3 July - BSBLDR511 Student Version

Student Name:
Student ID:
Assessment Summary
BSBLDR511 – Develop and use emotional
Unit Details
intelligence
This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment
Assessment 1 Written Questions
Project 1 – Identify the impact

Assessment 2 of own emotions on others in
the workplace
Assessment Methods Case Studies – Recognise and
Assessment 3 respond to the emotional
states of others
Project 2 – Use emotional
intelligence of self and others
Assessment 4
to enhance team
performance
Version: 4.0 Gen Institute Pty Ltd © Page 1 of 61

Assessment|BSBLDR511
Contents
Assessment information................................................................................................. 4
Purpose........................................................................................................................ 4
Unit description ......................................................................................................... 4
Key competencies ................................................................................................... 4
Foundation skills ........................................................................................................ 4
Performance evidence .......................................................................................... 5
Knowledge evidence ............................................................................................. 5
Relevant legislation .................................................................................................. 5
Assessment Conditions............................................................................................ 5
Pre-requisites .............................................................................................................. 6
Terminology used ..................................................................................................... 6
General Instructions to Students .......................................................................... 6
Dimensions of Competency.................................................................................. 6
Completing the assessments/Expectations ...................................................... 7
Assessment outcome .............................................................................................. 7
Summary of assessment methods and tasks .................................................... 7
Required resources .................................................................................................. 8
Reasonable adjustment ......................................................................................... 8
Plagiarism policy ....................................................................................................... 8
Academic appeals ................................................................................................. 9
Reassessment process............................................................................................. 9
Assessment records............................................................................................... 10
Declaration ............................................................................................................. 10
Assessment submissions and contact details ................................................ 11
Assessment 1 – Written Questions............................................................................................ 14
Instructions for Students ....................................................................................... 14
Applicable conditions.......................................................................................... 14
Resources required for assessment .................................................................. 15
Comments if the answer is not satisfactory ................................................... 22
Assessment Outcome Record – Assessment 1 of 4 (To be completed by the Assessor)
.................................................................................................................................... 23
Assessment 2 – Project 1 – Identify the impact of own emotions on others in the
workplace ...................................................................................................................................... 24
Performance Checklist and Assessment Outcome – Assessment 2, Part A 27

Performance Checklist and Assessment Outcome – Assessment 2, Part B 32
Assessment Outcome Record - Assessment 2 of 4 (To be completed by the Assessor)
.................................................................................................................................... 33
Assessment 3 – Case Studies – Recognise and respond to the emotional states of
others ............................................................................................................................................... 34
Performance Checklist and Assessment Outcome – Assessment 3 ....... 45
.................................................................................................................................... 47
Assessment 4 – Project 2 – Use emotional intelligence of self and others to
enhance team performance .................................................................................................. 48
Performance Checklist and Assessment Outcome – Assessment 4, Part A 52
Role Play Observation Checklist and Assessment Outcome – Assessment 4, Part B 54
Performance Checklist and Assessment Outcome – Assessment 4, Part C 58
.................................................................................................................................... 59
Appendices ................................................................................................................................... 60

Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency BSBLDR511 – Develop and use emotional intelligence
Unit description This unit covers the development and use of emotional intelligence to
increase self-awareness, self-management, social awareness and
relationship management in the context of the workplace.
It includes identifying the impact of own emotions on others in the
workplace, recognising and appreciating the emotional strengths and
weaknesses of others, promoting the development of emotional
intelligence in others and utilising emotional intelligence to maximise team
outcomes.
It applies to managers who are required to identify, analyse, synthesise
and act on information from a range of sources and who deal with
unpredictable problems as part of their job role. They use initiative and
judgement to organise the work of self and others and plan, evaluate and
co-ordinate the work of teams.
No licensing, legislative or certification requirements apply to this unit at
the time of publication.
Key 1. Identify the impact of own emotions on others in the workplace
competencies 2. Recognise and address the emotional strengths and weaknesses of
others
3. Promote the development of emotional intelligence in others
4. Utilise emotional intelligence to maximise team outcomes
Foundation skills Learning skills to: Identifies and uses strategies to improve own
emotional intelligence
Oral Uses appropriate language and nonverbal features
communication to present information and seek feedback
skills to:
Uses listening and questioning skills to elicit the views
of others and to clarify or confirm understanding
Interact with Reflects on personal attributes and considers the
others to: impact on others and modifies approach to support
development
Adapts personal communication style to model

behaviours, build trust and positive working
relationships and to build understanding of emotional
intelligence
Leads a collaborative approach, using inquiring and

inclusive techniques, to develop understanding and
skills that enhances individuals’ emotional intelligence
Get the work Leads processes to develop, implement and monitor
done to: plans and processes to ensure team engagement

and effectiveness
Performance A person who demonstrates competency in this unit must be able to
evidence provide evidence of the ability to:
• conduct an analysis to identify own emotional strengths, weaknesses,

stressors, emotional states and triggers, incorporating feedback from
others
• identify workplace situations and environments that may trigger an
emotional response
• model behaviours that demonstrate management of emotions
• recognise the impact that cultural behaviours and beliefs may have on
workplace interactions
• recognise and respond to the emotional states of others
• use emotional intelligence of self and others to enhance team
performance
• promote the development of emotional intelligence in others.
Knowledge Students must develop knowledge of the following areas to successfully
evidence complete this unit:
• Key features of emotional intelligence principles and strategies

• Key elements of the relationship between emotionally effective people
and the attainment of business objectives
• Key strategies for communicating with a diverse workforce which has
varying cultural expressions of emotion
• Key features of emotional intelligence in the context of building
workplace relationships.
Relevant • Australian Human Rights Commission Act 1986
legislation • Age Discrimination Act 2004
• Disability Discrimination Act
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Work Health and Safety Acts (States and Territories)
• Fair Work Act 2009 & the Supplementary Fair Work Regulations 2009
• Independent Contractors Act 2006
• Freedom of Information Act 1982
• National Vocational Institute and Training Regulator Act 2011
Assessment Assessment must be conducted in a safe environment where evidence
Conditions gathered demonstrates consistent performance of typical activities
experienced in the management and leadership field of work and include
access to:
• relevant workplace documentation and resources
• case studies or, where possible, real situations
• interaction with others.
Assessors of this unit must satisfy the requirements for assessors in

