BSBPEF502 Student Assessment Guide

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Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Student Assessment Guide: BSBPEF502 Version: v21.0 Page 2 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Copyright 2021  Australian College of Business Intelligence All rights reserved Version: 21.0 Date Modified: January 2021 No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of Australian College of Business Intelligence. Disclaimer: The Australian College of Business Intelligence does not invite reliance upon, nor accept responsibility for, the information it provides. The Australian College of Business Intelligence makes every effort to provide a high-quality service. However, neither the Australian College of Business Intelligence, nor the providers of data, gives any guarantees, undertakings or warranties concerning the accuracy, completeness or up-to-date nature of the information provided. Users should confirm information from another source if it is of sufficient importance for them to do so. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 3 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Content s 1. Assessment Information ...................................................................................................... 4 A. Purpose of assessment ........................................................................................................................ 4 B. What you are required to do ............................................................................................................... 4 C. Competencies being assessed ............................................................................................................. 4 D. Important resources for completing this assessment ......................................................................... 5 E. A note on plagiarism and referencing .................................................................................................. 5 F. A note on questions with role plays ..................................................................................................... 6 G. Instructions for completing this assessment ....................................................................................... 6 2. Assessment Coversheet ....................................................................................................... 8 3. Assessment Questions ......................................................................................................... 9 A. Task A - Self-reflect on your emotional intelligence ............................................................................ 9 B. Task B - Resolve conflicts ................................................................................................................... 16 C. Task C - Prepare a presentation ......................................................................................................... 22 4. Student Self Checklist ........................................................................................................ 23 Student Assessment Guide: BSBPEF502 Version: v21.0 Page 4 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence 1. Assessment Information A. Purpose of assessment This assessment 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. B. What you are required to do For this assessment, you are required to complete 3 tasks:  Task A – Self-reflect on your emotional intelligence  Task B – Resolve conflicts  Task C – Prepare a presentation All tasks of this assessment require you to use the provided case study information relating to the fictional company Bounce Fitness. C. Competencies being assessed Elements To achieve competency in this unit you must demonstrate your ability to: 1. Prepare to develop emotional intelligence 2. Develop emotional intelligence 3. Promote development of emotional intelligence in others Performance Evidence Evidence of the ability to:  Demonstrate emotional intelligence in relation to at least two different work tasks  Promote development of emotion intelligence in others on at least one occasion. Model behaviours that demonstrate management of emotions In the course of the above, you must: Student Assessment Guide: BSBPEF502 Version: v21.0 Page 5 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence  Develop assessment criteria to assess personal emotional strengths and weaknesses  Conduct an analysis to identify personal emotional triggers, incorporating feedback from others  Analyse and document interactions with co-workers  Develop and implement plans for responding to emotional expressions  Apply techniques that promote flexibility in interactions with others and show consideration for the emotions of others Knowledge Evidence You must demonstrate knowledge of:  Application of emotional intelligence attributes, including: o Self-awareness o Self-management o Social awareness o Relationship management  Emotional intelligence principles and strategies  Strategies for communicating with a diverse workforce that has varying expressions of emotion  Methods to develop emotional intelligence in others  Emotional intelligence in the context of building workplace relationships For further information on the competencies of this unit, please refer to: https://training.gov.au/Training/Details/BSBPEF502 D. Important resources for completing this assessment To complete this assessment, please refer to the following resources provided on Moodle:  BSBPEF502 Develop and use emotional intelligence learner guide  BSBPEF502 Observation checklist  BSBPEF502 Marking Guide  BSBPEF502 Case study folder  Additional student assessment information E. A note on plagiarism and referencing Plagiarism is a form of theft where the work, ideas, inventions etc. of other people are presented as your own. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 6 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence When quoting or paraphrasing from a source such as the Internet, the source must be recognised. If you are quoting a source, make sure to acknowledge this by including “quotation marks” around the relevant words/sentences or ideas. Note the source at the point at which it is included within your assessment, such as by using a citation. Then list the full details of the source in a ‘references’ section at the end of your assessment. All sources used for your assessment should be detailed in a ‘references’ section. It is advisable to never copy another person’s work. F. A note on questions with role plays The following questions involve role plays:  Task A, Question A3  Task B, Question B6 For these questions, as outlined below, you will be assessed on your ability to role play being a Project Manager at OzMarket Consulting. These questions require you to manage meetings and take notes on what is discussed. Your Trainer & Assessor will also observe your meeting for