BSBPEF502 DEVELOP AND USE EMOTIONAL
INTELLIGENCE
ASSESSMENTTASKTWO
Portfolio and Role Play
Instructions
• The purpose of this assessment task is to assess your skills relating to preparing to identify
emotional intelligence and promoting emotional intelligence in others
• You must complete this task by the due date set by your trainer and assessor.
• You will need access to the following resources to complete this task:
o Appendices and templates provided by your assessor.
o Business technology and office equipment including computer with MS Office
Suite (or similar) and internet access.
o Space/technology to conduct meetings/presentations.
• You must provide your responses in your own words. You can refer to the Learner
Guide, Case Study Scenario or other sources when preparing evidence, but you
are not allowed to copy sentences and/or paragraphs directly from these sources.
If your responses are found to have been copied directly from learner guide, case
study scenario or other sources, your result for this task will be Not Satisfactory.
• You will complete the research and documentation type of activities at home in your
own time and the practical type (role-plays and presentations) activities in the
simulated assessment environment under the assessor’s supervision.
• After completing the activities, you must submit evidence as per the ‘Evidence
Submission Checklist’ by the due date. For observation type activities, your
assessor records your performance using a checklist, so you do not need to submit
anything unless the activity asks you specifically to do so.
Scenario
Being an effective manager requires you to identify and manage your own emotional
strengths and weaknesses and understand the impact of these emotions on others in the
workplace.
This task involves a number of activities. Firstly, you will need to develop a set of
evaluation criteria that you will then use to assess your own emotional intelligence.
Then, in consultation with at least two people who know you well, you will discuss and seek
feedback on the outcomes of your evaluation.
Finally, you will meet with your assessor and at least two fellow
students in a role play to discuss the self-assessments and to identify improvements and
strategies for the development of emotional intelligence.
Activities
1. Develop your evaluation criteria and complete a self-assessment
Write a set of questions (at least 10) that you can then use to assess your own
emotional intelligence.
You could use multiple choice or true/false questions.
Include a method for measuring the outcome, such as a point system (for example,
a ‘1’ for A, ‘2’ for B etc.). Alternatively, you could use a scale system such as
‘Strongly Agree / Neutral / Strongly Disagree’ in response to each question.
Your questions should be based on the following factors of emotional intelligence.
There must be at least two (2) questions on each factor:
• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social skills.
Submit your completed self-assessment to your assessor.
1. Develop your evaluation criteria and complete a self-assessment.
Write a set of questions (at least 10) that you can then use to assess your own emotional
intelligence.
You could use multiple choice or true/false questions.
Include a method for measuring the outcome, such as a point system (for example, a ‘1’ for
A, ‘2’ for B etc.). Alternatively, you could use a scale system such as ‘Strongly Agree / Neutral
/ Strongly Disagree’ in response to each question.
Your questions should be based on the following factors of emotional intelligence. There
must be at least two (2) questions on each factor:
• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social skills.
Submit your completed self-assessment to your assessor.
EVALUATION CRITERIA
• Self-awareness
1. Are you able to identify and label your emotions accurately?
A.) Strongly
B.) Moderate
C.) Rarely
2. Do you regularly take time to reflect on your thoughts, feelings, and
behaviors?
A.) Always
B.) Often
C.) Sometimes
• Self-regulation
3. Are you able to handle your emotional when face with stressful
situations?"
A.) Strongly
B.) Moderate
C.) Rarely
4. I can do well to control my impulses when faced with temptations or
distractions?"
A.) Strongly
B.) Moderate
C.) Rarely
• Motivation
5. Are you able to maintain a positive attitude and mindset, especially during
difficult times?
A.) Strongly
B.) Moderate
C.) Rarely
6. Do I regularly reflect on my achievements and celebrate my progress?
A.) Always
B.) Often
C.) Sometimes
• Empathy
7. Am I able to forgive myself for past mistakes or shortcomings, and do I
view them as opportunities for growth and learning?
A.) Strongly
B.) Moderate
C.) Rarely
8. Am I compassionate and understanding towards myself?
A.) Strongly
B.) Moderate
C.) Rarely
• Social skills
9. Am I comfortable in initiating and maintaining conversations with new
people or in unfamiliar social situations?
A.) Strongly
B.) Moderate
C.) Rarely
10. Do I demonstrate empathy and understanding towards others'
perspectives, feelings, and needs during social interactions ?
A.) Strongly
B.) Moderate
C.) Rarely
Scoring
A = 3 points B
= 2 points
C = 1 point
Total score
27-30 = High emotional intelligent
18-26 = Moderate emotional intelligent 0-17
= Low emotional intelligent
2.Seek feedback on the outcomes of your self-assessment
Using the questions from the Self-reflection and feedback sheet
(Appendix 1), discuss and evaluate results from the completed
selfassessment with at least two other people who know you well.
These may be your friends, family, or fellow students. You must
answer each question in approximately one (1) paragraph. Ask each
person to write their name, their relationship to you (e.g. friend,
sister etc.) andinitial the submission documents for this activity.
Complete the Self-reflection and feedback sheet (Appendix 1)
template to guideyour work.
a. Discuss your ratings for each of the five factors as identified in the
completed self- assessment. The discussion should include your
score for each of the factors andhow you rate on each factor, as well
as your strongest personality trait as shownby your highest score.
• Self-awareness
- Score = 6 points
- Rating = High
- Discussion = My friends and I had a talk regarding self-awareness. We covered
how self-aware people are able to identify and comprehend their feelings, ideas,
and actions. We also discussed topics that I'm strong in, such social awareness, self-
identity, emotional awareness, and self-reflection.
- • Self-regulation
- Score = 4 points
- Rating = Moderate
- Discussion = During my friends' and my talk on self-awareness, we talked about
the difficulties people sometimes have in identifying and comprehending their
feelings, ideas, and actions.We discussed how a lack of self-awareness can make it
difficult to control one's emotions, rein in one's conduct, and recognize how one's
actions affect both oneself and other people.My ability to regulate myself is unique.I
need to work on emotional self-control more.
- • Motivation
- Score = 5 points
- Rating = Moderate
- Discussion = My friends and I had a talk regarding motivation. We covered how a
lack of passion, procrastination, or difficulty maintaining work toward a goal can
all be signs of insufficient motivation.All things considered, we underlined the need
of recognizing obstacles to motivation and putting techniques like goal-setting,
task-splitting, and getting help from others into practice in order to boost
motivation levels.
- • Empathy
- Score = 6 points
- Rating = High
- Discussion = During our talk about great empathy, we talked about how
important it is to comprehend and experience other people's emotions.We talked
about how empathy encourages deeper connections in relationships, cooperation,
and successful communication.In general, I'm adept at understanding how other
people are feeling at any given time or place. •
- Social skills
- Score = 5 points
- Rating = Moderate
- During our conversation about social skills, we talked about the
difficulties we encounter when interacting with strangers. I find it
difficult to build relationships and feel a little pressure, but I can do it.
My friends advise practicing being a good friend every day.
-
b. Discussion = Reflecting on the outcomes of the self-assessment,
identify what stood out for youin terms of what it tells you about
yourself as a person?
I’m good at empathy,
- Active Listening : pay attention to the person who speaking,
listen without question
- Do not judge people : the viewpoint of the other individual
without forcing your own beliefs upon them.
c. Thinking about the outcomes of the self-assessment, what are your
emotionalstrengths?
- My ability to grasp people's thoughts, feelings, and emotions is
one of my strengths. Even in that case, I may not be able to fully
comprehend how they are feeling, but I will make an effort to.
d. Thinking about the outcomes of the self-assessment, what are your
emotionalweaknesses?
- While self-regulation is one of my strengths, I believe that
emotional control is one of my weaknesses when faced with challenges.
e. Explain how you believe the emotional strengths you have identified
above will help your workplace performance and relationships.
- My strength is empathy, which is essential to coexisting with
others.It helps us to build a sense of compassion and unity by enabling
us to provide others consolation and emotional support during trying
times.
f. Talk about how you think your emotional shortcomings affect your
relationships and performance at work.
- When you lack self-regulation, several problems can arise,
affecting various aspects of your life. Such as 1.emotional Instability
(Without self-regulation, you may struggle to manage your emotions,
leading to frequent mood swings, outbursts, or emotional
breakdowns.) 2.Interpersonal Conflicts (Weak self-regulation can
contribute to conflicts in relationships due to emotional reactivity,
impulsivity, or an inability to communicate effectively during
disagreements.)
g. Complete the following table about personal stressors at work.
Identify at least four (4) sources of stress that are most likely to result
in workplace stress for you.Then identify your stress response and, in
the last column, identify the actions that you can take (or have taken)
to manage stress.
Personal stressor What is your Actions to address
stress response
(emotional,
physical,
behavioural)?
Lack of time -Physical (such as - Give the plan top
headaches with importance.
tension, tight muscles, - Restrict distractions
exhaustion, or like social media use.
digestive problems) Make use of time-
Emotional instability, management resources,
such as impatience, like to-do lists and
mood swings, or
calendars.
emotional outbursts,
- Establish reasonable
can be caused by
stress stemming from objectives to prevent
a lack of time. overcommitting.
- Behavioral
(Procrastination or
avoidance behaviors
can be a result of
feeling anxious about
time limits; these
actions delay task
completion and
heighten stress
levels.)
