BSBPEF502 - A1 V02 301023

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Greenwich English College *

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Nov 24, 2024

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BSBPEF502 Develop and use Emotional Intelligence ASSESSMENT Task 1 Understanding and Principles of Emotional Intelligence BSB40120 – Certificate IV in Business /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 1 of 16

ASSESSMENT ACTIVITY 1 COVER SHEET Please ensure this form is fully completed prior to submitting. This page should be on the front of your assessment and needs to be easily accessible. Student Number: Student Name: Subject: BSBPEF502 – Develop and use Emotional Intelligence Course: BSB40120 – Certificate IV in Business STUDENT DECLARATION I hereby certify that: 1. This assessment task is my own work based on my personal study/research and not the work of another student and/or source. 2. I have acknowledged all material and sources used to prepare this assessment task. 3. I have not plagiarised or copied any part of this assessment task from the work of any other student or source either. (I know the penalties for plagiarism include $200 re-assessment fee) 4. This assessment task has not previously been submitted. 5. I am aware of the requirements set by my Trainer & Assessor. 6. I have retained a copy of this assessment task for my own records. 7. I have completed all my assessments, tasks & activities (on Moodle®) successfully. Student’s Signature Date /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 2 of 16 Must Sign

Student instructions This assessment must be based on where you work (or have worked most recently). This Assessment is designed to test the knowledge that you have acquired throughout the unit. Use the following tips to help you answer the questions: Read each question carefully. Check with your trainer or assessor if you are not sure what the question is asking. HINT: Use these questions as subheadings to create a business style report to answer your assessment Your response to each question should aim to provide enough information to answer the question. In most cases, this can be done with just a few paragraphs. Don’t forget to refer to attachments under the heading (question) applicable, e.g. ‘See attached email’. Important: Your assessment must contain this coversheet and your own coversheet (for your “report”) Your answers & assessment submission must be professional in style (Business), content and format. Maximum font size 11 points: Font Arial or Times New Roman; single spacing; clear paragraphs with appropriate punctuation, spellchecking and final submission will need to be proof-read. (i.e., few missing words or typos) In particular:  Use clear, non-discriminatory language  use business-like language  Avoid the use of jargon  Write clearly using plain English  Consider your target audience  Ensure that your responses meet the needs of the target audience (in this case your trainer or assessor).  All of your work must be original. Written answer question guidance  The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.  Note that the following guidance is the minimum level of response required. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 3 of 16

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Analyse: when a question asks you to analyse something, you should do so in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare: when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Contrast: when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. Describe: when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. Discuss: when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Evaluate: when a question asks you to evaluate something, you should put forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Examine: when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. Explain: when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify: when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List: when a question asks you to list something, this means that you are asked to briefly state information in a list format. Outline: when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 4 of 16

To achieve competency for this unit: All assessment activities in this unit must be successfully completed. The student must achieve a SATISFACTORY result in all the assessment activities in this unit to be deemed COMPENTENT. Students must perform to the standard as expressed by the competency standards of the CUA Training Package. Reasonable Adjustment: Reasonable adjustment is any approved modification or allowance made in assessment to accommodate a disability related function. Reasonable adjustment allows a learner with a disability to participate equitably in assessment procedures and demonstrate required skills and knowledge. Adjustment could be made in the physical environment, the assessment strategies or using assistive technology. Any adjustments made to the assessment must preserve the integrity of the assessment outcome. Ensure that you:  comply with the due date for assessment which your assessor will provide  adhere with your RTO’s submission guidelines  answer all questions completely and correctly  submit work, which is original and, where necessary, properly referenced  submit a completed cover sheet with your work  avoid sharing your answers with other students. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 5 of 16

Marking and Criteria guide: Assessor and student must read this carefully before assessment. - All parts of the assessment must be completed successfully in accordance with the guidance provided in the Marking guide for the student to achieve competence in this unit. - Students & assessors must note that professionally critical aspects/concepts must be included (e.g., obtain knowledge on the development of storylines and treatments). - All parts (criteria) in the marking guide must be completed successfully for the student to achieve competence in this unit. EDUCATOR to complete. Assessment Task 1 – Understanding Emotional Intelligence Observation/Assessment Satisfactory / Not Satisfactory Comments Candidate answered all questions correctly 1. 2. 3. 4. 5. 6. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 6 of 16

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7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 7 of 16

Activity 2- Understanding the Principles of Emotional intelligence Observation/Assessment Satisfactory / Not Satisfactory Comments 1. I would consider a company’s top values prior accepting a job offer. 2. I work better when my efforts are recognised. 3. I know I need to create more balance between work and home. 4. I know when I do not complete my tasks, I get annoyed. 5. When starting a new job, I struggle to build rapport with the other team members. 6. I hesitate to seek for assistance in the workplace. 7. I would consider a company’s top values prior accepting a job offer. 8. When I successfully meet my deadlines, I feel proud of myself. 9. My attitude changes negatively when I am criticised. 10. When I notice other colleagues struggling with their tasks, I offer to assist them. 11. I enjoy organising events for team building. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 8 of 16

12. I always make time to listen to people with language difficulties. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 9 of 16

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Assessor Declaration: First Attempt Second Attempt Third Attempt Assessor name Assessor signature Date Assessment outcome: SATISFACTORY NOT SATISFACTORY Resubmission NO YES Date Resubmission must be handled in by: Feedback: Student result response My performance in this assessment task has been discussed and explained to me. The feedback that my educator provided to me will assist me to resubmit my assessment. Student signature Date /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 10 of 16

