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Bsbldr501 develop and use emotional intelligence answers

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BSBLDR501 Develop and use emotional intelligence Learner workbook
Get BSBLDR501 Develope and use emotional intelligence answers

Table of Contents

Table of Contents. 1

Instructions to Learner. 3

Assessment instructions. 3

Assessment requirements. 6

Candidate Details. 7

Assessment – BSBLDR501: Develop and use emotional intelligence. 7

Observation/Demonstration. 8

Third Party Guide. 9

Third party details (required information from the learner). 9

Activities. 10

Activity 1A.. 10

Activity 1A checklist – for assessor. 11

Activity 1B. 12

Activity 1B checklist – for assessor. 13

Activity 1C. 14

Activity 1C checklist – for assessor. 15

Activity 1D.. 16

Activity 1D checklist – for assessor. 17

Activity 1E. 18

Activity 1E checklist – for assessor. 20

Activity 2A.. 21

Activity 2A checklist – for assessor. 22

Activity 2B. 23

Activity 2B checklist – for assessor. 24

Activity 2C. 25

Activity 2C checklist – for assessor. 26

Activity 2D.. 27

Activity 2D checklist – for assessor. 28

Activity 3A.. 29

Activity 3A checklist – for assessor. 30

Activity 3B. 31

Activity 3B checklist – for assessor. 34

Activity 3C. 35

Activity 3C checklist – for assessor. 36

Activity 4A.. 37

Activity 4A checklist – for assessor. 38

Summative Assessments. 39

Section A: Skills Activity. 40

Summative Assessments: Section A checklist. 41

Section B: Knowledge Activity (Q & A). 42

Summative Assessments: Section B checklist. 43

Section C: Performance Activity. 44

Summative Assessments: Section C checklist. 45

Workplace Documentation – for learner. 46

Workplace documents checklist. 46

Supplementary Oral Questions (optional) – for assessor. 47

Competency record to be completed by assessor. 50

Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

  • Address each question including any sub-points
  • Demonstrate that you have researched the topic thoroughly
  • Cover the topic in a logical, structured manner
  • Your assessment tasks are well presented, well referenced and word processed
  • Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which a learner can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Handing in assessments markedly similar to or copied from another learner
  • Presenting the work of another individual or group as their own work
  • Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will notbe accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module, the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to thedisclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

 

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

  • Direct observation
  • Product-based methods e.g. reports, role plays, work samples
  • Portfolios – annotated and validated
  • Questioning
  • Third party evidence.

If submitting third-party evidence, the Third Party Observation/Demonstration documentmust be completed by the agreed third party.

Third parties can be:

  • Supervisors
  • Trainers
  • Team members
  • Clients
  • Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third-partyobservation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – BSBLDR501:Develop and use emotional intelligence

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBLDR501:Develop and use emotional intelligence.

Name:                  _____________________________________________________________

Address:              _____________________________________________________________

                                _____________________________________________________________

Email:                    _____________________________________________________________

Employer:           _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:                 ____________________________________________________________

Date:                     ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed.We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:            ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 2:            ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 3:            ____________________________________________________________

Signed:                 ____________________________________________________________

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Ø  Performing a work based skill or task

Ø  Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstrationwill require:

Ø  Performing a skill or task that is asked of you

Ø  Undertakinga simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstratethe skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves.The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

The reasons to use a third party may include:

Ø  Assessment is required in the workplace

Ø  Where there are health and safety issues related to observation

Ø  Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training.Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third-party evidenceare included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name:            ______________________________________________________________

Position of third party:   ______________________________________________________________

Telephone number:       ______________________________________________________________

Email address:                   ______________________________________________________________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature:     _____________________________________   Date: ___________________

