Overview
Prior to commencing the assessments your assessor will explain each task and the terms and submission of your task. Please consult your assessor if you are unsure of any questions. It is important that you understand adhere to the terms and conditions and address each task. The assessor will support you throughout this process.
Written work
The assessment tasks are used to measure your understanding and underpinning skills and knowledge of this unit of competency. When answering please ensure you address each criteria and sub point, demonstrate your research of each of the questions and cover the topic in a logical and structured manner.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all tasks on time. If you do not participate you will be required to report to Student Services Coordinator.
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 student’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 student 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 student
• 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 task, then we will organise a meeting to discuss this with you.
Copyright
You must be careful when copying the work of others. The owner of the material may take legal action against you if the owner's copyright has been infringed. You are allowed to do a certain amount of copying for research or study purposes. Generally, 10% or one chapter of a book is acceptable, where the participant is studying with, or employed by, an educational institution.
Competency Outcomes
Each activity in this assessment tasks will be marked as either Satisfactory or Not Satisfactory.
If your work is marked as Not Satisfactory you will be provided with feedback from your assessor and then given time to complete the task. Your assessor will provide you with a timeline in which you will be required to submit your task. Resubmission timeline will be determined by the assessor and based on the extent of the re-submission.
When you have completed all tasks in this document you will be granted an overall competency outcome, which will be either Competent or Not Yet Competent.
If your work is marked as Not Yet Competent you will be asked to resubmit the assessment tasks as indicated by your assessor. You will not be able to gain competency if any of your tasks are not fully completed.

Assessment Appeals Process
If you are dissatisfied with the outcome of one of the assessment tasks or the final outcome of the assessment task because you feel that the result is unfair or incorrect, you may request to have the task/s or overall assessment task reviewed. If you are still dissatisfied with the outcome, you may lodge a formal assessment appeal. Refer to SBTA’s Complaints/Appeals Policy and Procedure.
Application of the unit
This unit covers the development and use of emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace. It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes. It applies to managers who identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams.
Assessment matrix
The tables below demonstrate how all assessment tasks in this assessment pack contribute to the outcomes of your learning and assessment activities
BSBHRM504
1. Identify the impact of own emotions on others in the work place 1.1/1.2/1.3/1.4/1.5 Task 2
2. Recognise and appreciate the emotional strengths and weaknesses of others 2.1/2.2/2.3/2.4 Tasks 3
3. Promote the development of emotional intelligence in others 3.1/3.2/3.3/3.4 Tasks 4
4. Utilise emotional intelligence to maximise team outcomes 4.1/4.2 Tasks 4
Performance Evidence • Identify the impact of own emotions on others by identifying own emotional strengths and weaknesses, stressors, emotional states and triggers and gathering 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 Tasks 1, 2, 3 and 4
Knowledge Evidence • 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. Task 1
Foundation skills interact with others, get the work done Tasks 12,3, 4
Dimensions of competency Task skills, task management skills, communication management skills, analysis & problem-solving skills Tasks 1, 2, 3, 4

ASSESSMENT TASK 1: KNOWLEDGE QUESTIONS
Instructions to the students
This task consists of knowledge questions which will establish your underpinning knowledge in this unit of competency. Read the questions carefully and provide detailed answers as per the answer guide.
1.1. In your own words explain emotional intelligence principles and strategies. (Guide: 500 words).
1.2. In organisations there are a variety of people who work together with varying emotions however they all work together to achieve business objectives. Some people can be overly emotional however Describe the relationship between emotionally effective people and the attainment of business objectives. (Guide: 500 words).
1.3. Refer to the virtual company Bounce Fitness. If you were employed as a Centre Manager at Bounce Fitness you would be meeting people from a diverse cultural background which includes clients and staff. Explain how you would communicate to a diverse workforce which has varying cultural expressions of emotion. (Guide: 300 t0 350 words)
1.4. Explain how you can use of emotional intelligence in the context of building workplace relationships. (Guide: 300 to 350 words).

