SA Tool - BSBPEF502 - Develop and Use Emotional Intelligence - V Feb 2023

RTO No: 21870
CRICOS Provider Code: 02992E

ABN: 39 122 778 563
STUDENT COPY
Assessment Resource Summary

Unit Details BSBPEF502 - Develop and use emotional intelligence
This is a summative assessment, which requires each

Assessment student to have adequate practice prior to undertaking this
Type assessment.
Written Assessment (J) Assessment 1

(Written Questions)
Assessment 2.1 & 2.2

Project (C) (Self-Awareness Analysis and
Case Study)
Assessment
Methods Observation (H)
Completed:  Yes Assessment 3
(Team Training Session Role
Trainer/Assessor Name: ________________ Play)
Trainer/Assessor Sign: _________________
Last Modification Date February 2023
Page 1 of 25
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, analyze, synthesize, 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 Learner 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 LMS (Learning Management
System.
Chapman, M., 2014, ‘Sense and sensibility’, Mindful net

(http://www.mindfulnet.org/EI%20Coaching%20At%20Work%2009.pdf)
Consortium for Research on Emotional Intelligence in Organisations
(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
(www.hrgrapevine.com/markets/hr/article/2014-06-03-5-ways-for-developing-emotional-intelligence)
Emotional Intelligence Questionnaire

(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/
Note: Students, currently employed, are encouraged to bring their current employer’s policies and
procedures and or relevant documents (with their employer’s permission) to use in their course work. This
material must be reviewed prior to use by the Institute’s Trainer/Assessor. For students who are unable to
bring adequate policies and procedures, the Institute will provide a practice set of documents.
BSBPEF502 - Develop and use emotional intelligence Page 2 of 25

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 included.
a. Your Name
b. Your Student ID
c. Unit Code
d. Assessment Number (i.e., BSBPEF502 Assessment 1)
3. Please reference 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
Questions
Provide descriptions in your own words for the following emotional intelligence
1
terminology.
1. Communication
2. Communication Styles
3. Co-Workers
4. Culture
5. Cultural Beliefs
6. Emotions
7. Emotional Climate
8. Emotional Cues
9. Emotional Intelligence
10. Emotional Strengths
11. Emotional States
12. Emotional Stress
13. Emotional Triggers
14. Emotional Responses
15. Emotional Weakness
16. Model Behaviours

RTO No: 21870
ABN: 39 122 778 563
17. Personal Stressors
18. Self-Management
19. Self-Reflection
20. Team Engagement
21. Workplace Behaviours
22. Workplace Relationships

Management
Explain each of the following components of Emotional Intelligence’.

• Self-awareness
2 • Self-management
• Social awareness
• Relationship management
3 Describe the key components of Self-Awareness.
4 Provide FIVE (5) examples of Emotional Strengths.
5 Provide FIVE (5) examples of Emotional Weaknesses.
6 Outline how poor leadership can be a stressor at work.
7 Explain how a worker can show negative emotional responses.
8 How can you control emotional responses from a work colleague?
9 Why is it important for a supervisor or manager to demonstrate management of emotions?
10 Explain how you can control personal anger or aggression in the workplace.
11 How can an individual develop their own emotional intelligence?
List at least FIVE (5) Questions you could consider asking yourself if you experience a
12
particularly unpleasant incident with a colleague at work.
13 What is an emotional cue?

RTO No: 21870
ABN: 39 122 778 563
List at least THREE (3) emotional responses that can be evident from the following facial
expressions.
• Smile
14 • Frown
• Blink
• Raised eyebrows.
• Down turned mouth
List at least FIVE (5) examples of workplace situations that could produce an emotional
15
response from a fellow colleague.
Explain how each of the following cultural traits might impact on the work environment.
• Cultural Background
• Age
• Gender
16
• Socio-economic class
• Language
• Mental ability
• Past experiences
Explain how you could provide opportunities for a workforce to express thoughts and
17
feelings.
18 What are the signs that a positive emotional climate exists within a workplace?