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A

Estimated Time 40 Minutes
Objective To provide you with an opportunity to identify own emotional strengths and weaknesses
  Define emotional intelligence.   Emotional intelligence is utilized to analyse the emotions of others and thus take decision, and how and how the decisions will be accepted and adapted.   Create a list of your own emotional strengths and weaknesses.   The emotional state of an individual works in both positive as well as negative ways for an individual in their workplace thus acting as their emotional strengths and weaknesses. Thus indentifying the emotional strengths and weaknesses of an individual is very crucial which would further allow an individual to self analyze his or her potential at their respective workplaces. Thus the emotional strengths and weaknesses can be identified as stated here – Sympathy towards coworkers, subordinates as well as the higher officials, loyalty to their company, calm and composed nature reflect understanding and maturity of an individual at their workplace. Empathy, forgiveness, trust and optimism allow an individual to conquer the trust of there co workers people can rely on them and stay assured of their support. The deterministic nature of a person of achieving goals by reaching out and extended their limits will always reap him greater benefits when complemented with an open minded and committed nature. Loving and kind nature adds a personal touch to the professional relation with co workers allowing seamless execution of work, goals reached and mission accomplished. The emotional weaknesses at workplace which could possible create blunders , failure and be the reason behind missed deadline and incorporation are spite, jealousy, isolation, temper, no self control, narrow mindedness. The subjective nature of employees towards their work doesn’t always work in a positive manner, betrayal and inability understand the ailments, the troubles and the needs of co-workers many a times lead to defeated cause and thus failure and thus sighted as emotional weaknesses at workplace. Irrational behaviour towards the genuine needs of people is unacceptable.                                            

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 1B

Estimated Time 30 Minutes
Objective To provide you with an opportunity toidentify personal stressors and own emotional states related to the workplace.
Activity Identify your own personal stressor within the workplace. Personal stressors and emotional stressors at workplace Stressors are a type of pressure, stress or mental condition or emotion developed over time under varied conditions and situations. Personal stressors related to workplace are developed over time because of changing circumstances, rules, changing financial conditions, appraisals or promotions, thus the personal stressors at workplace include meetings with senior management, overtime, budgets, multiple managers or supervisors, bullying in the workplace, time management and schedule, hostile managers, impatient managers, poor communication from management and dealing with angry clients. Various people react in varied manner to similar situations because they face different circumstances, and there is a number of reason casing personal or emotional stresses in an individual varied reasons for invoking similar levels of anger or anxiety. Demand stressors, poor leadership stressors, relationship stressors, lacking of support, incapability of understanding and change stressors are the most common personal stressors , mine being the meetings with senior management, every time I have  a meeting setup with my superior I face these panic attacks and nervousness.   For each of your stressors, identify the emotional state it causes within you and whether it is a positive or negative state.   The emotional stressors which could be caused due to workplace influence are the result of deadlines unmet, failed sales or performance demerits. These cause a range of troubles in a person including both negative and positive consequences including anxiety, frustration, anger, withdrawal, lack of concentration, disappointment and many other negative consequences. The positive emotional states because of changes or discrepancies in work environment include excitement. Self control pragmatism, proactive and methodical decision making, positive change in behaviour and much other such encouraging behaviour. The workplace personal stressors and emotional stressors are higher in case of the high level managers and leaders with higher responsibilities, expanded work field and greater causes of stress. Analysing and evaluating these personal and emotional stressors at workplace influence the emotional intelligence levels in employee thus enhancing their behaviour. The identification of these stressors often leads to changed behaviours personal development and thus modification in the way of handling situations by an individual at their work front.                                                                                  

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 1C

Estimated Time 30 Minutes
Objective To provide you with an opportunity todevelop awareness of own emotional triggers and use this awareness to enable control emotional responses.
Activity Using the table below, identify your own emotional triggers in relation to your personal work-related stressors, the emotional strength you would draw on to deal with it, and the positive emotional response you intend to give. 1.3 – Emotional triggers can be very personal, demographical, attitudinal as well as psychological. These triggers are can be incidents, certain word, people, places and sometimes even a phobia of something very common and around. The control over emotional triggers can be developed overtime with proper understanding of the emotional condition, the reason behind these emotional triggers, and thus working on the same. Emotional triggers are most likely to be caused because of the unavailability of a range of conditions, or the overtly presence of certain behavior. The absence of respect, the feeling of being needed, to be understood wrongly or partially are some of the reasons causing emotional triggers, when people become frustrated, anxious and very angry.  Not being accepted , not being liked , to be ordered for everything or task, losing control over life , failing to balance work and personal life are the other major reason emotions can be triggered in an individual.  When a person experiences any of these emotional triggers he or she can act on them with proper planning and scheduling and thus eliminate the causes and thus in the due course eliminate the repercussions. Control emotional triggers can be enabled by proper evaluation, and by following a step by step process. Whenever an individual experiences an emotional trigger he should take some time of stop, and then detach himself completely from the situation this will eliminate the cause of the emotional triggers temporarily and eliminate the direct cause. When temporarily elimination has been done, a process to deal with issue should be thought of and then this emotional strength such as motivation, smiling or calling a friend could be utilized analyze the problem.  After the short term actions have been taken, one needs to evaluate the extent to which the need is being compromised and then the reasons are to be evaluated and one need to deal with it practically and rationally.   Work related stressor Emotional trigger(s) Emotional strength Positive emotional response   Delivering a suspension or termination notice                 Balance , predictability   Calmness sympathy Self control, pragmatism and channelled energy Giving judgement in a dubious situation involving the interest of fellow workers                     Justice Confidence Honesty  Balance   Composure , honesty   Self control, pragmatism and channelled energy   Making a financially viable decision                     Strategic thought  Rational   Honesty  Decision making skill   Self control, pragmatism and channelled energy          