ASSESSMENT TASK 2: IDENTIFYING IMPACT OF OWN EMOTIONS ON OTHERS IN THE WORKPLACE
Instructions to the students
In this task you will be able to identify your own emotional strengths and weaknesses, learn how to identify what stresses you in the workplace, develop awareness of your own emotional triggers and ability to control emotional responses, model workplace behaviours that demonstrate emotions and use self-reflection and feedback from others to improve development of your own emotional intelligence.
Read the questions below, discuss with your colleagues and complete the activities. It is important that you demonstrate your ability to interact with others in your class and participate in group discussions. You will be observed by your assessor who will provide you with feedback.
2.1. Find the link on the “Free Emotional Intelligence Test” on the internet https://globalleadershipfoundation.com/geit/eitest.html and complete the EI test for yourself.
a) Attach a copy of the result as part of this assessment.
b) Group activity – in small groups discuss your results with each other and gain feedback on your results. Document feedback on what your colleagues thought about your score and if it best describes your EI.
c) Now refer back to your own score and explain how accurate you think the score is based on feedback from others and your own self-reflection and explain why you think so? (Guide: 200 - 250 words)
2.2. Refer to the score again and list three of your emotional strengths and three of your emotional weaknesses. Discuss one of your emotional strengths and why it is important for leaders to be proficient in this area. Also discuss one of your emotional weaknesses and explain how it affects your leadership and how you would control this weakness. (Guide 150 words)
2.3. There may be many stresses in your personal and work life. Write a short report and discuss three (3) stresses in your personal life and three (3) in your work life. Explain how these stresses affect you personally and how you can eliminate or reduce these stresses. (Guide 450 to 500 words)
2.4. In this task you are required to:
a) Identify the impact of your own emotions on others by identifying your own emotional strengths, weaknesses, stressors, emotional states and triggers and gathering feedback from others
b) Recognise and respond to the emotional states of others and promote the development of emotional intelligence in others.
To achieve this, you must keep a weekly journal for four (4 weeks) of where you showed emotional strength, weakness, how you felt and triggers that evoked an emotional response in you. At the end of the course, attach your weekly journal to this task. (Guide: 1 page per week).
You must describe at least 3 experiences each day taken from your work and personal life.
For each experience you must describe:
• Physical Location (where you were)
• Description of Situation (what happened)
• Type – Strength / Weakness (whether you showed strength or weakness in this situation)
• Trigger (What happened that set you off)
• Your response
• Your emotional state (How you felt during the situation)
• Any feedback that you received.
You may chart this information or diarise it as you prefer.
WEEKLY JOURNAL - WEEK 1
Physical Location
Description of Situation
Type – Strength / Weakness
Trigger
Their response
Their emotional state
Any feedback that they received
WEEKLY JOURNAL - WEEK 2
Physical Location
Description of Situation
Type – Strength / Weakness
Trigger
Their response
Their emotional state
Any feedback that they received
WEEKLY JOURNAL - WEEK 3
Physical Location
Description of Situation
Type – Strength / Weakness
Trigger
Their response
Their emotional state
Any feedback that they received
WEEKLY JOURNAL - WEEK 4
Physical Location
Description of Situation
Type – Strength / Weakness
Trigger
Their response
Their emotional state
Any feedback that they received
2.5. The workplace can be a stressful environment and there may be situations that may trigger strong negative feelings. As a manager, you must not only control your feelings but also help your co-workers des-escalate emotional situations. Refer to the following workplace situations now where workers may feel scared, angry or sad. If you were a manager, explain what responses from you are more likely to trigger fear and what responses are less likely to trigger fear in the table below.

SITUATIONS THAT TRIGGER FEAR AND WAY TO RESPOND
Situation Responses more likely to trigger fear Responses less likely to trigger fear
Worker makes a costly mistake at work
Talks of redundancy due to company not making a profit
Staff is underperforming after a few months at work
Staff are expanding and there is not enough space
Two co-workers get into an argument at work
You notice a worker get a phone call from a customer who seems frustrated and the worker is not handling it well
Your team has a project which seems like will not be completed on time
2.6. The following list includes some of the most common emotional triggers, meaning you react when you feel as though you aren’t getting or will not get one of these needs met.