Task B, Question B6. Please note: You will also need to attend separate meetings organised by other students whereby you role play being other people. This allows other students in your unit to also role play being the Project Manager. You do not need to take notes at meetings during which you are not role playing being the Project Manager. G. Instructions for completing this assessment Answer the questions below using the spaces provided:  Answer all parts of each question  Use your own words and give examples wherever possible  The quality of your answer is more important than how long it is  Enter your answers in this document You may use various sources of information to inform your answers, including your resources provided by ACBI, books, and online sources. You must acknowledge and cite your sources. Submission via Moodle Student Assessment Guide: BSBPEF502 Version: v21.0 Page 7 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Please refer to the “Instructions for Submitting Your Assessment” found within the unit course page on Moodle. NOTE: Please take care to follow all instructions listed. Assessments uploaded with a draft status on Moodle may not be graded. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 8 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence 2. Assessment Coversheet Candidate Name: Temuulen Khurelbaatar Student ID: acbi20210098 Contact Number: Email: Trainer / Assessor Name: Qualification: BSB51918 Diploma of Leadership and Management Units of Competency: BSBPEF502 Develop and use emotional intelligence Assessment Tasks: ☐ A. Self-reflect on your emotional intelligence ☐ B. Resolve conflicts ☐ C. Prepare a presentation Due Date: Temuulen Khurelbaatar Date Submitted: 20/02/2022 Declaration: I have read and understood the following information at the beginning of this assessment guide (please tick): ☐ Assessment information ☐ Submitting assessments ☐ Plagiarism and referencing I declare this assessment is my own work and where the work is of others, I have fully referenced that material. Name (please print): Candidate signature: Date: 3. Assessment Questions Student Assessment Guide: BSBPEF502 Version: v21.0 Page 9 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence A. Task A - Self-reflect on your emotional intelligence Task A instructions In this Assessment Task, you must complete a number of self-reflection activities. For these activities, you need to assess and analyse your own emotions, as well as elicit feedback from a trusted colleague. You will also need to consider the impact your emotions have on people around you and identify strategies for improvement. A1. Outline criteria you can use to evaluate your emotional strengths and weaknesses. NOTE: Refer to pages 13-16 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 40-80 words. There are many ways to evaluate personal emotional strength and weaknesses. For example, seeking feedback, self reflection techniques and SWOT analysis are the best approaches. On the other hand, in order to evaluate personal emotional strenght and weaknesses, the following questions should be asked: For strengths: ● What advantages do you have: skills, qualifications, experience, networks? ● What do you do really well? ● What personal resources can you access? ● What do others see as your strengths? ● Which of your achievements are you most proud of? ● What are your core values? For weaknesses: ● What tasks do you usually avoid? ● What do others see as your weaknesses? ● Do you have the required education and skills training? ● What are your negative work habits? ● Do you have personality traits that hold you back? Student Assessment Guide: BSBPEF502 Version: v21.0 Page 10 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence A2. Assess your emotional strengths and weaknesses against the criteria you developed in the previous question (Task 1, Question A1). In your description:  Evaluate how these strengths might positively impact upon others and ways they could help or hinder your work within a team.  Evaluate how these weaknesses could negatively impact others with whom you work. Then explain what you do (or could do) to manage these weaknesses. NOTE: Refer to pages 13-16 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 80-160 words. My personal reflection: For strengths: ● What advantages do you have: skills, qualifications, experience, networks? -Quick learner -Work experience of 5 years in management -Good networks in suburban management people ● What do you do really well? -Marketing plan ● What do others see as your strengths? -High self esteem -Emotional control ● Which of your achievements are you most proud of? -High distinction in previous academic institutions -Well recognized employee in previous organization ● What are your core values? -Professional ethics -Continuous development Student Assessment Guide: BSBPEF502 Version: v21.0 Page 11 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence For weaknesses: ● What tasks do you usually avoid? -Team work ● What do others see as your weaknesses? -Limited communicator ● Do you have the required education and skills training? -Team work based tasks ● What are your negative work habits? -Put additional pressure on me and then stresses ● Do you have personality traits that hold you back? -Impatiency My strengths will encourage me to achieve in not only personal but also organizational objectives. But my weaknesses my cause me some delays and stress. A3. Seek and record feedback on your strengths and weaknesses you have identified above from someone you trust. Then, using the tables provided below: i. Record this feedback below ii. Compare this feedback received with your own thoughts on your strengths and weaknesses. Briefly describe how the feedback is similar or different to your thoughts regarding your strengths and weaknesses. iii. Provide two reasons why the feedback provider’s own experiences and emotional state might influence their feedback on your strengths and weaknesses. NOTE: Refer to pages 13-16 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 150-250 words. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 12 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence i. Feedback received My co-workers feedback: You are persistant with your goal and have high self esteem. On the other hand, you have limited communication skills. ii. Thoughts on this feedback My co-worker said that i am persistant with my goals and which is new to me compared to my own reflection. Other than that all feedback is similar to my own reflection. iii. Reasons why the feedback provider’s own experiences and emotional state might influence their feedback 1. I find hard when i work with other people in communication. That is why my co- worker may provided such feedback. 