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BSBPEF502
Develop and use emotional intelligence
Learner Workbook
    
Table of Contents
Assessment instructions    3
Assessment requirements    4
Candidate Details    6
Assessment – BSBPEF502 - Develop and use emotional intelligence    6
Learner Workbook Activity answers    7
Activity 1A    7
Activity 1B    8
Activity 1C    9
Activity 1D    10
Assessor’s feedback for Activity 1A – 1D    12
Activity 2A    14
Activity 2B    15
Activity 2C    16
Activity 2D    17
Activity 2E    18
Assessor’s feedback for Activity 2A – 2E    19
Activity 3A    21
Activity 3B    22
Activity 3C    23
Assessor’s feedback for Activity 3A – 3C    24
Summative Assessments answer guide    26
Section A: Skills Activity    26
Assessor’s feedback for Section A: Skills Activity    28
Section B: Knowledge Activity (Q & A)    30
Assessor’s feedback for Section B: Knowledge Activity (Q & A)    31
Section C: Performance Activity    33
Assessor’s feedback for Section C: Performance Activity    34
Competency record to be completed by assessor    36
Instructions to Learne
Assessment instructions
Overview
Prior to commencing the assessments, your traine
assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your traine
assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your traine
assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learne
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not
eached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your traine
assessor. If you would like to proceed further with the request after discussions with your traine
assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Recognised prior learning
Learners will be able to have their previous experience or expertise recognised on request.
Special needs
Learners with special needs should notify their traine
assessor to request any required adjustments as soon as possible. This will enable the traine
assessor to address the identified needs immediately.
Assessment requirements
Assessment can be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate Details
Assessment – BSBPEF502 - Develop and use emotional intelligence
Please complete the following activities and hand in to your traine
assessor for marking. This forms part of your assessment for BSBPEF502 - Develop and use emotional intelligence
Name:         _____________________________________________________________
Learner ID: ______________________________________________________________
Email:        _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:    ____________________________________________________________
Date:        ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:    ____________________________________________________________
Signed:    ____________________________________________________________
Learner 2:    ____________________________________________________________
Signed:    ____________________________________________________________
Learner 3:    ____________________________________________________________
Signed:    ____________________________________________________________
Learner Workbook Activity
Activity 1A
    Objective
    To provide you with an opportunity to identify how to develop evaluation criteria for assessing emotional strengths and weaknesses.
    
    1. Define emotional intelligence. (Max. 75 words)
Emotional intelligence is the ability to understand and manage the emotions in positive ways to communicate effectively at empathize others. This relates to the ability of the management of our own emotions and understand the emotions of the people around you. This also contemplate the aspects of self-awareness and self-regulation. This can be effective in terms of motivation and empathy which will impact on the social skills of an individual. A high emotional intelligence helps to build relationships and reduce the team stresses and diffuse conflict with an improved job satisfaction.
2. Create a list of your emotional strengths and weaknesses. List at least three of each.
Emotional Strength:
Open-mindedness, Objectivity, Perseverance, Honesty and integrity Generosity, Kindness and loving, Loyalty, Self-control, Trust, Optimism, Forgiveness
Emotional Weaknesses:
Na
ow-mindedness, Subjectivity, defeated quickly, Tell people what they want to hear, Selfishness, Spite and isolation, Betrayal, No self-control/temper, Jealousy, Pessimism, Holding grudges/vengeance
Activity 1B
    Objective
    To provide you with an opportunity to assess emotional strengths and weaknesses against evaluation criteria.
    
    1. Identify your personal stressors (no more than three) within your cu
ent workplace or a previous one. Alternatively, you can select the choice of your daily life or study life.
The personal stressors that is likely to affect the performance in the work place and relates to my emotional distu
ance in the workplace are:
· Depression or Anxiety due to personal reasons
· Chronic Illness
· The fear of being fired or laid off from work
2. For each of your stressors, identify the emotional state it causes within you and whether it is a positive or negative state.
· Depression or Anxiety due to personal reasons
Depression or anxiety due to personal reasons can effectively influence the emotional well-being condition and can increase the aspects of over thinking in an individual. This can effectively influence the productivity of the individual and inherently affect the working of the individual in the workplace. This can also create a tension with the others in terms of behaviour or any aspects like emotional context. It is likely to affect the productivity and the work culture in an organisation.
· Chronic Illness
Chronic illness is responsible for the effective influence of the physical well-being. This can effectively influence the productivity of an individual as physical well-being is one of the important aspects of an individual in order to ensure the productivity at the workplace. This can also effectively influence the culture and must be ensured with the productivity of the individuals in the workplace. Moreover, chronic illness can increase the stress levels workers and their food and effective recommendations are needed in order to ensure work life balance and self-care techniques.
· The fear of being fired or laid off from work
The fear of being fired or laid off from the work is another important issue that creative stress and anxiety of the employees in the workplace. It influences or the productivity and enhances the stress of the individuals. Is pure can also affect the productivity of the individuals which has a negative effect on the performance of the employees in the workplace. It can end up with Complex behaviours of the employees who can have difficulty in understanding simple instructions or concepts and they may be argumentative and refuse the support. 
Activity 1C
    Objective
    To provide you with an opportunity to identify and analyse potential emotional stressors in the workplace.
    