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 1D

Estimated Time 60 Minutes
Objective To provide you with an opportunity to model workplace behaviors that demonstrate management of emotions.
Activity Why is it important for managers and leaders to keep control of their emotions in the workplace? 1.4 Management of emotions at workplace is a priority as emotional mismanagement; emotional outburst cannot be the part of an ideal behaviour on the part of an individual. As managers and leaders one should be very cautious to handle such situation is an organization give way to a professional aura in the organization where people maintain a decorum but still have a personal bond with each other. Controlling such emotions isn’t that easy for every human being as the patience , calmness and anxiety levels are variant but the leaders could set standards and set a quorum and thus the team follows and in some cases the entire organization.   The manager cannot allow his emotions to go haywire as the entire team; their performances are dependent on the behavior of the manager and will eventually leave a negative impact on the organization as the team would feel demotivated and thus lose respect for their leader. Model workplace behaviours include treatment of emotional stressors in an individual, where he should be evidently competent to handle their frustration level, anxiety levels, nervousness, irritation, anger and avoid being dissatisfied and disappointed. These goals cannot be reached in a day and need continuous approach and determined an inclined behaviour.   When dealing with frustration which is quite common in people one needs to deal with it immediately and think of a positive approach of the same situation. Nervousness and anxiety should be eliminated by firstly eliminating people who worry about similar situations as people with similar prospects and will cause even more nervousness in one’s mind. Deep breathing, exercise and concentration could easily eliminate the reasons and the feel of nervousness and steady the situation. Transforming worries into opportunities is what leaders should always seek for when facing such dilemma, anxiety or nervousness or even panic stricken days or a panic attack at the worst case.  Anger should be dealt with disciplinary actions and taking a minutes break from the situation without just impulsively reacting will eliminate the treat of being overpowered by the weakness of being angry. The possibilities of facing a person, who is going through similar possibilities, instance and ask one that whether or not the same person is acceptable in the professional ambience where this emotionally triggered situation could hamper ongoing meetings With another learner, roleplay a stressful situation that you would encounter in your workplace. Demonstrate emotional control and positive responses through your behaviour.   Me along with my co worker are acting on a situation where we are encountering stressful situation and I also have some persons dislikes towards him, personal dislike is the most improper behaviour from oneself that is very unprofessional and disliked by everyone in a team, personal dislike is natural as behaviour, the traits of people vary but such behaviours should be eliminated. If the managers or the leaders develop such traits of acting on personal accords they lose the due respect in the eyes of their fellow team mate or subordinates.  The disappointment faced by us in this stressful situation should be managed as Disappointment is natural and can also act as an triggered when people go through failure despite giving their best in a task and this could act as a lessons and should never be taken as a barrier but an opportunities, a lesson and one should move on with newer goals and newer targets.                                                                                  