Acceptance Respect Be liked
Be understood Be needed Be valued
Be in control Be right Be treated fairly
Attention Comfort Freedom
Peacefulness Balance Consistency
Order Predictability Love
Safety Feel included Autonomy
Fun New challenges independence
a) Some of these needs will be important to you. Others will hold no emotional charge for you. Some seem to overlap. Choose the words you feel strongly about and begin to notice when your reactions are tied to an unmet need. List the words you feel strongly about in the space below and explain why?
b) Choose three items from the list that most often set off your emotions when you don’t get these needs met and list these words in the space below. Explain why these words trigger these emotions? Be honest with yourself.
c) Identify the needs that you hold dearest and list these and explain why you hold these dear to you. (Guide: 100 to 150 words).
2.7. As human beings, we are emotional creatures. Whilst it is good to be in touch with our emotion and not to suppress it, there are times when we must somehow manage our emotions especially well especially at work. Emotional outbursts at work could be due directly to work-related matters or to stressors from our personal life spilling into our work life. Handling our emotions (particularly negative ones) at work is often seen as a measure of our professionalism.
Refer to the negative emotions listed below and explain how you could model workplace behaviour that demonstrate how manage emotions. List 1 or 2 strategies for each.
Compartmentalisation (when negative emotions from home affect your work)
Deep breathing & relaxation techniques
The 10-second rule
Clarify
Blast your anger through exercise
Never reply or make a decision when angry
Know your triggers
Be respectful
Apologise for any emotional outburst
Never bring your negative emotions home
2.8. You are now required to self-reflect and review the feedback you received from others previously.
a) Describe three (3) emotional triggers that effected your own emotional reactions and describe the emotion that resulted from each
b) Describe how you displayed the emotion.
c) Give an example of what would have been a more constructive response to the emotional trigger.
d) Describe three (3) strategies you could use to improve your own emotional intelligence (Guide 150 words)
Assessor’s observation checklist
Did the student demonstrate the following skills and knowledge: Yes No
Identified strategies to improve own emotional intelligence ? ?
Used effective communication skills such as, giving and receiving feedback, asking questions to confirm understanding ? ?
Used effective listening skills to elicit the view of others and clarify and confirm understanding ? ?
Interacted with others during group activities and reflected on own EI and impact on others ? ?
Understood others Emotional Intelligence of others ? ?
Used appropriate language and non-verbal features to present information and seek feedback such as positive body language e.g. smiling, nodding, making others feel comfortable. ? ?
Demonstrated own personal stype to communicate with others positively ? ?
Understood emotional triggers and solutions ? ?
Feedback to student
Assessor’s signature:
Date:
ASSESSMENT TASK 3: RECOGNISE AND APPRECIATE EMOTIONAL STRENGTHS AND WEAKNESSES
Instructions to students
This activity will demonstrate your ability in being able to recognise and respond to the emotional state of your co-workers and being able to assess emotional cues as well. This is a group activity and you will be required to work in small groups.
3.1. Read the three scenarios, discuss in small groups and write a report explaining what do you consider to be the emotion cues of your co-workers, how would you respond to the emotional state and what would happen if the emotional state is not assessed and addressed. Your report must be professionally prepared with a title “Emotional states of co-workers and ability to assess emotional cues”. Please ensure that your assessor can observe your interaction in the group which will form part of this assessment task. (Guide: Min of 1000 words).
Scenario 1: Feeling “down”
You are part of a team of 20 employees in a large office environment. You have noticed over the weeks that one of your co-workers who has been previously been very social, very talkative and contributed at meetings become very quiet and distracted. You asked your co-worker if everything was okay as you noticed that there may be something bothering your co-worker. Your co-worker however said everything was fine and not to worry. You are however still worried as you know that usually your co-worker would say “Good Morning” and “Goodbye” to everyone every day. She always had a story to tell and you could hear her laughter during the day. You know that there is something not quite right with your co-worker and are very concerned about her.