applicable vocational education and training legislation, frameworks

and/or standards.
Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the student
used and assessor as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and
broadly indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it
is practical demonstration or project.
3. Description of task/decision making rules: Advises the student and the
assessor of the task description and the criteria that the assessment
must meet in order for a satisfactory result to be awarded.
4. Due Date - the date on which assessment falls due.
General This document contains both the assessment instrument and the
Instructions to instructions for gathering and interpreting evidence in an assessment
Students process.
The document also includes references to relevant checklists, templates

and other resources required as part of the assessment conditions, that
you must complete as part of the assessment requirements.
• This pack includes all the assessment tasks you will need to successfully
complete in order to be competent in the unit/s of competence listed
above.
• There are four (4) assessment tasks in this pack. To attain competence
in the unit/s you must satisfactorily:
o complete all written questions in this assessment tool
o complete and submit the project/s outlined in the assessment guide
o demonstrate skills as directed by your Assessor
• Competency depends on consistently demonstrating the skills and
knowledge that enable you to complete workplace tasks confidently
in a variety of situations.
• If you have any difficulties in understanding any of these forms or
instructions, please speak to your trainer/ assessor.
• You must attach the Assessment Coversheet to each submission.
You must keep copies of the completed assessment for your records.
Dimensions of You will be considered to be competent when you are able to
Competency demonstrate application of knowledge and skills to successfully complete
work activities in a range of situations and environments as follows:
• Task skills – Performing the task/job to the required standard
• Task management skills – Performing more than one thing at a time

and managing the tasks correctly

• Contingency management skills – Responding appropriately to
irregularities and breakdowns in routine within a job or workplace
• Job/role environment skills (outcomes) – Dealing with the
responsibilities and expectations of the work environment
Completing the Assessors must ensure that students completely understand the assessment
assessments/Ex process and various assessment tasks before undertaking the assessments.
pectations This assessment tool is structured in a way that each assessment task
clearly outlines the:
• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for
students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated.
Assessment Your Assessor will:
outcome o complete the Assessment Outcome Record for each assessment
task
o provide you with feedback for all assessment tasks
o mark the assessment task as satisfactory or unsatisfactory
o sign the Assessment Outcome Record
• You must sign and date the Assessment Task Outcome Record and
read, understand and acknowledge the feedback.
• The Assessor will record the assessment outcome (Competent or Not
competent) for the unit of competency, and will include any relevant
comments on the Assessment summary cover sheet.
• Should your performance in a task be deemed ‘Not Satisfactory’, you
will be advised of the outcome and will be given one more opportunity
to re-submit satisfactory evidence within the timelines advised by your
assessor.
• If you fail to achieve the required outcome after this opportunity, you
will be deemed ‘Not Competent’. Please read the reassessment
procedure in the later part of these instructions.
• You must access, read and understand the Gen’s complaints and
appeals process, which allows you to challenge an assessment
decision, if you would like to be reassessed.
• If you are found to have plagiarised or copied work from another
student or any other sources, your assessment submission will not be
accepted (please refer to Gen’s Plagiarism Policy).
You may refer to the Student Handbook for more information.

Summary of The assessment methods that are used in this assessment tool are:
assessment
methods and Assess

Method of
tasks ment Description
Assessment
Task #
1 Questions You are required to answer 6 short answer
questions related to this unit
2 Project Identify the impact of own emotions on others in
the workplace
3 Case Studies Recognise and respond to the emotional states
of others
4 Project & Role- Use emotional intelligence of self and others to
play enhance team performance
Required Each assessment task in this assessment tool outlines specific resources that
resources the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Textbook/ Online learning resources
Readings provided to you as part of the unit assessment pack
Computer with Internet access for research purposes and word
processing
Pen and paper as required
APPENDIX – A Peer Feedback Form
APPENDIX – B Coaching Planner (GROW Model) Template
Reasonable Gen Institute enables reasonable adjustments to be made to assessment
adjustment procedures for students with special needs, such as people with disabilities
or with language or literacy difficulties.
If you are unable to complete the assessment in this format, you must
inform your assessor and they may arrange for you to take the assessment
in an alternative format.
Plagiarism Gen Institute takes a systemic approach to the treatment of plagiarism in
policy academic work. The policy is intended to promote honesty in learning and
assessment and respect for the work of others. Contravention of this policy
will result in students being penalized.
• Please read the plagiarism policy available in your student handbook

and to be aware of the consequences and to understand your rights
and responsibilities.
• In order to be assessed as competent (C) in this unit you need to
provide evidence that demonstrates you can perform the required
competencies to the necessary standard.
• In order to avoid plagiarism, you must acknowledge and reference
sources of research that you use in your written work, and must give
credit appropriately.
• You must use the APA 6th Referencing style. You must contact your

assessor for guidance on how to reference.

• You could also complete a free tutorial on referencing at The Basics of
APA Style®
• The following are some types of references that must be
acknowledged:
o Direct quotations – using another person’s exact words, placing
words in quotation marks (for shorter quotes) or indent paragraphs
(for longer quotes).
o Paraphrases of another person’s words or ideas – using someone
else’s ideas in your own words. When you paraphrase, you must cite
the source of the ideas
o Summarise another person’s ideas – a short summary of the original
text, including only the main points of the original author’s ideas or
argument. To avoid plagiarism, you must cite the source whenever
you summarise another person’s work.
o Tables, figures, graphs, diagrams or images obtained from any
source – you must acknowledge the original source of all tables,
figures, graphs, diagrams or images.
o Information obtained from lectures and personal communication –
you must acknowledge the source of the information.
Academic • Where a student wishes to appeal an assessment they are required to
appeals notify their assessor in the first instance. Where appropriate the assessor
may decide to re-assess the student to ensure a fair and equitable
decision is gained. The assessor shall complete a written report
regarding the re-assessment outlining the reasons why assessment was
or was not granted.
• If this is still not to the student’s satisfaction the student shall formally
lodge an appeal by submitting a written letter within one week of
receiving the results using the form 10.1 for Complaints and appeals
outlining the reasons for the appeal. They shall lodge this with student
administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
• The Course coordinator shall be notified and shall seek details from the
assessor involved and any other relevant parties. A decision shall be
made regarding the appeal either indicating the assessment decision
stands or details of a possible re-assessment by another assessor
appointed by Gen.
The student shall be notified in writing of the outcome with reasons for the
decision. The student shall also be provided the option of activating the
external appeals process if they are not satisfied with the outcome. The
student is required to notify Gen if they wish to proceed with the external
appeals process.
Reassessment 1. Student will be assessed as being competent only upon satisfactory
process completion of all the assessments in a unit.

