Assessment Details
Qualification Code/Title BSB50420 Diploma of Leadership and Management
Assessment Type Assessment -02 (Project) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPEF502 Develop and use emotional intelligence
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ____________________________
Date: _____/______/__________
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Date Date
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No ( Example AHI000014_Assessment 2)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 2: Emotional intelligence self-assessment project
Task summary
You are required to identify aspects of own emotional intelligence by completing a personality test and a self-assessment.
You will then be required to develop an emotional intelligence development plan, based on your own self-assessment, as well as feedback from your assessor provided in a meeting.
Required
• Computer and Microsoft Office
• Access to the internet for research
• Emotional Intelligence Development Plan Template
• Personality Test Review Template
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Email with personality test results screen shot and personality test review attached
• Email with emotional intelligence development plan attached
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
Re-submission opportunities
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Assessment Task 2: Instructions
Complete the following activities:
1. Complete a personality test.
Complete the personality test at the following link:
https://www.123test.com/personality-test/
Take a screen shot of the final results page of the test
What other criteria could you use other than those in the personality test to determine your own emotional strengths and weaknesses? Identify and describe at least 6.
2. Review the results of your personality test.
Now answer all of the questions below using the results of the test to guide your answers.
Each question should be answered in approximately a paragraph and be written in clear and concise English.
Use the Personality Test Review Template to guide your work.
a. Document your ratings for each of the five factors as identified in the personality test results. Include your score for each of the factors and how you rated on each factor, as well as your strongest personality trait as shown by your highest score.
b. Reflecting on the results, identify what stood out for you in terms of what it tells you about yourself as a person?
c. Thinking about the questions asked as part of the personality test and your learnings as part of this unit, identify five of your emotional strengths?
d. Thinking about the questions asked as part of the personality test and your learning as part of this unit, identify five of your emotional weaknesses?
e. Explain how you believe the emotional strengths you have identified above help your workplace performance and relationships.
f. Discuss how you believe your emotional weaknesses hinder your workplace performance and relationships.
g. Complete the following table about personal stressors at work.
Identify at least four sources of stress that are most likely to result in workplace stress for you, your stress response (emotional, physical, behavioural) and actions that you can take (or have taken) to manage stress.
Personal stressor What is your stress response Actions to address
h. Review the following list of needs and choose at least three that most trigger your emotions when you don’t get these needs met. Consider this question in the context of the workplace.
• Acceptance
• Be understood
• Be in control
• Attention
• Peacefulness
• Order
• Safety
• Respect
• Be needed
• Be right
• Comfort
• Balance
• Variety
• Predictability
• New challenges
• Be loved/liked
• Be valued
• Be treated fairly
• Freedom
• Consistency
• Included
• Autonomy
• Fun
Now complete the table below.
Write down each need you have chosen and why this need is important to you at work.
Also give an outline of the emotions triggered in you when you don’t get these needs met and ways that you can control your emotions in the face of not having your needs met.
Need and why this need is important to you at work What is your emotional response when this need is not met? Emotional control mechanism

3. Submit a sample draft email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachments and ask for the place, date and time of your meeting with them.
Attach your personality test results screen shot and your personality test review to the email.
4. Meet with your assessor.
The objective of the meeting is to discuss your personality test review with you.
At the meeting, you will be expected to Identify and discuss the following:
• Your personal characteristics in relation to emotional intelligence, as set out in your personality test results.
• Personal stressors, resulting emotions and actions to control emotional responses.
• Your own emotional response to unmet needs and effective strategies to control emotional responses
• The three needs that you have selected, and why each need is important to them at work, an outline of the emotions triggered when they don’t get these needs met and ways that they can control their emotions in the face of not having their needs met
• Your own emotional strengths (at least 5) and how these can impact workplace performance and relationships
• Your own emotional weaknesses (at least 5) and how these can impact workplace performance and relationships
• Actions (at least 5) you could take to improve emotional intelligence through self-reflection and feedback from others
Your assessor will also provide you with feedback about strategies for improving emotional intelligence based on their review of the documents you submitted.
During the meeting, you are required to demonstrate effective communication skills including:
• Speaking clearly and concisely
• Using non-verbal communication to assist with understanding
• Asking questions to identify required information
• Responding to questions as required
• Using active listening techniques to confirm understanding
5. Develop an emotional intelligence development plan.
After the meeting, using the feedback from your assessor and your personality test review, fill out the Emotional Intelligence Development Plan Template.
You will need to identify at least five areas for improvement and/or gaps, and then prioritise your list.
6. Submit a sample draft email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachment.
Attach your emotional intelligence development plan to the email.

Assessment Task 2 Checklist
Student’s name:
Did the student: Completed successfully Comments
Yes No
Use the website’s evaluation criteria to determine their own emotional strengths and weaknesses?
Identify personal stressors and emotional states that are related to their workplace?
Analyse and document potential emotional triggers that they may come across in the workplace which may require appropriate emotional responses?
Identify at least four sources of stress most likely to result in workplace stress?
Develop a plan for identifying and responding appropriately to a range of emotions?
Identify at least four sources of stress most likely to result in workplace stress, their stress response and actions that they take (or have taken) to manage stress?
Identify and discuss personal stressors, resulting emotions and actions to control emotional responses?
Identify and discuss own emotional response to unmet needs and effective strategies to control emotional responses?
Choose at least three needs and why each need is important to them at work, an outline of the emotions triggered when they don’t get these needs met and ways that they can control their emotions in the face of not having their needs met?
In the meeting, reflect on own personal characteristics in relation to emotional intelligence, as set out in their personality test results?

During the meeting, demonstrate effective communication skills including:
• Speaking clearly and concisely
• Using non-verbal communication to assist with understanding
• Asking questions to identify required information
• Responding to questions as required
• Using active listening techniques to confirm understanding
At the meeting, identify and discuss own emotional strengths (at least 5) and how these factors can impact workplace performance and relationships?
At the meeting, identify and discuss own emotional weaknesses (at least 5) and how these factors can impact workplace performance and relationships?
Identify and discuss actions to improve emotional intelligence through self-reflection and feedback from others?
Task Outcome: Satisfactory • Not Satisfactory •
Assessor signature
Assessor name
Date
The End