BSBLDR511 Task 1.docx
Task 1 – Responding to Different Emotional States
Instructions to Learners:
• This summative assessment can be completed in class or at any other convenient
location.
• Students are required to complete this task using digital tools and ensure to submit in
an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.
• Please use the following formatting guidelines to complete this assessment task:
Font Size: 12; Line Spacing: Double; Font Style: Times New Roman
• Assessment activities can be completed either in real workplace environment or in a
simulated environment such as your classroom. In both cases, appropriate evidence of
the assessment activities must be provided.
Instruction to Assessors:
• You must assess student’s assessment according to the provided Marking Criteria.
• You must complete and record any evidence related to assessment activities including
ole-plays and presentations using appropriate forms which must be attached with
student assessment submission.
• You must provide students with detailed feedback within 10 working days from
submission.
To better understand people’s moods, we can watch for behaviours that indicate their
emotional mode. While we may not always be accurate in our interpretation, paying attention
to non-ve
al behaviours and emotions can help align communication behaviours more
effectively.
Use this activity to become more observant of others, by learning how to interpret the non-
ve
al behaviours associated with different emotional states to gain insight into how people
are reacting to you and to what is being communicated. You can also use it to plan an
appropriate response to use the next time you encounter each behaviour.
Interpreting Emotional States
Body language communicates how people are reacting to your spoken messages. For a more
accurate interpretation of moods, look for "clusters" of behaviours associated with different
emotional states.
Reflective
• leaning back
• moving only minimally
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• holding an open posture or body position
• aligning body directly with yours
• holding direct eye contact
• placing hand on, or stroking, the chin
• tilting the head while listening
• glancing occasionally to the side
• lowering the
ows slightly
• passively accepting
Responsive
• leaning forward with an open position
• holding the hands open with palms turned up
• smiling with a relaxed mouth
• nodding the head to indicate agreement
• tilting the head to the side showing amiability
• mi
oring your body language
• sitting on the edge of the chair
• sitting with the feet under the chair
• sitting with the knees apart
• actively accepting
Defensive
• leaning back
• folding the arms tightly across the body
• adopting a closed posture or body position
• crossing the legs
• touching the lips with fingertips
• pointing the feet towards door
• angling the body away from you
• bowing the head forward submissively
• holding no eye contact
• passively rejecting
Responding to Emotional States
Complete the chart by selecting one or two team members or customers that you have
observed to be expressive in their non-ve
al behaviours. Determine the natural emotional
state or mode of each person. Then identify one of the behaviours you have seen used
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frequently and plan an appropriate response to use the next time you encounter the
ehaviour. Three examples have been provided.
Co-worke
customer
Non-ve
al
Behaviours
Emotional State Appropriate response
John Tense facial
expression
Defensive Is something wrong?
You look distraught. Has
something happened?
Tuan Glaring eyes Combative Are you angry with me?
Did I say something to
upset you?
Mary Hesitation in voice Reflective You sound unsure. How
are you feeling about that
suggestion?
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T A S K 1 – MA RK I N G C RI T ERI A
BSBLDR511 Develop and use emotional intelligence S NYS
Learner’s name:
Assessor’s name:
Observation Criteria S NS
Linked non-ve
al behaviours to emotional state
Outlined responses to the emotional states of co-workers and assess
emotional cues
Identified the varying cultural expressions of emotions are utilise to
espond to emotional cues in a diverse workforce
Demonstrated flexibility and adaptability in dealing with others
Took into account the emotions of others when making decisions
Provided opportunities for others to express their thoughts and feelings
Provided appropriate responses to identified emotional states in others
Encouraged others to develop their own emotional intelligence to build
productive relationships and maximise workplace outcomes
Encouraged a positive emotional climate in the workplace
Feedback to Learner:
Assessor’s Signature: Date:
Instructions to Learners:
This summative assessment can be completed in class or at any other convenient location.
Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.
Please use the following formatting guidelines to complete this assessment task:
Font Size: 12; Line Spacing: Double; Font Style: Times New Roman
Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided.
Instruction to Assessors:
You must assess student’s assessment according to the provided Marking Criteria.
You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.
You must provide students with detailed feedback within 10 working days from submission.
Task 1 – Marking CRiteria
BSBLDR511 Task 2.docx
Task 2 – Application of Emotional Intelligence
Instructions to Learners:
• This summative assessment can be completed in class or at any other convenient
location.
• Students are required to complete this task using digital tools and ensure to submit in
an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.
• Please use the following formatting guidelines to complete this assessment task:
Font Size: 12; Line Spacing: Double; Font Style: Times New Roman
• Assessment activities can be completed either in real workplace environment or in a
simulated environment such as your classroom. In both cases, appropriate evidence of
the assessment activities must be provided.
Instruction to Assessors:
• You must assess student’s assessment according to the provided Marking Criteria.
• You must complete and record any evidence related to assessment activities including
ole-plays and presentations using appropriate forms which must be attached with
student assessment submission.
• You must provide students with detailed feedback within 10 working days from
submission.
Complete the Emotional Intelligence test at http:
www.maetrix.com.au/meit/eitest.html
Discuss your noted emotional strengths and weaknesses. Define how these may impact on
stressors and triggers you would encounter in a workplace.
Once you have completed the test and considered your general emotional states, using the
findings outline any steps that you could take to further develop your emotional intelligence.
Outline a strategy to manage your own emotions in a workplace.
Discuss how your emotional intelligence level affects your interactions with others in a
workplace context.
Describe ways to engage with a range of cultures in the workplace based on your
understanding of emotional intelligence.
How do you usually account for other's emotions when it comes to decision making? Provide
examples.
Outline a strategy to encourage the emotional intelligence development of others in a
workplace context. What is your role in this strategy? Provide an overview of model
ehaviours that demonstrate management of emotions and include any coaching strategies
that you may apply.