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 1E

Estimated Time 30 Minutes
Objective To provide you with an opportunity touse self-reflection and feedback from others to improve development of own emotional intelligence.
Activity Using the self-reflection table below, identify an incident in the workplace in which you have tried to manage your emotions but have not been totally successful. Complete a self-reflection. Self reflection and feedback to improve and develop on emotional intelligence. Improving the levels of emotional intelligence is a necessity, and can be developed at any age and by people of any age group; the steps stated below will allow one to develop their stages of emotional intelligence. The situation that we faced in the due course of our activities was that the team on the entirely created a production flaw because of a faulty design which was not critically analysed previously and thus the organization faced losses.   Question Response How did I feel at the time?     I felt embarrassed, sad about the entire situation as the failure of the team was my failure as well.       Why did I feel like this?     I felt this way because the entire team was at fault and they failed to analyze the faults, and thus the organization faced a loss.       What was my emotional response? Of failure, embarrassed, anger and sadness, i brought down the entire blame on the team working on the project     How did that affect the situation? The situation was thus handles as people didn’t show any emotional outburst and failure led out to be a newer opportunity where people planned to work hard and in a deterministic manner.       How did it affect me? I was harshly effected but didn’t allow the failure to de motivate and suppress my hopes and determination         How did it affect others? The emotional response effected my team because they felt responsible while in the mean time determine to hop back again and thus set newer goals and achieve them         How could I have responded differently?   I could have handled the situation in a much better manner firstly analyze the cause and only the  reacting or calling for a meeting with the entire team and not just by insulting them in from of the entire floor of employees.       How do I feel now?   I feel disgusted , embarrassed and also motivated slightly so as to  amend the situation and never react similarly         Why do I feel like this? After the entire round of questions I feel better with a clear picture of the situations going on.           What else do I need to do to put it right?    I need to plan and review the entire process that lead to the loss starting off from mistakenly analyzed plans and flawed process, in a calm and very much composed manner think over the entire incident. What do I need from others to put it right?     I need complete cooperation of my team along with their skills and qualities    

Activity 1E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 2A

Estimated Time 40 Minutes
Objective To provide you with an opportunity torespond to the emotional states of co-workers and assess emotional cues.
Activity Describe a situation in which you have encountered one of your co-workers in a specific emotional state. What was the emotional state, what emotional cues led you to this conclusion? Responding to emotional state of others of co workers and assess of emotional cues henceforth, recognizing the emotional strengths and weakness of their co workers is a necessity as these allows one to assess the emotional states of the workforce. The emotional strengths and weaknesses lead to determine the emotional state of an individual; these emotional states are the reasons of their responses, the emotional states are affection, joy, hate, disappointment and several other emotions which lead onto decisions being made by an individual. The emotional cues of an individual can be assessed by body language, facial expressions and the voice of an individual. The emotional cues can be determined with the assistance of several reactions and responses such as a frown personifies frustration and agitation, fist pump personifies enthusiasm and a sign of victory.    The emotional cues are a way of understanding the reaction and responses when people do not use word to give out their reactions and understanding body language is the only way out. Recently Sarah got promoted and the expression on her face because of this much awaited promotion, was the emotional cue which gave away the new of her happy state of emotion.     How did you respond to their emotion? What this a suitable reaction, and if not, what would you have changed?   I responded in a complementary manner to her emotions, congratulated her and thus hoped for her best in future as well. Yes, this is surely a suitable reaction to the news of Sarah being promoted as such incidents triggers positive emotions in people.                                                                            

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 2B

Estimated Time 30 Minutes
Objective To provide you with an opportunity toidentify the range of cultural expressions of emotions and respond appropriately
Activity What are the six basic emotions that studies have proven are universal in all cultures? There are some emotions when people do not generally give out varied opinions or emotional cues i.e. when they are happy, angry, surprised, disgusted, fear and sad. These are the six basic emotions universally accepted.   Identify all of the different cultures within your workforce and state whether each could be considered collectivist or individualist. Briefly define each type. The range of cultural expressions that individuals give out their reaction, their response are different for people of varied culture have who have varying ways of expressing their thoughts  , their reactions, their responses and their weaknesses. Communicating with people of different work culture first requires a proper understudying all the culture that are present, establishing communication channels and their different cultural backgrounds. Emotions, age, gender, past experiences, situations and circumstances are the factors that vary along with the cultural variety as people may face learning difficulty, barriers in language in understanding, mismanaged emotional responses.  The culture around the world can be basically divided into two sections i.e. individualistic or collectivistic culture being followed in US, UK, Finland and Canada, Nepal, India respectively. Socio economic class lead to varied reactions as people varied sections of the society and economic classes are bound to respond differently.                                                                              