2. If a student is not able to demonstrate satisfactory completion of all of

the required assessments of the unit, the result for that unit will be
recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be provided
with specific feedback and invited to re-submit their assessment.
4. If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the
result is made available to him/her. This means that the student is
responsible to acknowledge that he/she has received the result
and has been deemed NC for the units of competency
undertaken.
• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he
or she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during an
Intervention Strategy Meeting between the Gen’s Operations
Manager, Trainer & Assessor and student. The date for a third
assessment will be nominated by the student in consultation with
Trainer & Assessor, but should be no longer than 1 month from the
previous re-submission date.
7. One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.
If the student remains ‘Not Competent’ after a third re-submission, he or

she will be notified that this result is final and he or she will be unable to
successfully complete the course in which they are enrolled at this point.
* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the provisions
for re-submitting and academic appeals were explained to you and that
you understand these processes on the assessment summary cover sheet.

Gen Institute cannot assess any submitted work until the declaration is
received.
Assessment You must submit this completed assessment tool to your trainer on the due
submissions and date. Please feel free to contact us if you have any questions regarding
contact details the assessment process:
Phone: 03 9642 2193

ASSESSMENT COVER SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing
on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed
and attached to this form.
Student ID
Student Name:
No:
Contact
Email:
number:
Unit Code &
BSBLDR511 – Develop and use emotional intelligence
Title
First Submission  Subsequent submission 
Result
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory
Assessment 1  Written Task  S | NS 

Assessment 2
 Project 1: Identify the impact of own emotions  S | NS 
on others in the workplace
Assessment 3
 Case Study: Recognise and respond to the  S | NS 
emotional states of others
Assessment 4
 Project 2: Use emotional intelligence of self and  S | NS 
others to enhance team performance
Final Assessment Result for this unit
(Student will be assessed as being competent
only upon satisfactory completion of all the
 Competent  Not Competent (Comments)
above mentioned assessments)
The Evidence provided is:
 Valid  Sufficient  Authentic  Current

Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my
own work and I have acknowledged or referenced all sources of information I have used for the purpose
of this assessment.
Type your Name, do not use Sign tool

Student’s Signature: Date: _______/_______/_______
Final feedback:

Assessor: I declare that I have Type your Name, do not use Sign tool
conducted a fair, valid, reliable and Signature:
flexible assessment with this student, and
I have provided appropriate feedback. Date: _______/_______/_______
Administrative use only
Entered onto Student

________________ ________________
Management Database
Date Initials
USE FOR REASSESSMENT ONLY
Assessment Task No/s
Components
Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my
own work and I have acknowledged or referenced all sources of information I have used for the
purpose of this assessment.

Student’s Signature: Date: _______/_______/_______
Result of Reassessment
 Competent - C  Not Yet Competent - NYC
(Please circle the Final Assessment Outcome)
Feedback to Student (Please provide general feedback on the Student’s performance)
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.
Trainer/Assessor Signature Date
Administrative use only
Entered onto Student

________________ ________________
Management Database
Date Initials

Assessment 1 – Written Questions
Instructions for Students
• This is the first of the four assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• Read the Assessment description carefully.
• In this task, you must answer six (6) questions that cover the knowledge requirements of this
unit.
• You must respond to all questions and submit them to the Trainer/Assessor.
• You must answer all questions to the required standard (e.g. provide the specified number
of points) to be deemed satisfactory in this task.
• Assessment may be submitted in Microsoft Word format or may be handwritten. Clearly
label your work with your name, unit code, unit title, Assessment Task and respective
Question number with the answer to all the documents and sheets that are attached to
your submission.
• Read the Plagiarism policy and procedure carefully to understand the consequences that
you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of project or Assessment.
• Seek information on additional reading material and reference for completion of the
assessments.
• Students with special needs can seek assistance from assessors depending upon the nature
of the need.
• Submit this document along with your assessment work.
• Your Trainer/Assessor will provide you feedback and notify you about the results within two
weeks of submission.
Applicable conditions
• This is an open book task and you may refer to your learning materials or your research of
external resources.
• Assessment may be completed in your own time and is due one week after the module
end date.
• You must complete this task independently.
• The Trainer/Assessor may ask you relevant questions on this assessment task to ensure that
this is your own work, or to confirm your knowledge to close any gaps they may identify as
not evidenced in your written responses.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.

Resources required for assessment
• You will need the following materials/ resources for this task:
o Textbook/ Online learning resources
o Computer with Internet access for research purposes and word processing

Written Questions
Complete the following table with a description of the five key components of
1 emotional intelligence and the attributes of leaders who demonstrate each of these
competencies, as identified by Daniel Goleman.
Attributes of leaders who

Competencies Description
demonstrate these competencies
Self-awareness
Self-regulation
Motivation
Empathy

Social skill
 Satisfactory  Not Satisfactory (Comments)
Briefly explain three strategies a leader would use while applying emotional
2
intelligence in the workplace (no more than 150 words).

Briefly describe how emotionally effective people help an organisation attain its
3
business objectives. Your response should be no longer than 150 words.

Describe two ways in which emotional intelligence can help a business in each of the
following areas:
4 • Employee recruitment and retention
• Teamwork and collaboration
• Sales gains
a. Employee recruitment and retention
b. Teamwork and collaboration

c. Sales gains
List any five strategies for communicating with a diverse workforce that has different
5
ways of expressing emotions.

List and briefly describe (in no more than 20 words) any five key competencies of
6 emotional intelligence in the context of building workplace relationships according to
Daniel Goleman.

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer is not
satisfactory
Q.no Comments
Question 1:
(click)
Question 2:
Question 3:
Question 4:
Question 5:
Question 6:
(click)
Based on the Comments above Please Redo / Rewrite those particular answers and
resend your Completed Reassessment for correction

Assessment Outcome Record – Assessment 1 of 4 (To be completed by the Assessor)
Assessment task: Question and Answer
Student ID and name

Unit of Competency
Code and Title:
Feedback to student:
Attempt 1
Attempt 2
Assessment Outcome: (tick)
Attempt 1:  Satisfactory  Not Satisfactory
Attempt 2:  Satisfactory  Not Satisfactory
Student Signature: Type your Name, do not use Sign tool

________________________________________ Date: ____/_____/_____
Assessor Name: ___________________________________________

Assessor Signature: ________________________________________ Date: _____/______/______

Assessment 2 – Project 1 – Identify the impact of own emotions on others

in the workplace
• This is the second of the four assessment tasks you must complete satisfactorily to be
deemed competent in this unit
• In this assessment, you must:
o complete self-assessment of emotional management
o seek feedback from peers on ability to manage emotions
o reflect on emotional strengths and weaknesses, impact of emotions on others, and
strategies to improve emotional intelligence in the workplace
• Read the scenarios given and complete the tasks that follow.
• You must attempt all criteria to the required standard (e.g. fulfil assessment criteria
mentioned in the performance checklist) to be deemed satisfactory in this task.
• You must complete this task by following all given instructions, for the trainer/assessor to
assess competency in this assessment task.
• Clearly label your work with name, unit code and unit title to all the documents and sheets
that are attached to your submission.
• Review the role play observation Checklist so that you are familiar with the behaviours that
you are expected to perform during the observation.
• Review other resources, related to the task you are going to perform.
the task.
• Ask for reasonable time from Assessor for preparation of Assessment.
assessments.
• You will need to complete this project in your own time and submit it as per the Gen’s
requirements.
• You must complete the task independently.
• You can refer to the textbook, learning materials or your research of external resources in
completing this task.
• The Trainer /Assessor will assess your practical skills, technique and knowledge as you
complete this assessment task.
• All criteria listed in the performance checklists guide must be completed satisfactorily to the
standard described.

Competent or Not competent.
• You must express all answers/responses in your own words or acknowledge the sources of
reference materials used.
• If you are found to have plagiarised or copied another student’s work, your assessment
submission will not be accepted (please refer to the Gen’s Plagiarism Policy).
You will need the following materials/ resources for this task:
• Textbook/ Online learning resources

• Readings provided to you as part of the unit assessment pack
• Computer with Internet access for research purposes and word processing
• Appendix A: Peer Feedback Form

There are two parts to this assessment task. You must identify your own emotional strengths
and weaknesses, reflect on actual workplace behaviour and use self-reflection and others’
feedback to improve emotional intelligence.
This is a simulated activity, and you are to assume you are working in an organisation with
colleagues. Your classmates will provide feedback to you as your colleagues.
Part A
1. Use an appropriate online self-assessment tool to identify your own emotional strengths and
weaknesses.
You may find suitable tools on the following websites:

• https://www.mindtools.com/pages/article/ei-quiz.htm
• https://memorado.com/emotional_quotient
• https://www.iq-test.net/eq-test.html
• https://globalleadershipfoundation.com/geit/eitest.html
You must keep the evidence of completing the test, for example, completed worksheet or
screenshots of completed questionnaires to submit with your reflective report, as evidence.
2. Use the Peer Feedback Form in Appendix A to get feedback from two of your
colleagues/classmates/ friends.
You will need to provide a copy of this form to each of your colleagues/classmates/ friends
and collect feedback from them.
You may make copies of each feedback form for yourself, as you will be required to submit all
forms to your assessor as part of this assessment.

Performance Checklist and Assessment Outcome – Assessment 2, Part A
Student ID and name
Unit code and title BSBLDR511 – Develop and use emotional intelligence
Course code and title BSB51918 - Diploma of Leadership and Management
Did the student: Satisfactory
Used appropriate online self-assessment tool  Yes  No

Undertake genuine and objectively verifiable measures to evaluate own
emotional strengths and weaknesses using an online test
 Yes  No
Obtain feedback from at least two others/peers using the form provided  Yes  No
Describe own emotional strengths and weaknesses  Yes  No
Submitted two copies of Peer Feedback Form  Yes  No
Submitted the evidence of completing the test  Yes  No
Result:  Satisfactory  Not Satisfactory  Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
Assessor Name:
Assessor Signature: Date: _______/_______/_______

Part B
You must prepare a reflective report on your analysis of your own emotional intelligence.
Prior to completing the report, make notes on each of the following topics, in the space
provided. You will use these notes to prepare your reflective report. You may use keywords
and dot points in the tables to jot down your ideas.
1. Identify at least three situations when you have felt stressed or experienced a negative
emotional state at work. If you do not have experience in the workplace, you can provide
examples from your experience in class or at home
For each instance, consider the precise context, causes and your response at the time and
how you think should have responded.
Make notes in the table below. You may use keywords.
Situations when you have felt stressed or experienced negative emotions

Your responses at the
How you should have
Situation Context and causes time/ how did you feel
responded?
about it?


2. Identify at least two causes or triggers of your own personal emotional states at work. If you
don’t work or don’t have past work experience, use examples from your place of study or
family. Identify how you can use awareness of such triggers to control your responses and
achieve positive outcomes, especially with respect to your impact on others or co-worker/
colleagues and their work performance.
What workplace situation How can you use this How can you use this
makes you angry or awareness to achieve awareness to achieve positive
worried? positive outcomes for outcomes for others?
yourself?
3. Identify at least one example of how you model workplace behaviour that demonstrates
management of emotions as an example for others to follow.
If you don’t work, you will need to imagine how you would model workplace behaviour if
you were employed.

Instance of modelling How does your workplace behaviour demonstrate management of

workplace behaviour emotions as an example for others to follow? / What did you do to
inspire others? How did you provide an example for others to follow?
4. Now, prepare a reflective report of no more than 500 words, based on your notes above,
and the self-assessment and peer feedback from Part A.
In your report, you must reflect on personal attributes, consideration of the impact on others
and modification of your approach to support your development.
Specifically, you must:

• summarise your emotional strengths and weaknesses, stressors, emotional states and
triggers
• describe the impact of your own emotions on others by analysing feedback from your
colleagues
• summarise how you behaved in stressful situations, and how you think you should have
behaved
• summarise how you are modeling behaviours that demonstrate management of
emotions in the workplace
• identify the insights you have gathered from the self-assessment and peer evaluations
(feedback) in Part A and describe three actions you will take to improve your own
emotional intelligence based on these insights
• reflect on the benefit of these actions for the workplace and colleagues
You must base your reflection and proposed actions on emotional intelligence principles
and strategies.
Submission requirements
At the end of this task, you must submit:
• a printout of the results of your self-assessment
• copies of your peer feedback form
• your reflective notes made in part B
• 500-word reflective report
Performance Checklist and Assessment Outcome – Assessment 2, Part B
Student ID and name
Develop awareness of own emotional triggers and describe how this

awareness can be used to enable control of emotional responses
 Yes  No
Identify impact of own emotions on others in the workplace  Yes  No
Identify how they model workplace behaviour that demonstrates
management of emotions
 Yes  No
Identify three actions they will take to improve own emotional
intelligence
 Yes  No
Describe the impact of managing own emotions on the workplace and
colleagues
 Yes  No

Assessor Name:

Project 1: Identify the impact of own emotions on others in the

Assessment task:
workplace
Student Name and ID:
Unit of Competency
Code and Title:
Attempt 1:
Attempt 2:
Attempt 1:  Satisfactory  Not Satisfactory
Assessor Name: _______________________________________________
Assessor Signature: _____________________________________________ Date: _____/______/______

Assessment 3 – Case Studies – Recognise and respond to the emotional

states of others
• This is the third of the four assessment tasks you must complete satisfactorily to be deemed
competent in this unit
• This assessment is made up of a case study and three related written questions.
• Review the role play observation checklist so that you are familiar with the behaviours that
the task.
assessments.
requirements.
• Trainer /Assessor will assess your practical skills, technique and knowledge as you complete
this assessment task.
standard described.
Satisfactory or Not satisfactory.

submission will not be accepted (please refer to the Gen Plagiarism Policy).


Scenario
Apex Work Skills Pty. Ltd. (AWS) is a private Registered Training Organisation, with a student
enrolment of 2000 and approximately 50 training staff employed on sessional or full time basis.
The RTO has about 30 administration staff.
The RTO has campuses in Melbourne, Sydney and Perth. Each campus has a Campus
Manager and an Academic Coordinator and Marketing Coordinator. The RTO’s head office is
in Sydney.
Traditionally AWS has delivered nationally recognised training courses in construction and
business management.
The CEO of AWS wants the RTO to be known as the best in the country. Recently she has
invested over a million dollars in building state of the art facilities, such as new classrooms,
workshops, tools and equipment.
Vision Statement
The RTO’s vision is to strive to:
• be a learning organisation that is skilled at creating, acquiring, and transferring knowledge
for the benefit of the individual, businesses and the community
• lead the industry in training excellence
• be known for excellence in customer/student service
• provide innovative and high quality training services to raise the standard of training in
business management and trade skills training
Mission
The RTO will apply the creative talents of our people to deliver training of a high standard that
transforms individuals, businesses and the community.
Our Values
• Trust and respect for everyone
• Personal growth and leadership
• Teamwork with students, employees and other stakeholders
• Ethical and honest behaviour in safety, environment, health, and business
The RTO will recruit and retain talented training and assessment staff as well as other
administration and student services staff.
AWS has committed substantial funding towards:

• the professional development of its trainers.
• build market share by focusing on the student experience
• control direct and indirect costs through efficient internal processes
• establish the reputation of AWS as a socially and environmentally responsible company.

To implement strategic directions and advance AWS’ values, managers are expected to lead
employees by, first of all, modelling positive behaviours and attributes – those they expect their
employees to emulate and embody in turn. To lead and inspire people, managers must
demonstrate keen emotional awareness and promote positive team-building behaviours in
others.
You are the new Campus Manager of AWS in Melbourne, and you are ready for a challenge.
You are directly responsible for managing all the staff in the campus, including the Marketing
and Academic Coordinators. You report to the General Manager, who is responsible for all
campuses.
Task
Answer the following questions based on the scenario above. Assume that you are the new
Campus Manager for this task.
Case Study 1 – The Marketing Coordinator’s outburst

It is the end of the financial year and sales revenue for AWS Melbourne shows it has not met
the set targets. This could possibly be due to increased competition from smaller competitor
RTOs.
This morning, the Marketing Coordinator of the Melbourne Campus held a staff meeting in
which she shouted at the top of her voice at all the marketing officers and blamed them for
the poor performance of the campus.
The staff, including the academic staff was confused as they thought that increasing the
revenue with marketing and business development activities for AWS is the responsibility of
the head office.
However, they could not interrupt her to give any explanation, as she began to bang on the
desk and told the officers to come up with ideas to improve revenue for the next quarter,
before the end of the day. The Marketing Coordinator then walked out of the meeting in
anger.
Naturally, the atmosphere around the campus and in the team is subdued, and one of the
two officers is upset and is talking about leaving the organisation.
Read the scenario and the case study and answer the questions given below:
a. Describe two possible reasons for the Marketing Coordinator’s behaviour in the team
meeting.

b. Briefly describe the connection between the Marketing Coordinator’s behaviour and staff
morale. Describe what effect the Marketing Coordinator’s behaviour could have on staff
performance in the campus.
c. How do you think the Marketing Coordinator should have acted / communicated? Mention
two points.
d. You are going to meet with the Marketing Coordinator to discuss the situation. Identify two
positive ways to respond to the Marketing Coordinator’s behaviour, in order to de-escalate
the conflict.

e. Describe how you would model positive leadership and emotionally aware behaviour.
Mention any two points.
Case Study 2 – Cultural misunderstanding
In the light of the COVID 19 pandemic, AWS is updating its computer systems to be able to
launch online learning. This project is to be completed on an urgent basis.
All staff are working very hard on the project. The IT coordinator has received complaints from
some IT staff that Wei, an IT Support Officer who is a new migrant from China has not been
'pulling his weight' and not doing his share or work, or show interest in being an active team
member. They have complained that Wei does not say much in meetings and never
contributes ideas or suggestions.
The IT Coordinator decides to have a one on one meeting with Wei.
The following is a transcript of their conversation.

IT Coordinator: Wei, I've noticed that you hardly ever say anything in our team meetings
and I'm a bit concerned that you might be feeling left out. I also feel that we might not
be getting the benefit of your ideas or experience. Some of the other team members
have also commented to me about this.
Wei: I'm sorry to be a problem.
IT Coordinator: It's not a major problem and I'm very happy with your work. I'd just like to
make sure all team members feel part of the team and are able to have a say. How do
you feel about team meetings?
Wei: Well, I find it hard to say anything because I can't seem to find a chance to talk,
and it's not my style to jump in and cut other people off like some people do. It's not
polite.
IT Coordinator: Yes, our meetings can be pretty lively, especially now that we are trying
to get the online learning platform up quickly.
Wei: After the first couple of meetings I decided it was best to be quiet and go along
with the others. After all, I'm the newcomer.

IT Coordinator: But you're still a member of the team. Are there any other problems? Is
English a problem?
Wei: Well, Aussie English is sometimes hard to understand - all the slang and jokes. But the
main problem is that I'm the newcomer and I'm just a junior employee. Most team
members have many more years of experience than I do, and in China, we don't like to
put ourselves forward or question our leaders and seniors.
IT Coordinator: Well, I'd really like to encourage you to join in and speak up. What can I
do to help you do that?
Wei: I'm more comfortable speaking if I'm asked to speak.
IT Coordinator: So would you like me to just ask you what you think or if you've got
anything to say?
Wei: Yes please, that would be good! Thank you.
IT Coordinator: But what if you wanted to say something and I've forgotten to ask you?
Wei: Maybe we could have a signal.
IT Coordinator: Oh yes, a lot of people make signals in meetings, like leaning forward a
bit, raising their pens, or making eye contact with the person running the meeting.
Wei: Yes, I could do that.
IT Coordinator: Okay, let's do it that way. I'll try to make sure I ask you what you think and,
at other times you just signal me with your pen if you want to speak, okay?
Wei: Okay, but I'm still new to this style of meeting so please give me time to get used to
it.
IT Coordinator: I will. And just let me know how it's working for you. And you can always
talk to me outside the meetings.
Wei: What’s “Pitch in”?
IT Coordinator: That's Aussie for having your say, helping out.
Wei: No worries!

Read the scenario and the transcript of the conversation and answer the questions given
below:
a. Mention two reasons for the misinterpretation of cultural behaviours and beliefs in this case.
b. Identify two techniques the IT Coordinator has applied in this situation to demonstrate
flexibility and adaptability in dealing with Wei.
c. Describe how you would explain to Wei how his cultural expressions might have been
misinterpreted in this case. Mention at least two points.

d. Develop the outline of a plan for yourself and your team to identify and respond
appropriately to a range of cultural expressions of emotions.
e. List two ways how you would promote effective communication to avoid
misunderstandings.
f. Identify seven ways to encourage the self-management of emotions in your team

members.

Case Study 3 – Difficulties with David
Scenario
You are having a problem with David, one of team members you manage.
It’s not that David’s performance is all that bad. He always does what is required of him in
terms of administration tasks and dressing appropriately. He meets sales targets and the
customer service ratings on his performance scorecards are good.
Your problem is that David does not really respond to the team training and team-building
sessions that you have initiated. These activities have proven very effective in sustaining team
morale and driving others to success, and other team members have enjoyed the activities
and benefitted from them.
David appears emotionally drained from interacting with his peers. He says he would rather
work individually and that all the team stuff is suffocating.
You’ve really tried hard to build a culture of teamwork and this feels like a slap in the face. You
are also upset that this attitude will spread to others in the team.
Read the scenario above and answer the questions given below:
a. Identify any two situations or actions on the employee’s part that could possibly trigger an
emotional response in you.
b. Describe three ways in which you could set aside your own emotions to focus on and
identify how the employee (probably) feels. Refer to relevant principles of emotional
intelligence.

c. Briefly describe how knowledge of learning styles, personality types styles might help you
relate to and better understand the employee and suitably adapt your response them.
d. What four options for team – building activities would you consider in order to modify your
approach?

Performance Checklist and Assessment Outcome – Assessment 3
Student ID and name
Case Study 1 – The Marketing Coordinator’s outburst

a. Describe two possible reasons for the Marketing Coordinator’s
behaviour in the team meeting.
 Yes  No
b. Briefly describe the connection between the Marketing
Coordinator’s behaviour and staff morale. Describe what effect the
Marketing Coordinator’s behaviour could have on staff performance in
 Yes  No
the campus
c. How do you think the Marketing Coordinator should have acted /
communicated? Mention two points.  Yes  No
d. You are going to meet with the Marketing Coordinator to discuss the
situation. Identify two positive ways for to respond to the Marketing  Yes  No
Coordinator’s behaviour, in order to de-escalate the conflict.
e. Described how you would model positive leadership and emotionally
aware behaviour. Mention any two points.  Yes  No
Case Study 2 – Cultural misunderstanding  Yes  No
a. Mention two reasons for the misinterpretation of cultural behaviours
and beliefs in this case  Yes  No
b. Identify two techniques the IT Coordinator has applied in this situation
to demonstrate flexibility and adaptability in dealing with Wei.  Yes  No
c. Describe how you would explain to Wei how his cultural expressions
might have been misinterpreted in this case. Mention at least two points.  Yes  No
d. Develop the outline of a plan for yourself and your team to identify
and respond appropriately to a range of cultural expressions of  Yes  No
emotions.
e. List two ways how you would promote effective communication to
avoid misunderstandings.  Yes  No
f. Identify seven ways to encourage the self-management of emotions
in your team members.  Yes  No
Case Study 3 – Difficulties with David  Yes  No
a. Identify any two situations or actions on the employee’s part that
could possibly trigger an emotional response in you.  Yes  No

b. Describe three ways in which you could set aside your own emotions
to focus on and identify how the employee (probably) feels. Refer to  Yes  No
relevant principles of emotional intelligence.
c. Briefly describe how knowledge of learning styles, personality types
styles might help you relate to and better understand the employee and  Yes  No
suitably adapt your response them.
d. What four options for team – building activities would you consider in
order to modify your approach?  Yes  No

Assessor Name:

Case Studies: Recognise and respond to the emotional states of

Assessment task:
others
Unit of Competency
Code and Title:
Attempt 1:
Attempt 2:
Assessor Name: ______________________________________________
Assessor Signature: ____________________________________________ Date: _____/______/______

Assessment 4 – Project 2 – Use emotional intelligence of self and others to

enhance team performance
• This is the fourth of the four assessment tasks you must complete satisfactorily to be deemed
competent in this unit
• This assessment is made up of three (3) tasks.
o Part A- Prepare a coaching plan
o Part B - Participate in a coaching role play
o Part C- Self reflection
• Review the role play observation Checklist so that you are familiar with the behaviours that
the task.
assessments.
General Instructions for attempting the role play:

• You must respond to a simulated workplace scenario by planning and participating in a
workplace coaching role-play.
• You must explain the topics appropriately.
• Your tone, gestures, body language has to be according to the role you are portraying.
• You will be required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
Information about role play:

• Please note that the task includes participation in the role play.
• The aim of the task is to present on development and use of emotional intelligence with
reference to the given scenario and the specified criteria.
• This type of learning provides a controlled environment in which role players can practice
skills, roles and processes.

• In addition to preparing your own role play, learning is reinforced by observing other team
members and offering comments and constructive feedback.
• This role play focuses on the elements and performance criteria for the unit of competence,
which is available on the training package website http://training.gov.au.
• You have to present your role play to your trainer/assessor on the due date.
• Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
• Please read through the instructions and assessment information carefully, prior to
commencing the tasks.
requirements.
• Time limit for role plays is 10 minutes, unless otherwise specified.
• The Trainer /Assessor will assess your practical skills, technique and knowledge as you
complete this assessment task.
standard described.
Competent or Not competent.
submission will not be accepted (please refer to the Gen’s Plagiarism Policy).

• Appendix B: Coaching Planner (GROW Model) Template

Scenario
You are the Sales Manager at The Gift Box, a business that sells innovative and sustainable gift
products. In the last one-year of operations, they have received commercial success and
positive reception. They have an increasing number of suppliers of different products from all
over the world.
You have a performance issue with Chris, one of your star employees and the team leader of
the sales team.
Chris has always achieved sales targets in the past, and has an excellent customer service
rating as well as very high peer rating. He has also been very supportive of the team members
and has always taken new employees under his wing to train them. This is why he was
promoted to the position of team leader.
However, Chris has recently been going a rough patch, which has affected his performance
at work. He has been keeping to himself and seems preoccupied. He has become very
intolerant of even the smallest mistakes made by any team member and there have been
times when he has spoken very harsh words to the team members in front of everyone,
including customers. He has also been very rude and curt with customers, and one of them
recently left a negative review about Chris’s behaviour on Google, which the management is
not happy about.
As a result the team feels unsupported and a little lost.
You know Chris is going through a bad divorce and this could be the reason for his behaviour,
so you have been very patient with him. However, this behaviour has continued for a while
now even after some of those problems at home have been sorted out. Chris does not seem
to be making any effort to improve his behaviour or care for the fall in the team’s sales
performance.
The other team members are beginning to take advantage of the fact that you have not
aggressively pushed for target completion. Some team members have secretly accused you
of favouritism, and this has negatively affected the atmosphere in the team. If this situation
continues, it will affect the overall team morale and also negatively affect the sales
performance.
You think that Chris could use some training in emotional intelligence in areas of weakness,
such as self-awareness and empathy.
You also know that Chris, who has shown in the past that he can be committed and goal-
driven, has the potential to be a future leader in the organisation.
The Gift Box uses a balanced scorecard system to integrate performance across the
organisation and align each employee’s work with the strategic aims of the business.

Chris’s balanced scorecard

KRA KPI Target Result
Financial Revenue generated by sales $150,000 $170,000
Customer Number of complaints / number Less than two Less than one /
Satisfaction of calls /quarter quarter
% of rejected deliveries Less than 2% Less than 1%
Performance Manager evaluation-rating/10 8/10 = 80% 80%
management Customer evaluation-rating/10 8/10 = 80% 92%
(360°evauation) Peer evaluation, rating/10 8/10 = 80% 60%
Internal process Completion of sales and 100% 100%
related expense reporting
Professional Training/self-development, 3 hours per quarter 1 hour per quarter
Development including coaching
Part A
You need to intervene effectively to solve this performance issue. You will need to plan and
conduct a coaching session with Chris to get both Chris’s performance, as well as that of the
team back on track.
Prior to the session, you must:

• Read the scenario carefully and identify strategies you will use to improve the emotional
intelligence of the team member.
• Prepare a coaching plan using the Coaching planner template (GROW Model) in
Appendix B.
• The duration of the session should be no longer than 20 minutes.
• Read the list of actions below and prepare to participate in a coaching session with Chris
(role play).

Performance Checklist and Assessment Outcome – Assessment 4, Part A
Student ID and name
Identify and record the strategies to improve the emotional intelligence

of the team member.
 Yes  No
Use coaching plan template (GROW Model)  Yes  No
Completed the coaching plan for the given time  Yes  No

Assessor Name:

Part B
After you have completed the preparation and the coaching plan, you will participate in the
coaching role play. You must make a time with your assessor for the role play session. Your
assessor or another volunteer will play the role of Chris.
During the coaching session, you must:

• Introduce the session positively by establishing why the coaching is occurring and ask Chris
for input, e.g. describe own performance, personal situation, obstacles to performance,
feelings and job satisfaction.
• Model emotional intelligence through empathy and listening skills
• Build Chris’s awareness of emotional intelligence weaknesses and strengths – make sure you
focus on Chris’s strengths
• Using the GROW Model, establish Chris’s goals and performance gaps (reality), specifically:
o build Chris’s awareness of performance shortcomings and how emotional self-awareness
and empathy can help identify personal obstacles to success with Chris’s goals, peer
relationships and help the whole team and organisation to succeed.
o invite Chris to contribute options for reaching personal, professional and team goals
o provide your own inputs on options for reaching personal, professional and team goals to
this discussion positively.
o establish Chris’s willingness to perform (and increase EI) in measurable and observable
ways
o establish a firm commitment from Chris to improve performance and help build a better
team climate
Submission requirements
At the end of the role play, you must submit:

• a copy of your coaching plan
• a Role Play Observation Checklist completed by your assessor and signed by you

Role Play Observation Checklist and Assessment Outcome – Assessment 4, Part B
Student ID and name
Date of observation
Did the student demonstrated the Comments

Check (X)
(How did the student demonstrate this?)
following actions and behaviours
during the meeting: Y N
Start the session by

greeting/welcoming the employee  
appropriately
Put the employee at ease
 
Check the employee’s understanding
of the process  
Use information from scenario to
address issue of employee  
performance
Focus on the strengths of the
employee  
Explain how strengths of workgroup
members to achieve team and  
organisational objectives
Explain how self-management can
help the employee to reach work  
goals and reduce stress
Discuss potential strategies to improve
emotional intelligence  
Suggest training in emotional
intelligence  
Discuss how employee’s emotional
intelligence could help  
Approach coaching with empathy
 
Exercise self-control
 

Secure commitment to concrete,

measurable activities to help improve  
performance
Conduct role-play in accordance
with planned coaching session  
Model behaviours that build trust and
positive working relationships  
Use appropriate language and
nonverbal features  


Student Declaration
I have read and agree with this report.
Student Signature: Date: _______/_______/_______

Part C
Consider your own performance as a mentor and coach in Part A, and respond honestly to
the questions below, in the space provided.
1. You were expected to provide opportunities for Chris to express thoughts and feelings.
a. How did you do that?
b. What could you have done better?
2. You were expected to assist Chris to understand the effect of their behaviour and emotions
on others.
3. You were expected to encourage Chris to self-manage emotions.


4. You were expected to encourage Chris to develop emotional intelligence and build
productive relationships.
5. You were expected to encourage a positive emotional climate in the workplace.

6. You were expected to use Chris’s strengths to get both Chris’s and the team’s performance
back on track.

Performance Checklist and Assessment Outcome – Assessment 4, Part C
Student ID and name
Did the student reflect on own performance in: Satisfactory
Providing opportunities for others to express thoughts and feelings  Yes  No

Assisting others to understand the impact of their actions on colleagues  Yes  No
Assisting others to self-manage emotions  Yes  No
Assisting others to build emotional intelligence and productive work
relationships
 Yes  No
Encouraging a climate of positivity and inclusivity in the workplace  Yes  No
Assisting others to meet own and team goals through effective
management of emotions in the workplace
 Yes  No

Assessor Name:

Assessment task: Project 3: Develop a change management plan
Unit of Competency
Code and Title:
Attempt 1:
Attempt 2:

Assessor Name: ______________________________________________
Assessor Signature: ___________________________________________ Date: _____/______/______

Appendices
Appendix A: Peer Feedback Form
Peer Feedback Form
You’ve been asked to provide feedback in this form for:
Student Name: __________________________________________________
Please provide your anonymous feedback by answering the following questions:
Do you think the subject of this survey: No Can’t say Yes

Keeps control of their emotions and behaviour,
even when involved in high-pressure situations?
Communicates openly/effectively with others
Is open and receptive to feedback/seeks out

feedback
Communicates openly/effectively with others
Learns from their mistakes
Inspires continuous growth and learning in others
Handles conflict in an appropriate manner
Takes initiative to solve problems
Motivates others to reach their goals
Works well in a team
Gives constructive and helpful feedback
Treats others with respect
Is open to change and innovation
Would you like to provide any other feedback / suggestions for improvement?
Thank you for your time in completing this peer assessment.

Appendix B: Coaching Planner (GROW Model) Template
Coaching
Activities/questions
phase
Summarise the reasons for the coaching session from your point of
view:
_____________________________________________________________
Introduction
Ask Chris for input, to describe own perspective:
______________________________________________________________
Ask questions to establish Chris’s understanding of performance

expectations, personal goals and aspirations:
Goal
______________________________________________________________
Ask questions to establish understanding of:

● the real gap between Chris’s performance and expectations/
performance goals:
______________________________________________________________
Reality
● potential obstacles to achievement, such as Chris’s EI skills and
personal or work situation:
______________________________________________________________
Ask questions to help Chris generate options or opportunities to help

achieve goals and close performance gaps:
Options/
opportunities
_________________________________________________________________
Ask questions to establish Chris’s willingness to agree to concrete and

time-bound measures to improve performance:
Will
________________________________________________________________

3 July - BSBLDR511 Student Version

Uploaded by

Copyright:

Available Formats

3 July - BSBLDR511 Student Version

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3 July - BSBLDR511 Student Version

Uploaded by

Copyright:

Available Formats

Student Name:

This is a summative assessment, which requires

Assessment 1 Written Questions

Project 1 – Identify the impact

Version: 4.0 Gen Institute Pty Ltd © Page 1 of 61

Performance Checklist and Assessment Outcome – Assessment 2, Part A 27

Version: 4.0 Gen Institute Pty Ltd © Page 3 of 61

Adapts personal communication style to model

Leads a collaborative approach, using inquiring and

Version: 4.0 Gen Institute Pty Ltd © Page 4 of 61

• conduct an analysis to identify own emotional strengths, weaknesses,

• Key features of emotional intelligence principles and strategies

Version: 4.0 Gen Institute Pty Ltd © Page 5 of 61

applicable vocational education and training legislation, frameworks

The document also includes references to relevant checklists, templates

Version: 4.0 Gen Institute Pty Ltd © Page 6 of 61

and managing the tasks correctly

You may refer to the Student Handbook for more information.

methods and Assess

• Please read the plagiarism policy available in your student handbook

Version: 4.0 Gen Institute Pty Ltd © Page 8 of 61

assessor for guidance on how to reference.

Version: 4.0 Gen Institute Pty Ltd © Page 9 of 61

2. If a student is not able to demonstrate satisfactory completion of all of

If the student remains ‘Not Competent’ after a third re-submission, he or

* Due to the variance in the amount of work completed for each

Version: 4.0 Gen Institute Pty Ltd © Page 10 of 61

Version: 4.0 Gen Institute Pty Ltd © Page 11 of 61

ASSESSMENT COVER SHEET

Assessment 1  Written Task  S | NS 

 Valid  Sufficient  Authentic  Current

Type your Name, do not use Sign tool

Version: 4.0 Gen Institute Pty Ltd © Page 12 of 61

Administrative use only

Entered onto Student

USE FOR REASSESSMENT ONLY

Assessment Task No/s

Type your Name, do not use Sign tool

Trainer/Assessor Signature Date

Administrative use only

Entered onto Student

Version: 4.0 Gen Institute Pty Ltd © Page 13 of 61

Assessment 1 – Written Questions

Instructions for Students

Version: 4.0 Gen Institute Pty Ltd © Page 14 of 61

Resources required for assessment

Version: 4.0 Gen Institute Pty Ltd © Page 15 of 61

Attributes of leaders who

Version: 4.0 Gen Institute Pty Ltd © Page 16 of 61

 Satisfactory  Not Satisfactory (Comments)

 Satisfactory  Not Satisfactory (Comments)

Version: 4.0 Gen Institute Pty Ltd © Page 17 of 61

 Satisfactory  Not Satisfactory (Comments)

Version: 4.0 Gen Institute Pty Ltd © Page 18 of 61

b. Teamwork and collaboration

Version: 4.0 Gen Institute Pty Ltd © Page 19 of 61

 Satisfactory  Not Satisfactory (Comments)

 Satisfactory  Not Satisfactory (Comments)

 Satisfactory  Not Satisfactory (Comments)

Assessor Signature: Date: ___/_/_____

Assessor Signature: Date: ___/_/_____

Assessor Signature: ___________________________________________ Date: _//__