Negative thinker - Engage in mindfulness
exercises and
meditation
- Physical (Physical - increase your
symptoms such as awareness of the
headaches, tense current moment
muscles, - improve your
gastrointestinal thoughts without
problems, or elevated passing judgment..
heart rate might be
signs of stress resulting
from negative
thinking.)
- Emotional (People
who think negatively
could feel more
depressed, frustrated,
or agitated, which can
exacerbate stress
reactions and have an
adverse effect on their
general well-being.)
Behavioural: People
who have negative
thought patterns may
isolate or retreat from
society because they
find social contacts to
be stressful or
burdensome.
Lack of knowledge - Look for knowledge
- Make a query
- Physical (e.g., - Work with others
wanting to stay still
and not wanting to
accomplish anything)
- Emotional (such as
emotions of
inadequacy and self-
doubt, which
undermine confidence
and increase stress).
- Behavioural (such as
self-defeating
thoughts)
Lack of control - Physical (headaches - Get better by managing
and other pressure- - your own feelings and
related symptoms) your mind
- Emotional (crying, -anger against other
being furious, etc.) people.
-Behavioral (e.g.,
relationship conflict)
h. Review the following list of needs and choose at least three (3)
that most triggeryour emotions when you don’t get these needs met.
Consider this question in thecontext of the workplace.
• Acceptance • Respect • Be
• • •
Be understood •
Be needed • loved/liked
• Be in control Be right
• • Be valued
• •
Attention •
Comfort Be treated
•
Peacefulness • Balance • fairly
Order • Variety • Freedom
•
Safety
• Predictability Consistency
New challenges Included
• Autonomy
•
Fun
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.
Need and why this What is your Emotional control
need is important to emotional response mechanism
you at work when this need is not
met?
Requirement for Sadness Anger Upset Stay composed.
Appropriation It is Think positively
essential to finishing Managing feelings
the task correctly. Make fresh, sensible plans.
Comfort is necessary Anger Upset Distress Making fresh Time
This cannot be Frustrated management plans Ask
accomplished if there for assistance from
is insufficient effective others Managing feelings
time management and Stay composed.
certain conditions are
not fulfilled.
Need for Balance: In Sadness Anger Distress Inhaling Be at ease and
order for me to operate cognizant of your
well in general, I must emotions.
find a balance between
my social and
professional lives.
3. Role play with your assessor and fellow students
Role Play
You will be required to meet with your assessor and two fellow students and each of you
will be role playing as co-workers.
The purpose of the meeting is to discuss your own and each other’s self-assessment
and the strategies you have identified for responding to emotional stressors in the
workplace. You will be showing your understanding of the techniques that demonstrate
your own emotional intelligence during the meeting.
Your assessor and fellow students will have reviewed your self-assessment outcomes
and strategies and, in the role of co-worker, will be ready to discuss this with you and
provide you with feedback about how you might improve your emotional intelligence.
Note: You must ensure that prior to the meeting you have reviewed the self-assessment
and identified strategies for the other students in your group.
Role Play Conditions During
the role play:
• Analyse and document the emotional responses of your co-workers
• Apply techniques that indicate flexibility and adaptability in dealing with your
coworkers
• Apply techniques that show consideration for the emotions of your co-workers
when discussing their emotional intelligence, identifying strategies and making
decisions
• Consult with your co-workers to identify improvement areas for your
ownemotional intelligence
This role play should take approximately 30 minutes.
- I have done role play in classroom
Appendix 2– Emotional Intelligence Development Plan
YourPriorities
Based on the identified areas for improvement and/or gaps, list priorities for
emotionalintelligence development.
Name: Sirawit Weerasa
Date of development: 09 Feb2024
Identified area Briefly describe Actions to improve area of
of emotional why you have emotionalintelligence
intelligence identified this as a development
development priority
Improve I have to first I try to ask dependable and
selfregulation acknowledge my trustworthy people for advice,
own feelings in share my feelings with them,
order to perform practice mindfulness, and interact
well and with others more when I'm around
strengthen my them.
inadequacies.
Improve I must improve my Always see the positive side of
motivation decision-making. things and treat yourself when you
accomplish your goals Find out
additional details about internal
drive via
Improve social undergoing some Find out how to lessen your stress
skills personal therapy. by getting at least eight hours of
attempting to sleep every day and avoiding
regulate my feelings people who make you feel stressed
in a different out.
circumstance. Take up meditation.
Time management. Steer clear of bad foods for your
body.
EvidenceSubmissionChecklist
Evidencetobe submitted HaveI completedthis?
Copy of the self-assessment results
Completed self-reflection and feedback sheet
Emotionalintelligencedevelopment plan
BSBPEF502 Assessment Manual Version 2.0, January 2024 Page 11 of
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