2. Also, i try to learn new things and i am confident that i learn them quickly. That is why my co-worker may provided such feedback about limited communication. A4. Make a list of five stressors (e.g. situations, people or tasks) that could cause you stress in a workplace:  Briefly describe each stressor  Rank the stressors from most stressful to least stressful (with 1 being the most stressful and 5 being the less stressful)  Describe the main feeling you experience when you come into contact with each of these five stressors. NOTE: Refer to pages 17-22 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 60-120 words. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 13 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Stressor Ranking Main feeling experienced Work pressure 3 Some days i have too many rooms to clean at hotel (I used to work as a room attendance). But next guests present their impatience to wait room to be cleaned. Conflicts at home 4 Family issues and spending less time at home makes family members frustrated Conflicts at work 5 Some employees are too mean to co-operate and waits to possibility of blackmail Poor communication at work 3 Since majority of works are completed as a team, poor team communication delayes tasks Unrespectful boss 4 Even i tried hard and put extra work pressure on me, some employers want more and asks more. A5. Review the ten emotions listed in the following table. Write down two triggers in the workplace, such as situations, people, experiences, tasks or outcomes, that can make you feel each emotion. Then describe one or more appropriate emotional response for each one. NOTE: Refer to pages 17-22 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 150-250 words. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 14 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Emotion Triggers Appropriate responses Anxious -Work pressure -Work conflict Passive aggression Engage in indirect, destructive behaviours that undermine authority or sabotage productivity. Intimidated -Detailed process and procedure -Face to face meeting Comfortable and calm Comfortable -Excellent work communication -Fair performance evaluation Motivated Motivated -Role model leader -High pay Motivated and excited Angry -Ungrateful boss -Work pressure Aggresive Go on the attack, controlling, manipulating or bullying others into submission or into taking my point of view. Annoyed -Rumours at work -Extended work hour Silence Withhold possibly important information from myself or others that could defuse stress or open up new opportunities for understanding or team building. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 15 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Excited -Career development opportunity -Competition amongst employees Motivated Paralysed -Work related stress -Conflicts at work Silence Withhold possibly important information from myself or others that could defuse stress or open up new opportunities for understanding or team building. Confused -New changes -New regulations Aggressive Go on the attack, controlling, manipulating or bullying others into submission or into taking my point of view. Unappreciated -Ungrateful boss -Poor pay Passive aggression Engage in indirect, destructive behaviours that undermine authority or sabotage productivity. A6. Use the insights you have had about yourself during the previous activities to improve your emotional intelligence. For one week, keep a daily journal and record at least three experiences, interchanges, people, situations or tasks that evoked an emotional response from you:  For each experience, write down the emotion/s you felt and the trigger/s that you believe brought it on.  For one of the experiences listed in your journal that ended well, evaluate the strategy you used to manage your emotions. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 16 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence  For one of the experiences listed in your journal that did not end well, evaluate the strategy you used and describe an alternative strategy that could have been more effective. NOTE: Refer to pages 13-22 & 25-28 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 150-300 words. 1. I heard that some co-workers spread untrue rumours about me at workplace. I felt enxious, frustrated and stressed. On the other hand, i learnt that there is no way to end or explain such rumours. It is because rumours never ends. So that i decided to ignore such things instead of stressing out. And i kept focusing on my daily tasks and which eventually made me calm. 2. I noticed that some of friends and co-workers aim to communicate with me more. But i know i am not good at communicating. However, i know that good communication brings better work result and good friendship. So i tried my best to communicate with them more openly. I tried to show my interest the topic they are talking. Eventually, i minimized my barrier by controling my emotion on the communication. 3. One of my co-worker easily stresses and express her anxious freely amongst other people. At the end, she is the one to be blamed or made fun of because of her lack of controling her emotion. So after lunch, i tried to explain her the advantage of being silent and controlling her negative emotions by explaining my previous bad memories. Eventually, it was good for both of us. She learnt how to control her emotion, i learnt how to improve my communication skills via my emotional skills. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 17 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence B. Task B - Resolve conflicts Task B instructions You are Amy, a newly appointed Project Manager in OzMarket Consulting. As a part of this role you have to resolve the conflict between co-workers Brad and Rachel. Read the “BSBPEF502 Case study information document” provided on Moodle, then answer the following questions. B1. Describe both Brad’s and Rachel’s emotional states during their conflict. As part of your description, list the emotional cues that each of them displayed and explain why these cues led you to your conclusion on what they were feeling during and after their argument. NOTE: Refer to pages 31-39 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 80-160 words. Obviously Brad was frustrated and stressed. Because he had to do Rachel’s task as an additional to his own. Brad tried to express his opinion and asked Rachel to change her attitude. However, Rachel did not apologize back and promise to not to late next time. That is why Brad got mad and even stressed due to her response. On the contrary, for Rachel, it was not a big deal and had no intention to apologize and change her attitude. If Rachel had apologized, Brad could have understood and co-operated with her successfully. B2. Rachel’s cultural and family circumstances differ from Brad’s because she is Latin and is married with children. Develop a plan which:  Identifies four or more Latin cultural expressions of emotions  Describes how you will appropriately respond