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 2C

Estimated Time 60 Minutes
Objective To provide you with an opportunity to demonstrate flexibility and adaptability in dealing with others.
Activity When dealing with people in your organisation, what matters might arise?   When dealing with others in an organization flexibility and adaptability can be used to deal with them, the situations and bring in reform if necessary.  Complaints, grievances, mistakes, leaves, absenteeism, personal issues and unforeseen or uncertain situations that may arise unwelcomingly are the causes of problems those need to be resolved or handled by the managers or the leaders.   Describe a situation concerning a member of your team with which you had to deal. How did you have to adapt your normal approach to deal with it and what was the outcome?   Sam was facing a problem with his fellow team members where people were complaining about his way of conversation and the approach towards people.  The normal approach utilized by me to handle the situation was enhancing my approach with the utilization of emotional intelligence, which can be used in these situations to handle by communicating, becoming active listeners and increasing self awareness in people. These aspects will not just enhances the possibilities of better handling of people in case of Sam, but also the chances of improving on the personal level and render accuracy. Flexibility and adaptability can be enhanced in various ways in the organization allowing people to manage and adapt.
Sam should be very clear in his approach, the vocabulary, the tone of the manager should be well understand where the person can be empathetic in their approach and a time effective approach should be included along with provision of solutions and understand in his own capabilities of management and handling such situations.   Identify the six styles of leadership and your preferred style. Describe a situation where you have used that style of leadership.  The leadership styles of the managers can also be utilized under these situations where certain leadership traits identified by Goleman can be stated and thus the traits can be that of a visionary leader who has the vision to see beyond a limit and act as better leaders and also understand the needs of their team members. The leaders should have the capability to manage, educate and train their team members and thus and link the goals and objectives of the organization with the personal goals of the team and in enhancement of their career.   The pace setting leaders, the democratic leaders are the other leadership traits which when reflect will yield great result for the organization where the leader set as trend and then the team follows on the same path and in the other case the leader takes up the advice of their subordinates and work with participation, the commanding leader is a leader who leads his tem with complete authority understands what is necessary to meet the needs of the organization and then allots the task respectively.                                                                           

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 2D

Estimated Time 20 Minutes
Objective To provide you with an opportunity totake into account the emotions of others when making decisions.
Activity Describe a decision-making process you have undertaken that took into account the emotions of others. What was the decision and how did it impact on the individual concerned and the organisation?   Considering the emotions of others is necessity because those people are the ones being affected by the decisions being made by the mangers or the leaders. Emotional intelligence is utilized to analyse the emotions of others and thus take decision, and how and how the decisions will be accepted and adapted.   The decisions are bound to effect people and the self assessment questions to be asked to oneself when thinking about people who would possibly be by the decisions in various ways, i.e. the how the decisions will be taken up emotionally, personally, socially, effect the productivity of others and also effect the mood , emotions of the team in the organization .  the ways in which the situations are effect the team member and the leader, the relationship with others and also the mental health of people around. The short term and long term effects of the same when taking decisions and ruling over the same decisions.

The decision making process should be taken by infusing inputs form others, this can be done by understanding the people, understanding the emotions and the reactions. When the people who are being affected generate feedback the manager or the leader will get a clear approach and picture, and then take a balanced approach towards the decisions and be rational in their decision making steps.   When the process of generating feedback and then taking decisions based on customer satisfaction is utilized this will greatly please the customer as they will feel involved in the decision making process for the services and products being provided to them and thus acquires customer satisfaction.                                                                                  

Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 3A

Estimated Time 20 Minutes
Objective To provide you with an opportunity to provide opportunities for others to express their thoughts and feelings.
Activity Select a possibility from the list below to provide others in your team an opportunity to express their thoughts and feelings. Explain how the process would work.   Training sessionsDaily journalOne to one meetingsDifficult conversationsBuild time into meetings
for moansBuild optimismSpecific goals.   3.1 –   Provision of opportunities to others to express their thoughts and feelings   In a workplace environment it is quite important for all these working together or under a supervision to express their emotions , their ideas , their troubles and their decision so that the other are award of their situation , ideas can be generated form every end of the team and thus a common result can be attained in the due process. Every person of the group should have a cooperative nature and thus communicate, express and also allow others to speak their share and their minds out.   Provision of opportunities to others to express their thoughts and feelings can be developed while incorporating several measures, elements and aspects in their day to day structure or activities of the organization – Training sessions targeting at developing a confident , humble and patient speak employee base who are active listeners , confident in their own self, have believe in their team members , allow others to speak and wait for their turn to speak. Maintaining eye contact is a sign of confidence which will surely allow the employees to participate actively in real situations. Self awareness is another way of developing on the personal level where each and every employee could be asked to reflect on their performance at the end of the day or at the end of the week, where they keep a record of their achievement or completed assignment. Meetings, deliverance and conversation with their immediate superiors will allow each of these employees to open up about their troubles or grievances if any and eliminate the risk of suppressed causes.  The performance appraisal system prevalent in organizations around the globe is generating and inculcating greater interest in the employees towards meeting their personal, departmental or organizational goals thus allowing the organization to succeed on the whole. The feedbacks given off by the superiors leads to optimistic thought process in an individual where he seeks to participate in similar or much more challenging assignment thus creating a opportunity for themselves to speak up and also for others.                                                                    

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 3B

Estimated Time 45 Minutes
Objective To provide you with an opportunity to assist others to understand the effect of their behaviour and emotions on others in the workplace and to encourage the self-management of emotions in others.
Activity Identify a situation in the workplace with which you have dealt that involved the behaviour and/or emotions of a colleague(s) affecting others in the workplace where a restorative meeting could have been held to help those involved understand the effect of their behaviour and emotions on others.   Imagine that you chaired a restorative meeting between the parties involved and document their responses in the tables below.   Emotional intelligence is not about understanding the behaviour of others but oneself as well as tutoring people to take right decision on accord of their emotions. Restorative justice is a method of meeting these conditions when people are guilty of acting in a un expected manner, or have caused harmed to another person. Restorative meetings need to be managed, the timing needs to be ok, the setup should be perfect, the ambience, the room everything should be well laid out so that the meeting is not disrupted and people take their turns to respond to the situations, numerous questions are asked in this condition to each of the members. The restorative meeting scenario will surely allow each of one the team members in the restorative meeting to assess their behaviour which has potentially upset their co worker, team members and subordinates. The questions included in the restorative meetings include what did actually upset the person, what was spoken off, what was the immediate reaction, how did the situation effect the people emotionally and personally, the ways in which the situation, the decision effected others in the team, how did others feel over the decision.    The uncooperative manners and mannerism of Jacob  lead to a situation which hampered the status and the business of Michael, as customers complained about Jacobs behaviour.   Name of person involved: Jacob   Questions Potential response What happened?     The customer was rude to me ,and used overtly commanding tone What were you doing before it happened?   I was involved in my day to day activities of managing the store What were you thinking before it happened?   I was thinking about the incident near the lift where I got into a slight argument with the man riding  up to 4th floor. How did you feel before it happened?   I was not in such a good mood based on the previous incident What were you thinking when it happened?   I was thinking about the order of the customer How did you feel when it was happening?   I was feeling insulted because the customer was rude to me What did you do after it happened?     I argued with the customer and then went back to my work only after reporting the same to the manager What were you thinking after it happened?   The entire incident was going through my mind again and again How did you feel after it happened?   I felt utterly horrible and embarrassed What do you think now?   I think I should have let go the customer and treated him as an overtly arrogant shopper. How do you feel now?     I feel slightly better as the realization of the incident has dawned upon me How do you think other people felt?   The other customers, the staff would have felt irrigated and been judgemental towards me. Who has been affected by what happened?   The customers , me , the specific customer, the ambience of the store and the manager What could you have done differently?   I could have acted calmly What do you need to do to resolve the matter?   I need sent an apology note to the customer and to the manager as well What do you need from others to resolve the matter?   I need their support     Name of person involved: Michael Questions Potential response What happened?     Jacob behaved rudely with a customer What were you doing before it happened?   I was handling the record of supply chain management What were you thinking before it happened?   I was thinking of the stores security system How did you feel before it happened?   I  was relaxing and being rational while going through then records. What were you thinking when it happened?   I was thinking about the supply chain management How did you feel when it was happening?   I was feeling angry What did you do after it happened?   I called for Jacob and insulted him in front of the entire store What were you thinking after it happened?   I was thinking that how could Jacob behave in such a manner How did you feel after it happened?   Embarrassed What do you think now?   I think the matter was a cause of mere misunderstanding How do you feel now?     I feel a bit composed How do you think other people felt?   They surely felt critical and other customer judged the ambience of the store Who has been affected by what happened? Jacob and the customer What could you have done differently?   I could have turned down the heated argument and brought the, to a face to face interaction What do you need to do to resolve the matter?   I need to talk to Jacob on the matter What do you need from others to resolve the matter?   Cooperation                