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

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.
You will be required to undertake TWO (2) Assessment tasks to successfully complete this
component of the Assessment. It will require you to demonstrate evidence of your ability to:
• Conduct an analysis to identify own emotional strengths, weaknesses, stressors,

emotional states, and triggers, incorporating feedback from others.
• Identify workplace situations and environments that may trigger an emotional
response.
• Model behaviours that demonstrate management of emotions
• Recognise the impact that cultural behaviours and beliefs may have on workplace
interactions.
• Recognise and respond to the emotional states of others.
• Use emotional intelligence of self and others to enhance team performance.
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

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT TASK 2.1: EMOTIONAL INTELLIGENCE SELF-ANALYSIS
This assessment task will require you to undertake a self-analysis and gain feedback from a fellow
student or work colleague regarding your own emotional intelligence self-awareness.
A. SELF ANALYSIS
You are required to conduct a self-analysis to help you identify your own emotional strengths,
weaknesses, stressors, states, and triggers.
• You will need to identify and list at least THREE (3) of each of your emotional strengths,
weaknesses, stressors, states, and triggers.
• These must be recorded in the template attached at Appendix One.
B. PEER FEEDBACK
1. Once you have identified each of your emotional intelligence indicators, review your
analysis with a Peer (fellow student or work colleague) and gain their feedback. This
feedback can be recorded in the Feedback Box below.
EMOTIONAL INTELLIGENCE SELF ANALYSIS: PEER FEEDBACK
As a Peer of ________________________, I have provided the following feedback regarding

them.
(Insert student name)
Emotional Intelligence self-analysis.
Insert Peer Feedback/Comments here:
Peer Signature:
Peer Name:
(Provide an original signature or an email
confirming completion of this task)
Relationship: Date:
2. Select ONE (1) of your emotional intelligence indicators that requires improvement.
Explain how you intend to improve this area of your emotional intelligence.

RTO No: 21870
ABN: 39 122 778 563
C. EMOTIONAL RESPONSES: SELF
This task requires you to identify workplace situations and environments that may trigger an
emotional response in you. To complete this Assessment task, you will need to:
1. Provide an outline of your current (or previous) workplace environment. This should be in as
much detail as possible to provide context for this Assessment task (200 words minimum)
2. Outline at least TWO (2) specific workplace situations, incidents and/or environments you have
encountered and then identify the emotional responses that these situations triggered in you.
(Refer to your Emotional Intelligence Self-Analysis in Appendix One for assistance)
3. Explain how your responses from your self-analysis made you would feel and react if the same
situation occurred again.
4. How did you deal with the person involved in the situation?
5. How did the person respond to your interaction with them?
6. What could you have done differently if the same situation occurred again?
D. SCENARIO
Joshua, who is normally very punctual for work, has been late on each of the past three days. You
decide to discuss this issue with him and meet Joshua alone in the staffroom.
1. What is your first question / comment to Joshua?

2. Eventually Joshua informs you he has a sick child at home, and he is not getting enough
sleep.
a. List TWO (2) different ways you could respond.
3. After further discussion you decide that you have an obligation to make Joshua aware of
the possible workplace consequences.
a. How will you convey this information to him? Provide at least THREE (3) possible
consequences that could happen if the lateness continues.
4. Joshua responds angrily by shouting “But my bloody baby is sick)
a. How will you deal with this issue now?

RTO No: 21870
ABN: 39 122 778 563
DOCUMENTATION TO BE SUBMITTED to complete this Assessment:

1) Self-Analysis Profile (Task 2.1A)
2) Peer Feedback (Task 2.1B)
3) Emotional Responses for Self-Summary (Task 2.1C)
4) Model Behaviours Overview - Scenario (Task 2.1D)
5) Meeting Outcomes – Written Summary Report - (Task 2.2A)
Your submission should be prepared using business software such as MSWord, Excel,
Power Point, or similar software. (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
Resources: Refer to Resources section at Page 2.