to each expression NOTE: Refer to pages 40-42 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 80-160 words. Cultural expression of emotions Appropriate response(s) Pointing an index finger to one eye and holding for a few I would say “Ok i will be Student Assessment Guide: BSBPEF502 Version: v21.0 Page 18 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence seconds means something like “watch it”. careful and consider the consequences”. Raising a palm of one hand into the air, then moving it up and down in slowed-down patting motion means slow down I will nod my hand and slow down Putting your thumb inside a clenched fist, then putting your fist against your mouth, kissing it and throwing the hand forward and flicking the thumb up means “I promise”. I would say “Keep your words” Putting your fingers together and placing them near your mouth, then jerking them forward while opening your fingers means “It’s delicious”. I would show same gesture and say “yeah, its delicious”. B3. During your conversation with Judy regarding this conflict, she gives you permission to extend the deadline for Brad and Rachel’s project so that they don’t miss out on their bonus. But she warns you that it may cause resentment if Brad feels that he has done more than his fair share of the work but has received the same bonus amount as Rachel.  In terms of both work output and emotional consequences, describe the ideal outcome you would look for in this situation.  Explain how you will resolve this situation so that everyone is satisfied with the outcome.  Describe Brad’s and Rachel’s feelings you took into account in resolving this situation.  If either Brad or Rachel is unhappy with your proposed solution, describe what you could do. NOTE: Refer to pages 43-53 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 160-320 words. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 19 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence It is clear that Brad will feel frustrated that he will do more while he is sharing same bonus as Rachel. So that the following actions will be taken to distribute their works equally and fairly. 1. Make a Plan of Action A well-defined plan is the cornerstone of a successful project. Make a detailed plan , divide it into different parts, and note down what has to be done to achieve the objectives mentioned in the plan. Employees generally have varying skill sets, so you need to map individuals to different components of the plan. Utilize those skills to complete the tasks at hand. If everything is going smooth, it means your work is progressing in the right direction. 2. Interview the Team Members Once a detailed plan has been crafted for the project, you need to interview every member. Ask them questions about their strengths and weaknesses and what they can bring to the project. This exercise would allow you to gauge team members accurately and to distribute tasks accordingly. Bring all of the members in a room and have an introductory meeting. The attendees will get to know each other better and the meetup will enable them to open up. The next challenge is the task division among the team members. 3. Assign Roles Now that you know the team's capability and qualities, assign roles and designations to the members. The main question at this point should be how to divide the tasks in a team. Some tasks may need two people to complete while others may require three, so assign the roles accordingly. However, the team should not feel pressurized by the workload; teamwork is about easing an assignment, not complicating it. The second question you should be able to answer is how to distribute work equally. No member should be excessively burdened by the tasks allotted to him or her. You don't want to cause a rift or create division among the staff. If there is a task that does not fit into anybody’s skill category, brainstorm with your group to identify the solution. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 20 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence 4. Set Small Goals A big goal can be achieved by breaking it into small targets. Make the task fun and fulfilling by setting up small milestones. Be strict with deadlines! Not only does it compel people to complete their work on time, having a deadline increases productivity at the workplace. If a person finishes the given task before time, reward him or her to show your gratitude. 5. Communicate A healthy environment is important for any team to work efficiently. It is necessary to fill all sorts of communication gaps to realize this environment. People should be at ease. Take everyone’s opinions and have a meeting with all the team members at the end of the task. Use this meeting to encourage them to share their experiences and opinions on the scope for improvement. If a person does something wrong, criticism should not be your immediate reaction. Stay calm and help him or her correct that mistake. Patience is the virtue of a great leader. My job as the team leader is to assist individuals in identifying when and where they go wrong along with the solution. Timely communication is the key here. Moreover, the team members should have the liberty to express their thoughts. If my subordinate hesitates in approaching me, the existing setup is definitely unhealthy. Have a channel where people feel free to communicate. So that Brad and Rachel will have no conflicts and feel tasks are distributed equally. B4. Develop a plan to help Brad and Rachel to develop their emotional intelligence. Ensure your plan includes strategies for:  Helping them to understand how their behaviour and emotions affect others in their workplace  Encouraging them to improve their ability to self-manage their emotions  Assisting them to build productive workplace relationships Student Assessment Guide: BSBPEF502 Version: v21.0 Page 21 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence  Helping them to identify their strengths and how these can contribute to overall team performance NOTE: Refer to pages 13-16 & 47-53 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 80-160 words. Emotional Intelligence (EI) has gone from being a "fluffy fad" to a critical aspect of work, be it leadership, team relationships, engagement, and much more. Having Capacity EI is a set of skills, attitudes, and behaviours, but it is also a variable. I can be emotionally intelligent one moment and emotionally stupid the next. So, developing EI is about being more emotionally intelligent more of the time. When we are tired, irritable, or vulnerable, then we can lose our capacity for EI and can be easily triggered to what are termed "defensive habits": micromanaging, aggressive body language, and passivity/helplessness being just a few examples. We now know that the brain is not built for multi-tasking and that, particularly for complex activities such as communication, problem-solving, and decision making, we need to work sequentially with focus. So, a core starting point for EI is this ability to manage our lives and create capacity. Arguably, this means having a more disciplined approach to how we manage our energy and work in a "brain-friendly" way. Taking time each day to release tension and calm the mind is an important starting point. Find a moment every day to stop and re-charge, rather than plough on regardless waiting to flop in the evening or wait for the weekend and a holiday. Without regular renewal each day, it can mean the weekends become either stressful, low energy, or both. Managing Reactions Having more energy and capacity enables us to take on the next core element – managing our emotional reactions. This is central to managing stress and anxiety. Many authors have commented on how easily we can be "emotionally hijacked" or "triggered." Humans are wired for threat and the build-up of frustrations and anxieties through the day can undermine our EI. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 22 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Our emotional brains tend to be quite binary, moving from "I’m OK" to "I’m not OK" regularly, and often out of our awareness. All emotions have a purpose and the more negative emotions are largely there to keep us safe. Note that "negative" does not mean bad, they normally mean that some needs, values, or expectations are not being met. This can be a useful way to understand the value of these emotions and the basis for acting on the understanding (when we have calmed down). As human beings we can improve, impact, and indeed create the emotional life we want, to a degree. But this does take some brain training, and again, discipline. Therefore, EI is a practice, not something we have or don’t have, it’s the practice of noticing, pausing, accepting, and choosing. The practice of mindfulness and becoming healthily self-reflective will "re-wire" our brains and achieve a calmer inner life that makes us more resilient and able to be more emotionally intelligent. Techniques such as 7/11 breathing, naming emotions, and sharing how we are feeling gives us more control over our reactions. However, we are human, and this is not about being forever peaceful – it is more about learning how to manage our emotional self to positively impact mental health and resilience. Identify and Develop The fundamentals so far point to foundational aspects that can support us being emotionally intelligent more often. However, as mentioned, EI is a practice and this is where understanding the different components of EI can be very helpful. PSI's framework breaks it down into these components: Attitude, Feeling, and Behaviour. As this model illustrates, our attitudes, feelings, and behaviours all impact each other both personally and interpersonally. For example, developing the awareness of my emotions can aid my awareness of the emotional states of others, and being more aware generally puts me in a better place to choose appropriate behaviours. This is as long as we act on the awareness. If I do act, then my intentions (attitudes) will deeply impact how my actions land with others. The Student Assessment Guide: BSBPEF502 Version: v21.0 Page 23 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence more I act in a focused intentional way, then my self regard can improve. This is a system approach. Developing EI requires focus and discipline, habit change research suggests that this will take time – a minimum of 21 days. So that, i will ask Brad and Rachel to attend 21 day course to develop and improve their emotional intelligence. Odyssey Training Sydney will encourage them to:  Unlock the power of emotional intelligence to motivate your team.  Assess your emotional intelligence with the EIQ16 questionnaire.  Tune into your self-awareness and see yourself as others do.  Become a change catalyst and help others embrace the transition.  Influence and build rapport with a wider network of people. Address: 55 Clarence St, Sydney NSW 2000 B5. Describe two attributes that you possess that will help you to deal with this situation and one that may impede your ability to resolve it. Then explain how you will modify your approach to counter your less productive attribute. NOTE: Refer to pages 43-53 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 40-80 words. When a conflict triggers strong feelings, a deep personal and relational need is at the core of the problem. To be successful at conflict management, i have to start by being successful at managing my own and others emotions. Therefore, it makes sense to use the frame of emotional intelligence to resolve conflict. To use emotional intelligence in conflict resolution, make calm statements of fact, ask questions, and listen. Try to understand the other person's point of view without judgment. Tell the facts as i see them and how they affect me. Explain the outcome i am hoping for and ask for other ideas for solutions. This will lead to a Student Assessment Guide: BSBPEF502 Version: v21.0 Page 24 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence discussion that can resolve the conflict that recognizes and meets everyone's needs. In other words, communication and discussion and listening are the main attriubutes to handle conflicts related to emotional intelligence. B6. THE SCENARIO: It's now time to talk to Brad and Rachel in turns to attempt to resolve the conflict. Set up meetings between:  Yourself, role playing being Amy, the Project Manager at OzMarket Consulting  Brad, as role played by another student in your unit  Rachel, as role played by another student in your unit NOTE: Your Trainer & Assessor will also observe one of these meetings. WHAT YOU NEED TO DO BEFORE YOUR MEETING: Organise a day and time for your meetings, in line with the availability of other students in your unit as well as your Trainer & Assessor. Each meeting should take no more than 5 minutes. You are required to manage the meeting. Prior to the meeting ensure you have read the instructions below on what you’ll be required to do during the meeting and prepare as necessary. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 25 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence WHAT YOU NEED TO DO DURING YOUR MEETING: Use the meetings to achieve the following outcomes:  Model ways to manage your emotions, particularly if responded to aggressively or offensively  Provide opportunities for each to convey their thoughts and feelings about the situation  Help each of them to understand how their behaviour and emotions affect the people around them  Encourage them to manage their own emotional responses and build their awareness of themselves and others so they can have more productive relationships and better team performance  Encourage them to contribute to a positive and happy work environment  Convey your confidence in the strength you have identified for each employee and explain to them how this strength contributes to the team  Outline your proposed solution to this situation and commit them to working towards it  Explain that you will monitor their progress and check back in with them in the future  Set an appointment time for the future Ensure you take note of what you discuss during the meeting. WHAT YOU NEED TO DO AFTER YOUR MEETING: Record notes of what was discussed during your meetings, including any feedback received. Answer in 80-160 words. Meeting notes – meeting with Brad Student Assessment Guide: BSBPEF502 Version: v21.0 Page 26 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence I understand that Rachel has been struggling her private life and which led her to be late at work frequently. Because of that you had to do extra work for Rachel. But arguing with Rachel will not solve any problem and eventually it will lead both of you to lose work satisfaction and even bring you stress. So that i am suggesting some advice for you to control your emotions.  Keep a journal – Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.  Slow down – When you experience anger or other strong emotions, slow down to examine why. Remember, no matter what the situation, you can always choose how you react to it. Meeting notes – meeting with Rachel Student Assessment Guide: BSBPEF502 Version: v21.0 Page 27 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence I know that you have been struggling to balance your private life and work life. On the other hand, being late for work will lead not only you but also Brad to stress and feel anxious. Eventually both of your work performance and work environment will be hard to maintain balanced. So that i am suggesting you to control your emotions to avoid argue with Brad. Individuals who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.  Know your values – Do you have a clear idea of where you absolutely will not compromise? Do you know what values are most important to you? Spend some time examining your "code of ethics." If you know what's most important to you, then you probably won't have to think twice when you face a moral or ethical decision – you'll make the right choice.  Hold yourself accountable – If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.  Practice being calm – The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep- breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair! Student Assessment Guide: BSBPEF502 Version: v21.0 Page 28 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence C. Task C - Prepare a presentation Task C instructions For this assessment task, you need to prepare a five-minute PowerPoint presentation on emotional intelligence, based on the analysis of the conflict scenario you analysed in the previous task (Task B). Ensure you have read the “BSBPEF502 Case study information” document provided on Moodle before answering the following questions. C1. The situation with Brad and Rachel prompts you to include a presentation on Emotional Intelligence at your next division meeting. Prepare a five-minute PowerPoint presentation on emotional intelligence that covers the following topics:  Principles of emotional intelligence  Strategies for building emotional intelligence  What it means to be emotionally effective  The relationship between achieving business or workgroup objectives and being emotionally effective  How to use emotional intelligence to build relationships in the workplace  How cultural background influences the way people express emotions  Strategies for communicating effectively with people from diverse cultural backgrounds Save your presentation as “BSBPEF502 Emotional Intelligence PowerPoint – Your Name ”, replacing “ Your Name ” with your first and last names. Ensure you upload this document as part of your assessment submission. NOTE: Refer to pages 13-16, 40-42, 51-52 & 61-62 of the “BSBPEF502 Develop and use emotional intelligence learner guide” document provided on Moodle to inform your answer. Answer in 200-400 words. Student Assessment Guide: BSBPEF502 Version: v21.0 Page 29 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence 4. Student Self Checklist A. Student Self Checklist for Tasks A - D Candidate name: Unit of Competency: BSBPEF502 Develop and use emotional intelligence Instructions: Place a tick ‘ ✓ ’ in the Yes (“Y”) column for each question you have completed all parts for. Task A - Self-reflect on your emotional intelligence Did you: Y ✓ A1: Outline criteria you can use to evaluate your emotional strengths and weaknesses? A2: Assess your emotional strengths and weaknesses against the criteria you developed in the previous question (Task 1, Question A1)? In your description:  Evaluate how these strengths might positively impact upon others and ways they could help or hinder your work within a team?  Evaluate how these weaknesses could negatively impact others with whom you work. Then explain what you do (or could do) to manage these weaknesses? A3: Seek and record feedback on your strengths and weaknesses you have identified above from someone you trust, then: i. Record this feedback? ii. Compare this feedback received with your own thoughts on your strengths and weaknesses? Briefly describe how the feedback is similar or different to your thoughts regarding your strengths and weaknesses? iii. Provide two reasons why the feedback provider’s own experiences and emotional state might influence their feedback on your strengths and weaknesses? A4: Make a list of five stressors (e.g. situations, people or tasks) that could cause you stress in a workplace:  Briefly describe each stressor?  Rank the stressors from most stressful to least stressful (with 1 being the most Student Assessment Guide: BSBPEF502 Version: v21.0 Page 30 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence stressful and 5 being the less stressful)?  Describe the main feeling you experience when you come into contact with each of these five stressors? A5: Review the following ten emotions:  Anxious?  Intimidated?  Comfortable?  Motivated?  Angry?  Annoyed?  Excited?  Paralysed?  Confused?  Unappreciated? Write down two triggers in the workplace, such as situations, people, experiences, tasks or outcomes, that can make you feel each emotion? Then describe one or more appropriate emotional response for each one? A6: Use the insights you have had about yourself during the previous activities to improve your emotional intelligence? For one week, keep a daily journal and record at least three experiences, interchanges, people, situations or tasks that evoked an emotional response from you:  For each experience, write down the emotion/s you felt and the trigger/s that you believe brought it on?  For one of the experiences listed in your journal that ended well, evaluate the strategy you used to manage your emotions?  