Activity 1 – Understand Emotional Intelligence Quiz: Circle or highlight you answer 1. Which of the following statements is true about emotional intelligence? A. One is born with emotional intelligence. B. Emotional intelligence does not concern other people. C. Emotional intelligence is developed. D. One needs formal schooling to have emotional intelligence. 2. Which attribute of emotional intelligence relates to one’s own emotions and how they affect thoughts and behaviour, knowing strengths and weaknesses, and having self-confidence? A. Social awareness B. Self-awareness C. Self-management D. Relationship management 3. What entails the attribute of social awareness? A. You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization. B. You’re able to control impulsive feelings and behaviours, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. C. You recognize your own emotions and how they affect your thoughts and behaviour, know your strengths and weaknesses, and have self-confidence. D. You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 11 of 16

4. How can emotional intelligence help individuals? A. It can increase one’s salary B. It can decrease depression C. It can increase IQ D. It is a major predictor of financial success. 5. True or false: increasing emotional intelligence can improve one’s decision- making ability. A. False, because emotional intelligence is distinct from decision-making. B. False, since decision-making is a cognitive ability and not based on emotion. C. True, because emotional intelligence allows us to balance our emotions and therefore, improving our decision-making ability. D. True, because using emotional intelligence can help us to determine motives of other people. 6. Which of the following is a technique in reducing stress in the heat of a moment? A. Identifying and maximizing of a sensory stimulus that soothes and energizes a person. B. By excessively indulging in a favourite hobby. C. Confronting the person who is a source of your stress. D. Letting all anger out by shouting, hitting something, or engaging in sports. 7. What should be the first consideration when feeling agitated in a specific situation? A. Realizing that you are stressed. B. Identifying how you cope with stress. C. Indulging in soothing or relaxing activities. D. always Maintaining physical and emotional health. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 12 of 16

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8. A visual person is likely to relieve stress by: A. Listening to music B. Playing basketball C. Enjoy a movie. D. Going on a food binge 9. Some people tend to be disconnected from their emotions. What can be a reason for this? A. A dominant personality B. Unhappy childhood experiences C. Poor academic performance D. Lack of parental attachment 10. What is an indicator of emotional awareness? A. Keeping quiet when conflicts are happening. B. Letting emotions shift from negative to positive and vice versa, depending on the situation. C. Recognizing and experiencing distinct emotions. D. Channelling negative emotions to physical activities. 11. When enhancing emotional intelligence, which non-verbal cue should a person pay attention to? A. Content of conversation B. Tone of voice C. Number of persons who are talking simultaneously. D. Physical appearance of the other person /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 13 of 16

12. What is the role of humour in emotional intelligence? A. It can relieve stress in the immediate moment. B. A person can use humour in covering up pain and depression. C. It enables a person to survive annoyances, hard times, and setbacks. D. Laughter can reduce heart problems. 13. What does eye contact convey? A. Interest B. Confrontation C. Looking down on the other person D. Honesty 14. What is a suggestion that experts endorse in improving playful communication? A. Allotting regular playtime B. Playing with children C. Both a and b D. Neither a nor b 15. True or false: conflicts can always be avoided in any situation. A. False, conflicts come from competition which is inherent in any situation. B. False, different personalities would always lead to conflicts. C. True, people can opt to keep quiet than foster conflict. D. False, conflicts are inevitable in any relationship. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 14 of 16

16. In knowing how to resolve conflicts, what is enhanced in the relationship? A. Power B. Emotional awareness C. Leadership D. Trust 17. Which of the following is NOT in resolving conflict? A. Forgive the person. B. Focusing on the present and forget the past. C. Do not forget how others offended you. D. Backing out from conflict that has no resolution forthcoming. 18. How is emotional intelligence compared with IQ? A. People with high IQ also have high emotional intelligence B. People with high emotional intelligence have low IQ C. IQ can get you into college, but EQ helps overcome adversities in college D. IQ guarantees success, but EQ guarantees leadership 19. Emotional intelligence: A. Is only applicable to students as they are still learning key people skills. B. Is only applicable to the workplace. C. Enhances all kinds of relationships we have. D. Is only a myth. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 15 of 16

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Activity 2– Understanding the Principles of Emotional intelligence. Scenario: The questions below have come from an emotional intelligence test conducted for potential employees in the workplace to reflect professional business behaviour and emotional intelligence. You have been given the task as follows:  You are required to read the Statements below.  Identify the relevant principles of emotional intelligence that is applicable for each statement.  Place each statement in the appropriate principle. STATEMENTS 1. I would consider a company’s top values prior accepting a job offer. 2. I work better when my efforts are recognised. 3. I know I need to create more balance between work and home. 4. I know when I do not complete my tasks, I get annoyed. 5. When starting a new job, I struggle to build rapport with the other team members. 6. I hesitate to seek for assistance in the workplace. 7. On bad days I do not wish for people to talk to me. 8. When I successfully meet my deadlines, I feel proud of myself. 9. My attitude changes negatively when I am criticised. 10.When I notice other colleagues struggling with their tasks, I offer to assist them. 11.I enjoy organising events for team building. 12.I always make time to listen to people with language difficulties. /var/filecabinet/temp/converter_assets/73/f7/73f7fd879b57d41878b118f7683b76cc9acda9b9.docx Page 16 of 16

BSBPEF502 - A1 V02 301023

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