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 2 .1 – PROJECT - 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 the
(Date) (Date) (Date)
student:
Satisfactory Satisfactory Satisfactory
2.1A Using the Appendix One template to

conduct a self-analysis to help identify their  Yes  No  Yes  No  Yes  No
own emotional:
• strengths  Yes  No  Yes  No  Yes  No
• weaknesses,  Yes  No  Yes  No  Yes  No
• stressors
• states  Yes  No  Yes  No  Yes  No
• triggers  Yes  No  Yes  No  Yes  No
2.1B Complete an emotional intelligence  Yes  No  Yes  No  Yes  No

peer review (fellow student or work
colleague) and gain their feedback
2.1C Identify a workplace situation and

environment that may trigger an emotional
response by:  Yes  No  Yes  No  Yes  No
• Providing an overview of a current
(or previous) workplace environment
 Yes  No  Yes  No  Yes  No
• Outline at least TWO (2) specific
workplace situations, incidents
and/or environments encountered
and identify the emotional responses
that these situations triggered.  Yes  No  Yes  No  Yes  No
• Explaining how these triggers and
responses from the self-analysis
made them feel and react.
• How person responded  Yes  No  Yes  No  Yes  No
• How person involved was managed  Yes  No  Yes  No  Yes  No
• Examples of what could have been
done differently

RTO No: 21870
ABN: 39 122 778 563

2.1D Scenario
• Question asked to Joshua.
• TWO different ways to respond to a
response.
• Provide THREE possible
consequences.
• Dealing with escalated issue

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




RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT TASK 2.2 - EMOTIONAL INTELLIGENCE CASE STUDY

This assessment task will require you to consider the following scenario and address several the
issues identified. This should be by preparing a short report for management as well as delivering
a collaborative training session to your colleagues including your manager.
The Scenario
Miguel is a new worker from South America. He commenced at your organisation six months ago
and is based on the assembly line of your factory where you bottled water for a large soft drink
supplier.
You are the supervisor of the section where Miguel works and during the past 4 weeks you have
been receiving feedback from his co-workers. It has been reported that that he is becoming angry
quite regularly with those colleagues he is in direct contact with on the assembly line. This includes
those that are in the filling process before his as well as the final boxing process which follows
Miguel’s section.
Whilst you have not observed this behaviour personally, you have received this feedback from
multiple sources. This has prompted you to speak with your HR Adviser as you require some
advice as to how to handle this situation. Your HR Advisor has subsequently recommended that
you facilitate a meeting with Miguel to determine what the issues are and work out potential
solutions to support him.
You arrange and facilitate a meeting with Miguel who asks for a support person to be present. This
is to help assist with any language and communication issues that may arise due to Miguel’s
limited English comprehension level.
During the course of the meeting you are able to determine that Miguel is feeling anger towards his
assembly line colleagues because he believes they are too slow and he has to wait for them to
finish before he can start on the next item on the assembly line. He also divulges that he is having
some issues with his family at home which is causing him some stress and anxiety whilst at work
as it means he is not able to be at home to help support his partner.
You are now feeling ready to start addressing this situation in conjunction with your colleagues and
your Manager.
ASSESSMENT 2.2A: REPORTING BACK
Your manager has requested that you prepare a written report which should be based on the
outcomes of your meeting including the following topics:
• Any cultural behaviours and beliefs that may be impacting Miguel’s interactions with his
workplace colleagues
• Suggestions for how you and your team may be able to recognise and respond to the
emotional states of Miguel or other employees in your workplace
• Recommendations for how your own emotional intelligence can support and enhance your
team’s performance

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 2.2B: TRAINING SESSION
• The topics/content you might cover if you were to facilitate a training session with your team to
promote the development of emotional intelligence of each of the teams in your workplace
including:
o How you can provide opportunities for team members to express their thoughts and
feelings
o The methods you can adopt to assist your team members to understand the effects of
their behaviour and emotions on others
o Ways you can encourage the self-management of the emotions of individual team
members.
o What your team can do to encourage their colleagues to express their thoughts and
feelings
o Suggestions for how you and your team can create a positive emotional climate in your
workplace
o How you can use the strengths of your team to achieve a positive climate
o Provide at least TWO (2) opportunities in your own workplace, or one with which you
are familiar, for you to improve the emotional intelligence of the workforce. Ensure your
suggestions are in line with company policies and procedures.
You are now ready to prepare the Written Report which you will then need to submit a copy
to your Manager (Trainer/Assessor) for review.
approval from your Trainer).

a. Your Name
b. Your Student ID
c. Unit Code

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 2.2 - PROJECT - 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.

Student Name:
Student ID No:
 Written Report attached.

___________ __________ __________
In completing Assessment did the
student:

2.2 Prepare a written report summarising  Yes  No  Yes  No  Yes  No
their findings based on the scenario supplied
2.2A Include reference to the following topics
in the written report:
• A summary of the outcomes of the  Yes  No  Yes  No  Yes  No

meeting with Miguel
• Coverage of any cultural behaviours  Yes  No  Yes  No  Yes  No

and beliefs that may be impacting
Miguel’s interactions with his
workplace colleagues.
• Suggestions for how the team may be

able to recognise and respond to the  Yes  No  Yes  No  Yes  No
emotional states of Miguel and all
other employees in the workplace.
• Recommendations for how the  Yes  No  Yes  No  Yes  No

supervisory team can use their own
emotional intelligence to support and
enhance their team’s performance.
• What content would be covered in a

training session with the team to  Yes  No  Yes  No  Yes  No
promote the development of
emotional intelligence of each of the
teams in your workplace

RTO No: 21870
ABN: 39 122 778 563
2.2.B
• Provide opportunities for team  Yes  No  Yes  No  Yes  No
members to express emotions.
• Methods to help team members  Yes  No  Yes  No  Yes  No

understand effect of emotion on
others.
• Ways to encourage the self -  Yes  No  Yes  No  Yes  No

management of emotions
• Ways a team can encourage  Yes  No  Yes  No  Yes  No

members to express emotions.
• Ways a team can create a positive  Yes  No  Yes  No  Yes  No

emotional climate
• How leader can use strengths of the

team to achieve a positive climate  Yes  No  Yes  No  Yes  No
• Provide 2 opportunities in workplace

to improve emotions climate  Yes  No  Yes  No  Yes  No

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




RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 3 - OBSERVATION- STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements.
You will be required to undertake ONE (1) Assessment tasks to successfully complete this
component of the assessment. This Project Assessment will require you to demonstrate evidence
of your ability to:
• Promote the development of emotional intelligence in others.
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 3).
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.

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 3.1 TEAM TRAINING SESSION PRESENTATION
Your manager was so impressed with your written report that they have now asked you to facilitate
a training session with each of the teams in your workplace.
The main objective of this training session will be to promote and encourage awareness around
emotional intelligence.
You are therefore required to arrange a Training Session (Date, time, and venue to be negotiated
with your Trainer) in collaboration with your particular work team where you will present your
findings and promote the development of emotional intelligence with your team in your workplace.
The key resource to support the delivery and facilitation of your Training session will be a
PowerPoint Presentation (or similar). You will use this PowerPoint Presentation (or similar) during
the observation role play and a printed copy will need to be included with your final assessment
submission.
ASSESSMENT 3.2 TEAM TRAINING SESSION PRESENTATION (ROLE PLAY)
The Team Training Session Role Play should be at least 15 to 20 minutes in duration and cover
the following elements:
• How you plan to provide opportunities for team members to express their thoughts and feelings
• A discussion regarding the methods you plan to adopt to assist your team members to
understand the effects of their behaviour and emotions on others.
• The ways you intend to encourage the self-management of each team members emotions.
• A brainstorm with your team to determine:
o What your team can do to encourage each other to develop their own emotional
intelligence
o How you and your team can create a positive emotional climate in your workplace
o How your team can use their combined strengths to achieve a positive workplace
climate
The Training Session you conduct in conjunction with your team will be observed by your
Manager (Trainer) and assessed using the Observation Checklist attached.

RTO No: 21870
ABN: 39 122 778 563
DOCUMENTATION TO BE SUBMITTED to complete this Assessment:

(1) Training Session Presentation (PowerPoint) (Task 3.1)
(2) Team Training Role Play Observation Checklist (Task 3.2)
approval from your Trainer,)

e. Your Name
f. Your Student ID
g. Unit Code
h. Assessment Number (i.e., BSBPEF502 Assessment 3)

RTO No: 21870
ABN: 39 122 778 563
ASSESSMENT 3.2 – OBSERVATION CHECKLIST

TEAM TRAINING SESSION (ROLE PLAY)
This checklist is to be used when assessing the students in this 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.

Student Name:
Student ID No:
Date Observed: Team Member Names:
Time Observed:
 Training Session Presentation (PowerPoint) attached.

___________ __________ __________
In undertaking the Team Training
Session, did the student/s:
Prepare a PowerPoint Presentation to

support delivery of the training program
Discuss how the workplace plans to

provide opportunities for team members  Yes  No  Yes  No  Yes  No
to express their thoughts and feelings
Discuss the methods team members

could adopt to assist each of the team
members to understand the effects of
their behaviour and emotions on others
Explore the ways team members can

encourage the self-management of each  Yes  No  Yes  No  Yes  No
of their own emotions
Participate in a Brainstorm session that
included:
- Exploring what the team can do to
encourage each other to develop their  Yes  No  Yes  No  Yes  No
own emotional intelligence
- Working out how the team can create a  Yes  No  Yes  No  Yes  No
positive emotional climate in their
workplace
- Determining how the team can use
their combined strengths to achieve a
positive workplace climate

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




RTO No: 21870
ABN: 39 122 778 563
APPENDIX ONE: EMOTIONAL INTELLIGENCE SELF-ANALYSIS
EMOTIONAL EMOTIONAL EMOTIONAL EMOTIONAL EMOTIONAL

NO.
STRENGTHS WEAKNESSES STRESSORS STATES TRIGGERS
1. List your greatest emotional strength from your list in column 1.
2. What is your greatest emotional weakness?
3. How can you improve this weakness?

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RTO No: 21870

CRICOS Provider Code: 02992E

Assessment Resource Summary

This is a summative assessment, which requires each

Written Assessment (J) Assessment 1

Assessment 2.1 & 2.2

Trainer/Assessor Sign: _________________

Last Modification Date February 2023

Chapman, M., 2014, ‘Sense and sensibility’, Mindful net

Emotional Intelligence Questionnaire

Main theories of Emotional and Social Intelligence: https://www.businessballs.com/self-awareness/main-

BSBPEF502 - Develop and use emotional intelligence Page 2 of 25

ASSESSMENT 1 – WRITTEN ASSESSMENT

Student Name: ______________________________________________________________

Student ID No: ______________________________________________________________

BSBPEF502 - Develop and use emotional intelligence Page 3 of 25

10. Emotional Strengths

11. Emotional States

12. Emotional Stress

13. Emotional Triggers

14. Emotional Responses

15. Emotional Weakness

16. Model Behaviours

BSBPEF502 - Develop and use emotional intelligence Page 4 of 25

17. Personal Stressors

20. Team Engagement

21. Workplace Behaviours

22. Workplace Relationships

Explain each of the following components of Emotional Intelligence’.

3 Describe the key components of Self-Awareness.

4 Provide FIVE (5) examples of Emotional Strengths.

5 Provide FIVE (5) examples of Emotional Weaknesses.

6 Outline how poor leadership can be a stressor at work.

7 Explain how a worker can show negative emotional responses.

8 How can you control emotional responses from a work colleague?

9 Why is it important for a supervisor or manager to demonstrate management of emotions?

11 How can an individual develop their own emotional intelligence?

13 What is an emotional cue?

BSBPEF502 - Develop and use emotional intelligence Page 5 of 25

BSBPEF502 - Develop and use emotional intelligence Page 6 of 25

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 7 of 25

ASSESSMENT 2 - PROJECT - STUDENT INFORMATION

• Conduct an analysis to identify own emotional strengths, weaknesses, stressors,

BSBPEF502 - Develop and use emotional intelligence Page 8 of 25

ASSESSMENT TASK 2.1: EMOTIONAL INTELLIGENCE SELF-ANALYSIS

• These must be recorded in the template attached at Appendix One.

EMOTIONAL INTELLIGENCE SELF ANALYSIS: PEER FEEDBACK

As a Peer of ________________________, I have provided the following feedback regarding

Insert Peer Feedback/Comments here:

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C. EMOTIONAL RESPONSES: SELF

5. How did the person respond to your interaction with them?

1. What is your first question / comment to Joshua?

BSBPEF502 - Develop and use emotional intelligence Page 10 of 25

DOCUMENTATION TO BE SUBMITTED to complete this Assessment:

Your documents should be professionally formatted and include:

Resources: Refer to Resources section at Page 2.