    Using the table below, identify your emotional triggers which are linked to your personal work-related stressors, the emotional strength you would draw on to deal with it, and the positive emotional response you intend to give.
    Work related stresso
    Emotional trigger(s)
    Emotional strength
    Positive emotional response
    
Depression or Anxiety due to personal reasons
    Not acting or behaving properly with the co-workers and the colleagues.
    Talking properly
    Optimism
    
Chronic Illness
    Not communicating properly
    Kindness
    Optimistic Attitude
    
The fear of being fired or laid off from work
    Pessimistic behaviou
    Submissiveness
    Optimistic Attitude
Activity 1D
    Objective
    To provide you with an opportunity to identify methods for responding to emotional stressors, and to seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace.
    Instructions to Assesso
    This activity assesses the learner’s ability to respond to emotional stressors in the workplace and use self-reflection to identify their behaviours and emotions. This activity can be ca
ied out in the workplace, simulated environment or suitable space for a roleplay.
    Equipment needed
    · Roleplay with another learne
colleague
· Suitable space for a roleplay.
    
    1. Why is it important for managers and leaders to keep control of their emotions in the workplace? Explain in no more than 75 words.
The leaders must keep control of their emotion in the workplace in order to influence the employees and make a sustainable environment within the workplace. Keeping the emotional control is one of the greatest aspects of the emotional intelligence that helps to contemplate the present aspect of a particular scenario and can be manage the emotions of other people in line with the requirement of the particular structure in the organisation. This can also help to influence the subordinate and address then with effective professionalism by neglecting the aspects of emotional control.
2. With another learner, roleplay a stressful situation that you could encounter in your workplace or school. For example, the scenario could be a disagreement with a colleague or a customer complaining to you. Demonstrate emotional control and positive responses through your behaviour.
The emotional control that I need to show is properly listening to what they are saying and effectively analysing them with proper logical sequence. Effective to consider a rational communication which requires effective emotional intelligence and those aspects that enhances success of the particular conversation. It is effective to empathize about the situation of the customer or the colleague. This also requires to demonstrate the emotional control even when they are speaking about something that is unconstitutional and control one's anger or any such emotion.
3. What impact do you think the emotional control and positive responses demonstrated in the roleplay activity will have on your team? (Max. 50 words)
The emotional control has a positive influence in any conversation and it can be effectively demonstrated in any role play. While talking with the co-workers and other clients in the particular situation it is effective to consider the particular scenario and control one’s emotions for effectively working in the situation. In certain aspects when emotional control is one of the important aspects in terms of the situation role play activity in the team mass effectively considered the emotional aspects of the individual in the team.
4. Using the self-reflection table below, identify an incident in your workplace in which you have tried to manage your emotions but have not been successful. Complete a self-reflection to identify how you felt and what you could have done differently.
    Question
    Response
    How did I feel at the time?
    I was very upset and was disappointed in that particular situation and wanted to react at I controlled by emotions and did not react at that particular point of time but I made it sure to reply it with a fitting answer later.
    Why did I feel like this?
    
This particular scenario the way the worker was reacting to me was against my views and my personal choices. Yet he was not logical in his sense and have often contemplated the entire aspect which goes against my personal choices.
    What was my emotional response?
    
I did not make any comment to he is statements neither did I react to it. Though I was feeling very disappointed and upset as because I could not reply to, he is statements effectively that focuses on my personal attitude.
    How did that affect the situation?
    The particular situation had been stable as because I did not react the situation was not heated enough and I tried to dissolve the entire situation with a very stable discussion point of view.
    How did it affect me?
    
I was emotionally upset and disappointed as I could not satisfy my personal choices according to my attitude and my view about that particular situation.
    How did it affect others?
    
The particular situation did not affect others in a particular way as because other team members were not involved in that conversation.
    How could I have responded differently?
    
I could have presented my point in an aggressive manure in order to make the opposite person realise about the graveness of the situation.
    How do I feel now?
    I would be feeling contemplated if I was able to stress my situation and effectively put the entire situation that was according to my personal choices and my personal biases.
    Why do I feel like this?
    
These would be an effective consideration of how I felt...