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 3C

Estimated Time 60 Minutes
Objective To provide you with an opportunity to encourage others to develop their own emotional intelligence to build productive relationships and maximize workplace outcomes.
Activity Using the workplace outcomes in the table in chapter 3.4, put together a PowerPoint presentation that you could use in a staff training session to promote the benefits of the development of their own emotional intelligence.   Attach the slides and/or data to your workbook.                         Self management can be encouraged in others, members in several ways – Emotions are necessary, but managing the situation in a less emotional manner when encountering situations at workplace, when people are angry due to certain decisions, behaviour of people around or changed conditions, they should be patient enough to be clam and composed and handle everything with maturity while pausing and thinking about the same and then just trying to eliminate the root cause or giving a positive approach to the entire situation.  Panic is another major turnaround when people get nervous in meeting s, during presentation and this surely needs to be managed as soon as possible, breathing exercise , calming musing are some of the ways to get away from a panic stricken situation temporarily and then concentrating on the result of the task which is going to be beneficial. Self management of emotions is a self development process on a  varied horizon where skills, development or training is need required it needs a thought process where emotion cannot overpower decisions where the lives of numerous people is at stake and monetary maters are being handled for productivity of human welfare, as an outburst of emotions isn’t quite welcoming by others in an organization.                                                      

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Activity 4A

Estimated Time 60 Minutes
Objective To provide you with an opportunity to encourage a positive emotional climate in the workplace and to use the strengths of workgroup members to achieve workplace outcomes.
Activity Why is it important to encourage a positive emotional climate in the workplace?    Positive emotional climate in a workplace is not the result of certain organizational reforms, a strict positive aura or motivational speeches by the senior management to maintain a positive vibe in the workplace. Positive work place climate is a personal level initiate taken by an individual to be cheerful, greet people well, understand each other and work in a united as well as cooperative manner. When such small incidents take place  for or by people around the organization at varied operating levels feel happy , pleased , contented and worthy in the organization making way to boosted self confidence and thus higher and productive results.  Interactions, group work and informal meets in breaks lead on to greater team work on the formal front of the workplace encouraging participation and thus an all round positive ambience. Under similar condition or in the same organization people are arrogant; cold hearted, inexpressive and very reserved the department of the organization is bound to deliver mismanaged unsupervised quality and glitches in the reports generated. This is because of the uncooperative nature were people do not mingle nor does the ambience reflect a positive energy or prevalence of cheerful people. The generation of positive energy towards each other in a team leads to a great innovative and creative project on the whole delivering great results for the organizational and setting goals for upcoming work. The innovation generally leads to success, and thus motivation for further work, determined mindset and composed and calm aura. This positive climate is sure to eliminate internal competition in the organization to attain resource, the system because more of mutual understanding where the employees share and maintain peace. The positive emotional climate in the organization leads to goals met, objectives reached and thus an enhanced brand image for the organization on the whole.
The organization strengthens on the whole, where the senior management can seek pride in their teams and their employee base, recede’s the turnover rate of employee and thus attract efficient and skilled employees.   The entire system follows a chain without any set standards or rules where each of them contributes according to their authority n capability to bring positivity and innovation to their approach.   Identify a range of individuals (between five and ten) within your workforce and assess their skills and abilities against the workplace outcomes. Which areas require development in each?    Jason  Robert  Michael  Sam  Joe   These are the five people we will be assessing and their abilities against the workplace outcomes , their skills are as follows –     Name Skills and abilities Areas which require development   Jason   Communication skills , leadership skills, emotional control Panic stricken attitude towards Robert   Adaptability Leadership skills Control over emotions Communication skills need to be improved and enhanced Michael   Leadership skills are top notch Communication skills need reform along with proper presentation skills Sam   Communication skills and abilities to cop up in changed environment and situations Proper training of leader ship skills. Decision making skills and control of extreme emotional conditions Joe   Great emotional control and communication skills Leadership skills and stress management                                                                    

