teammates:

 respond appropriately to the

emotional states and cues of others
by being flexible and adaptable
 create an inclusive atmosphere by
way of speech and interaction
 demonstrate consideration,
empathy and acknowledgement of
their feelings and perspectives

 create opportunities to express

themselves: their ideas, thoughts
and feelings about your plans

During interactions with teammates

demonstrate effective communication
skills including:

 Speaking clearly and concisely

 Using non-verbal communication to

assist with understanding

 Asking questions to identify

required information

 Responding to questions as
required

 Using active listening techniques to

confirm understanding

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

BSBPEF502 Develop and use emotional intelligence | 28

 Final results record

Student name:

Assessor name:

Date

Final assessment results

Result

Task Type Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Knowledge questions ☐S ☐U ☐DNS

Assessment Task 2 Project Portfolio ☐S ☐U ☐DNS

Overall unit results ☐C ☐NYC

Feedback

BSBPEF502 Develop and use emotional intelligence | 29

Student Declaration

☐ I declare that all my submissions are my own work and I have not cheated or
plagiarised the work or colluded with any other student(s).

☐ I understand that if I am found to have plagiarised, cheated or colluded, action will

be taken against me according to the process explained to me.

☐ I have correctly referenced all resources and reference texts throughout these
assessment tasks.

☐ My performance in this unit has been discussed and explained to me.

☐ I would like to appeal this assessment decision.

Student signature: _________________________________________ Date: _________________

Assessor Declaration

☐ I hereby certify that this student has been assessed by me and that the assessment
has been carried out according to the required assessment procedures.

Assessor signature: _______________________________________ Date: _________________

BSBPEF502 Develop and use emotional intelligence | 30