Scenario 2: Worry or insecurity
You are a manager at a manufacturing plant. There has been rumours that the business had a change of ownership and the new owners are looking at downsizing which might lead to some staff losing their jobs. Your staff are nervous at the change and the feeling of loss of control has triggered nervousness and insecurity at work. You have noticed that this has led to low staff morale with loss of employee’s self-confidence. As you walk around the factory, you notice employees are more interested in discussing the issue then working which in turn has had an impact on productivity.
Scenario 3: Anger
Mary works for a project management company and is part of a large project management team of 20 employees. The project team meets on a weekly basis for a project brief. Due to project timelines, the project manager has informed everyone to be on time for the weekly meetings so that the meetings can finish on time. Mary however is always late to meetings and seems annoyed at having to attend the meetings. At the meetings Mary appears to be excessively critical of other team members, abrupt and dismissive when asked to take on responsibilities. Mary also does not respond to emails and seems cynical and sarcastic about the team being able to meet project deadlines. It almost seems that Mary is trying to sabotage the efforts of the team members.
3.2. Culture which is the beliefs, values, behavior, and material objects that constitute a people’s way of life can have a profound impact on how people display, perceive, and experience emotions. The culture in which we live provides structure, guidelines, expectations, and rules to help us understand and interpret various emotions. Identify two (2) different cultural expressions of emotions and explain how you would respond to these. (Guide: 150 to 200 words).
3.3. Your assessor will play the following YouTube video on emotional stress in the workplace. Watch the video and discuss the video in your groups. (Guide: 150 words).
https://www.youtube.com/watch?v=dEuJzQRTIXY
b) Document what you think are the emotional cues and how you would respond to the emotional state of these co-workers?
c) Explain how the employer could be more flexible and adaptable in dealing with others.
d) Explain what you think the employer could have done to take others emotions into consideration when making decisions?
3.4. Refer to the scenario below and complete activity. (Guide: 200 words)
Scenario
You are the Centre Manager at Bounce Fitness at the Sydney Centre. Refer to the Bounce Fitness website. This is the most busiest centre and you are responsible for all the staff working different shifts. The customers are highly demanding wanting the centre to be opened on time. You find that there are customer complaints (refer to the website for and review the complaints) from Head Office Cairns about your staff not arriving on time. You find some of the staff have families and they may be dropping their children off to day care and sometimes delayed. They are highly emotional when they arrive as they have annoyed customers abusing them for arriving late. You have several other staff with varying emotions you have to deal with. You however have to make daily decisions to ensure the centre runs smoothly.
When making decisions it is important to take into account others emotions. Refer to the diagram below and describe the diagram in your own words as to how you can as a leader have a positive impact on others at Bounce Fitness. (Guide: 150 words)
Assessor’s observation checklist
Did the student demonstrate the following skills and knowledge: Yes No
Identified strategies to demonstrate how to respond to the emotional state of others ? ?
Identified ability to assess others emotional cues ? ?
Understood a range of cultural expressions of emotions and ability to respond to these effectively ? ?
Demonstrated flexibility and adaptability in dealing with others
Used effective communication skills such as listening, giving and receiving feedback, asking questions to confirm understanding ? ?
Interacted with others during group activities and reflected on own EI and impact on others ? ?
Understood others Emotional Intelligence of others when making decisions ? ?
Feedback to student
Assessor’s signature:
Date:

ASSESSMENT TASK 4: PROMOTE THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN OTHERS
Instructions to the students
In this assessment, you will be required to demonstrate your knowledge and skills in providing opportunities for others to express their thoughts and assist other to understand the effect of their behavior on others. To encourage self-management of emotions and encourage others to develop their own emotional intelligence.