Activity 4A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

  • Skills – skill requirements, required skills, essential skills, foundation skills
  • Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
  • Performance – evidence requirements, critical aspects of assessment,performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

  • Learning
  • Oral communication
  • Interact with others
  • Get the work done

Answer the activity in as much detail as possible, considering your organisational requirements.

  1. With another learner, take turns to discuss your own emotional weaknesses and strategies for improving them. Make suggestions to help the other learner.
  • Make a short presentation to other learners on an emotional strength of your choice. At the end, seek feedback and ask questions to clarify their views on it.
  • Identify aspects of emotional intelligence that members of your team need to develop and help them to collaboratively develop them.
  • Identify one factor that is reducing employee satisfaction in the workplace. Develop and implement a plan to rectify it.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No     (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

  • Explain emotional intelligence principles and strategies
  • Describe the relationship between emotionally effective people and the attainment of business objectives
  • Explain how to communicate with a diverse workforce which has varying cultural expressions of emotion
  • Explain the use of emotional intelligence in the context of building workplace relationships.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

  1. Give examples of three strategies that you can use to improve your emotional intelligence?
  • Describe the relationship between emotionally effective people and the attainment of business objectives in no more than two paragraphs.
  • Describe two ways that you can communicate with a diverse workforce which has varying cultural expressions of emotion.
  • Describe two ways that emotional intelligence can be used to build workplace relationships?

Summative Assessments:Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the followingperformanceevidence:

  • Identify own emotional strengths, weaknesses, stressors, emotional states and triggers through self-reflection and feedback from others
  • Model behaviours that demonstrate management of emotions
  • Recognise and respond to the emotional states of others
  • Promote the development of emotional intelligence in others

Answer the activity in as much detail as possible, considering your organisational requirements.

  1. In a workplace or simulated workplace environment, conduct a brief training programme in which you promote the development of emotional intelligence in others.

Ensure that you:

  • Identify your own emotional strengths, weaknesses, stressors, emotional states and triggers, and use them as examples during the training sessions
  • Model behaviours that demonstrate management of emotions
  • Assist others in recognising and responding to their emotional states
  • Use a range of strategies to promote the development of their emotional intelligence.

Summative Assessments:Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the activity been answered and performed fully, as required to assess the competency of the learner?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?     Yes         No (Please circle)
Comments
Provide your comments here:                  
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:  
Feedback to learner:                  
Learner’s signature  
Assessor’s signature  

Workplace Documentation – for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.

Document name/description Document attached
  Yes     No    (Please circle)
   Yes    No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
  Yes     No    (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes     No    (Please circle)
If not originals, have the originals been validated or checked? Yes     No    (Please circle)
Learner’s signature  
Assessor’s signature  

SupplementaryOral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date of assessment  
Question:    
Learner answer:          
Assessor judgement: Satisfactory Not Satisfactory
Question:    
Learner answer:          
Assessor judgement: Satisfactory Not Satisfactory
Question:    
Learner answer:          
Assessor judgement: Satisfactory Not Satisfactory
Question:    
Learner answer:          
Assessor judgement: Satisfactory Not Satisfactory
Question:    
Learner answer:          
Assessor judgement: Satisfactory Not Satisfactory
Feedback for the learner                                                    
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name  
Learner’s signature  
Assessor’s name  
Assessor’s signature  

 

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for theunit or if reassessment is required.

Learner’s name  
Assessor’s name  
Unit of Competence (Code and Title)  
Date(s) of assessment  
Has the learnercompleted all required assessments to a satisfactory standard?     Yes         No (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?     Yes         No (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic     Yes         No (Please circle)
Valid     Yes         No (Please circle)
Reliable     Yes         No (Please circle)
Current     Yes         No (Please circle)
Sufficient     Yes         No (Please circle)
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:    
Comments from trainer/assessor:                                                                                
Learner’s signature  
Assessor’s signature