For one of the experiences listed in your journal that did not end well, evaluate the strategy you used and describe an alternative strategy that could have been more effective? Task B – Resolve conflicts Did you: Y ✓ B1: Describe both Brad’s and Rachel’s emotional states during their conflict? As part of your description, list the emotional cues that each of them displayed and explain why these cues led you to your conclusion on what they were feeling during and after their argument? B2: Develop a plan which: Student Assessment Guide: BSBPEF502 Version: v21.0 Page 31 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence  Identifies four or more cultural expressions of emotions?  Describes how you will appropriately respond to each expression? B3: Read the scenario provided? Then:  In terms of both work output and emotional consequences, describe the ideal outcome you would look for in this situation?  Explain how you will resolve this situation so that everyone is satisfied with the outcome?  Describe Brad’s and Rachel’s feelings you took into account in resolving this situation?  If either Brad or Rachel is unhappy with your proposed solution, describe what you could do? B4: Develop a plan to help Brad and Rachel to develop their emotional intelligence, ensuring the plan includes strategies for:  Helping them to understand how their behaviour and emotions affect others in their workplace?  Encouraging them to improve their ability to self-manage their emotions?  Assisting them to build productive workplace relationships?  Helping them to identify their strengths and how these can contribute to overall team performance? B5: Describe two attributes that you possess that will help you to deal with this situation and one that may impede your ability to resolve it? Then explain how you will modify your approach to counter your less productive attribute? B6: Set up meetings between:  Yourself, role playing being Amy, the Project Manager at OzMarket Consulting?  Brad, as role played by another student in your unit?  Rachel, as role played by another student in your unit? NOTE: Your Trainer & Assessor will also observe one of these meetings. Use the meetings to achieve the following outcomes:  Model ways to manage your emotions, particularly if responded to aggressively or offensively?  Provide opportunities for each to convey their thoughts and feelings about the situation?  Help each of them to understand how their behaviour and emotions affect the people around them?  Encourage them to manage their own emotional responses and build their awareness of themselves and others so they can have more productive Student Assessment Guide: BSBPEF502 Version: v21.0 Page 32 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence relationships and better team performance?  Encourage them to contribute to a positive and happy work environment?  Convey your confidence in the strength you have identified for each employee and explain to them how this strength contributes to the team?  Outline your proposed solution to this situation and commit them to working towards it?  Explain that you will monitor their progress and check back in with them in the future?  Set an appointment time for the future? After the meetings, record notes of what was discussed, including any feedback received? Task C - Prepare a presentation Did you: Y ✓ C1: Prepare a five-minute PowerPoint presentation on emotional intelligence that covers the following topics:  Principles of emotional intelligence?  Strategies for building emotional intelligence?  What it means to be emotionally effective?  The relationship between achieving business or workgroup objectives and being emotionally effective?  How to use emotional intelligence to build relationships in the workplace?  How cultural background influences the way people express emotions?  Strategies for communicating effectively with people from diverse cultural backgrounds? Save your presentation as “BSBPEF502 Emotional Intelligence PowerPoint – Your Name”, replacing “Your Name” with your first and last name? Upload the presentation as part of your assessment submission? Student Assessment Guide: BSBPEF502 Version: v21.0 Page 33 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence BSBPEF502 Marking Guide for Tasks A-C Candidate name: Unit of Competency: BSBPEF502 Develop and use emotional intelligence Assessment and marking criteria: The Trainer & Assessor is to place a tick ‘  ’ in the appropriate column for each criteria for Satisfactory (S) or Not Satisfactory (NS) assessment Task A - Self-reflect on your emotional intelligence Did the Candidate: S  NS  Comments A1: Outline at least four criteria they can use to evaluate their emotional strengths and weaknesses? A2: Assess their emotional strengths and weaknesses against the criteria they developed in the previous question (Task 1, Question A1)? In their description:  Evaluate how these strengths might positively impact upon others and ways they could help or hinder their work within a team?  Evaluate how these weaknesses could negatively impact others with whom they work? Then explain what they do (or could do) to manage these weaknesses? A3: Seek and record feedback on their strengths and weaknesses they have identified above from someone they trust, then: iv. Record this feedback? v. Compare this feedback received with their own thoughts on their strengths and weaknesses? Briefly describe how the feedback is similar or different to their thoughts regarding their strengths and weaknesses? vi. Provide two reasons why the feedback provider’s own experiences and emotional state might influence their feedback on the Student Assessment Guide: BSBPEF502 Version: v21.0 Page 34 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence Candidate’s strengths and weaknesses? A4: Make a list of five stressors (e.g. situations, people or tasks) that could cause them stress in a workplace:  Briefly describe each stressor?  Rank the stressors from most stressful to least stressful (with 1 being the most stressful and 5 being the less stressful)?  Identify a methods they could use to respond to each of these five stressors?  Describe the main feeling they experience when they come into contact with each of these five stressors? A5: Review the following ten emotions:  Anxious?  Intimidated?  Comfortable?  Motivated?  Angry?  Annoyed?  Excited?  Paralysed?  Confused?  Unappreciated? Write down two triggers in the workplace, such as situations, people, experiences, tasks or outcomes, that can make they feel each emotion? Then describe one or more appropriate emotional response for each one? A6: Use the insights they have had about themselves during the previous activities to improve their emotional intelligence? For one week, keep a daily journal and record at least three experiences, interchanges, people, situations or tasks that evoked an emotional response from them:  For each experience, write down the emotion/s they felt and the trigger/s that they believe brought it on?  For one of the experiences listed in their journal that ended well, evaluate the strategy Student Assessment Guide: BSBPEF502 Version: v21.0 Page 35 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence they used to manage your emotions?  For one of the experiences listed in their journal that did not end well, evaluate the strategy they used and describe an alternative strategy that could have been more effective? Task B - Resolve conflicts Did the Candidate: S  NS  Comments B1: Describe both Brad’s and Rachel’s emotional states during their conflict? As part of the description, list the emotional cues that each of them displayed and explain why these cues led to their conclusion on what Brad and Rachel were feeling during and after their argument? B2: Develop a plan which:  Identifies four or more cultural expressions of emotions?  Describes how they will appropriately respond to each expression? B3: Read the scenario provided? Then:  In terms of both work output and emotional consequences, describe the ideal outcome they would look for in this situation?  Explain how they will resolve this situation so that everyone is satisfied with the outcome?  Describe Brad’s and Rachel’s feelings they took into account in resolving this situation?  If either Brad or Rachel is unhappy with the Candidate’s proposed solution, describe what the Candidate could do? B4: Develop a plan to help Brad and Rachel to develop their emotional intelligence, ensuring the plan includes strategies for:  Helping them to understand how their behaviour and emotions affect others in their workplace? Student Assessment Guide: BSBPEF502 Version: v21.0 Page 36 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence  Encouraging them to improve their ability to self-manage their emotions?  Assisting them to build productive workplace relationships?  Helping them to identify their strengths and how these can contribute to overall team performance? B5: Describe two attributes that they possess that will help them to deal with this situation and one that may impede their ability to resolve it? Then explain how they will modify their approach to counter their less productive attribute? B6: Set up meetings between:  Themselves, role playing being Amy, the Project Manager at OzMarket Consulting?  Brad, as role played by another student in their unit?  Rachel, as role played by another student in their unit? Use the meetings to achieve the following outcomes:  Model ways to manage emotions, particularly if responded to aggressively or offensively?  Provide opportunities for each to convey their thoughts and feelings about the situation?  Help each of them to understand how their behaviour and emotions affect the people around them?  Encourage them to manage their own emotional responses and build their awareness of themselves and others so they can have more productive relationships and better team performance?  Encourage them to contribute to a positive and happy work environment?  Convey their confidence in the strength they have identified for each employee and explain to them how this strength contributes to the team?  Outline their proposed solution to this situation and commit them to working Student Assessment Guide: BSBPEF502 Version: v21.0 Page 37 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence towards it?  Explain that they will monitor progress and check back in with the co-workers in the future?  Set an appointment time for the future? After the meetings, record notes of what was discussed, including any feedback received? Task C - Prepare a presentation Did the Candidate: S  NS  Comments C1: Prepare a five-minute PowerPoint presentation on emotional intelligence that covers the following topics:  Principles of emotional intelligence?  Strategies for building emotional intelligence?  What it means to be emotionally effective?  The relationship between achieving business or workgroup objectives and being emotionally effective?  How to use emotional intelligence to build relationships in the workplace?  How cultural background influences the way people express emotions?  Strategies for communicating effectively with people from diverse cultural backgrounds? Save their presentation as “BSBPEF502 Emotional Intelligence PowerPoint – Your Name”, replacing “Your Name” with their first and last name? Upload the presentation as part of their assessment submission? Student Assessment Guide: BSBPEF502 Version: v21.0 Page 38 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence The Candidate’s performance was:  Competent  Not Competent Feedback to Candidate: Overall Result Result for Unit of Competency: BSBPEF502 Develop and use emotional intelligence Outcome Competent Not Competent   Trainer & Assessor _____________________________________ Name _____________________________________ Signature _____________________________________ Date Candidate Acknowledgement I have been provided with feedback on my performance for each Assessment Task. I agree with the outcomes of my Assessment for this Unit of Competency. _____________________________________ Signature _____________________________________ Date Student Assessment Guide: BSBPEF502 Version: v21.0 Page 39 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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BSB51918 Diploma of Leadership and Management Student Assessment Guide: BSBPEF502 Develop and use emotional intelligence BSBPEF502 Observation Checklist Student Name: Unit of Competency: BSBPEF502 Develop and use emotional intelligence Related Assessment Question: Task B, Question B6 Assessment and marking criteria: The Trainer & Assessor is to place a tick ‘ ✓ ’ in appropriate column for each criteria for Satisfactory (S) or Not Satisfactory (NS) assessment. They are to also comment against each observation criteria to give the Candidate a better understanding of their performance, and ensure they complete the overall feedback to the Candidate. The Assessor and Candidate MUST both sign off the acknowledgement at the end of this checklist. Observation checklist - Did the Candidate: S ✓ NS ✓ Comments Use the meeting to outline a solution to resolve the conflict between Brad and Rachael, encouraging the development of emotional intelligence in others? Use techniques such as active listening and questioning to seek feedback clarify others’ understanding? Use verbal and non-verbal communication appropriate for the meeting’s participants? Manage the meeting? Feedback to Candidate: Trainer & Assessor Acknowledgement: Name: _____________________________ Signature: _______________________ Date:_________________ Candidate Acknowledgement: Name: _____________________________ Signature: _______________________ Date:_________________ Student Assessment Guide: BSBPEF502 Version: v21.0 Page 40 of 40 Developed by: ACBI Approved by: DoS Issued: January 2021 Review: January 2021

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