4.1. Read the scenario below, discuss in your groups and provide answers as per the instructions. You must participate in group activities as your interaction in groups will form part of your assessment. Your assessor will observe your ability to work as part of a team. (Guide: 500 words)
Scenario
John was in a hurry to catch a plane to attend a meeting in another city. He had some unfinished work which was due on Friday at the Board meeting. He went into his manager, Shawn’s office to discuss the possibility of his manager finishing off his project. Shawn was not in the office and John being in a hurry could not wait to discuss the project with Shawn. He scribbled some notes on a “Post-it” note and stuck it to the pile of papers and left it on Shawn’s desk where he could see it and not miss it. When Shawn returned, he was unhappy to see the pile of work as Shawn himself had to complete his report for Friday’s Board meeting. Also as John was in a hurry, his scribbled note was not readable and Shawn was getting stressed over it. Shawn felt under pressure and disillusioned as John was always giving Shawn last minute work and not giving Shawn an opportunity to express his feelings. Shawn had enough and decided he would continue and finish his work for Friday’s Board meeting and if he had time he would try and attend to John’s request.
a) Explain what opportunity John could give Shawn to express his thoughts and feelings.
b) What effect do you think John’s behavior could have on Shawn and others in the workplace?
c) Discuss in your group if you have ever worked for someone like John who is not clear about what is expected of you? To develop greater competencies in others, explain how John could ensure his goals and expectations are very carefully spelled out.
4.2. Self-management is critical for a manager because no one wants to work for someone who is not in control of themselves and whose reactions depend on their prevailing mood. You can also use a simple three-step process to help improve your self-control. This enables you to think logically about scenarios and determine potential ways to deal with them. List the three (3) step process below. (Guide: 150 words).
4.3. Read the scenario below and complete the task.
Scenario
Peter is a Project Manager of a large project. One of his team members resigned half way through the project and Peter had to hire a new team member to join his project group. Whilst the new team member is highly skilled he is feeling stressed trying to keep up with the project team as he is new and came into the project half way through. Instead of getting upset and angry at the new team member, the project group slowed down their project and took time aside to explain and work with the new team member. This in turn led to the new team members morale being boosted and his performance increased and a stable and happy project team.
a) Refer to the scenario above and explain the dynamics of the team and explain the leadership style of Peter.
b) Explain why it is important to encourage others to develop their own emotional intelligence to build productive relationships to increase workplace productivity. (Guide 150 words)
4.4. One of the best ways managers can help its employees develop their emotional intelligence is to lead by example. Therefore, it is important to start by making sure that as a manager you lead with emotional intelligence which means staying aware of your own thoughts, feelings, and managing them, so that you affect others in the workplace positively.
Refer to the strategies managers can use to encourage a positive emotional climate in the workplace and give an example of how each strategy can be used in the workplace. (Guide: 500 words)
Communicate the Benefits
Develop Self-Awareness
Strengthen Communication
Build Optimism
Encourage Healthy Conflict
Set Specific Learning Goals
4.5. Refer to the scenario in point 4.3 again. A good manager can recongise the strengths of workgroups members to ensure team objectives are achieved. Give five (5) examples of how a manager can utilise the strengths of his workgroups to achieve workplace outcomes. (Guide: 450 to 500 words).
Assessor’s observation checklist
Did the student demonstrate the following skills and knowledge: Yes No
Ability to research the internet and identity own emotional strengths and weaknesses. ? ?
Ability to keep a journal for 4 weeks and was able to identify personal stressors and own emotional states related to daily life ? ?
Became of own emotional triggers and use this awareness to enable control emotional responses ? ?
Understood how to model workplace behaviours and used self-reflection and asked for feedback from colleagues on own EI ? ?
Was able to respond to others emotional states and assess emotional cues ? ?
Was able to identify the range of cultural expressions of emotions and responded appropriately in scenarios and questions ? ?
Provide opportunities for others to express their thoughts and feelings ? ?
Completed case study where understood how behaviorus can have an effect on others in the workplace ? ?
Understood others feelings and how to give them opportunity to express their feelings ? ?
Understood effect of behaviour on others ? ?
Demonstrated understanding of how to assist others in understanding the effect of their behaviour on others ? ?
Demonstrated ability to come up with strategies to deal with emotions
Used effective communication skills such as listening, giving and receiving feedback, asking questions to confirm understanding ? ?
Interacted with others during group activities and reflected on own EI and impact on others ? ?
Understood how to encourage others to develop their own emotional intelligence ? ?
Demonstrated understanding of how to create a positive climate in the workplace and achieve workplace outcomes
Feedback to student
Assessor’s signature:
Date: