Assessment Details
Qualification Code/Title BSB50420 Diploma of Leadership and Management
Assessment Type Assessment -03 (Report) 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 3)
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 3: Staff emotional intelligence project
Task summary
You are required to review a case study and answer questions, and then conduct two roleplay meetings with staff members.
Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
• Staff Emotional Intelligence Report Template
• Role-play participant (assessor)
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Email with staff emotional intelligence report attached.
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
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 3: Instructions
Complete the following activities:
You work as a staff counsellor at a large company. The business specializes in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants.
All staff work an eight-hour day from 9 am to 5.30 pm, with 30 minutes for lunch.
The Operations Manager has described the following situation to you:
Beryl is the Team Leader of the telemarketing group, responsible for:
• Supervision and mentoring of a telemarketing team of eight
• Outbound sales calls to real estate agents, property managers and landlords
• Appointment setting for field sales teams
• Inbound query resolution and customer service
• Maintenance of all customer contacts in the Customer Relationship management system
•
Beryl, aged 62, has been with the company for 3 years. She was born in Australia. She has worked in sales most of her life. Beryl was hoping to retire at 60 but personal circumstances have meant she is continuing to work. Beryl is a very hard worker and achieves above the required results for signing up tenants and landlords.
One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in Australia for 2 years. She speaks good English and gets on with her team members, although she is generally quiet. She has always been very reliable with her attendance at work.
As the Operations Manager of the company and the overall manager of the team, you have noticed recently that there is tension between Beryl and Yuko.
You have noticed that Beryl often ignores Yuko or addresses her though another member of the team. You have also noticed Beryl whispering to other workers and you sense that this is in relation to Yuko.
Yuko’s work performance is suffering, and she is not making the required amount of daily calls to sign up new tenants and landlords. Yuko has also become more withdrawn recently and tends not to sit in the staff room anymore or attend staff social functions.
This situation is stressful. The team’s performance targets are not being met and the conflict within the team seems to be having an effect on other staff members, with sides being taken.
You have heard through another member of staff that Yuko feels that Beryl is racist, and that Beryl complains that she can’t understand Yuko’s accent and that she feels Yuko is never very enthusiastic about her work.
You would like to resolve this situation by getting Beryl and Yuko to understand each other’s perspectives and to manage their emotions at work. At this stage there are no options for moving either member of staff to another team.
Answer the following questions in Staff Emotional Intelligence Report Template.
Each of your answers should be approximately 1 paragraph in length.
1. Based on a review of the case study, what do you think could be possible range of emotions that Yuko could be feeling? List at least five possibilities.
2. Based on a review of the case study, what are the possible ranges of emotions that Beryl could be feeling? List at least five possibilities.
3. Based on a review of the case study, what do you think could be the effect of the workplace situation on the manager and possible emotions they could be feeling? List at least five possibilities.
4. Would you expect any cultural differences in emotions? Research differences between Australian and Japanese expressions of emotions and describe differences you identify. List at least two.
5. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to express their thoughts and feelings? List at least two.
6. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to reflect on the effect of their behaviour and emotions? List at least two.
7. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions? List at least five tips.
8. Document a step-by-step approach for resolving the workplace situation. As a guide, you should list between 6 to 8 steps.
9. Prepare questions (at least five) to ask Beryl and Yuko at the meeting.
The questions should help you to find out more about the situation and their thoughts and feelings.
Ensure that your questions are open questions to encourage discussion.
Your questions should ensure that you:
• Identify information about the workplace situation
• Provide opportunities for Yuko and Beryl to express their thoughts and feelings?
10. 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 and ask for the place, date and time of your roleplay meeting.
Attach your Staff Emotional Intelligence Report to the email.
11. Meet with staff.
You are required to meet with both of the staff members (roleplayed by your assessor).
Prior to the meetings, you should also consider appropriate strategies for addressing the issue, bearing in mind that you will be provided with additional information that you will need to consider at the meeting.
You will be assessed using the checklist starting on the following page, so ensure that you are familiar with the requirements before beginning the meeting.
You must also demonstrate throughout each meeting:
• Empathy and acknowledgement of others’ perspectives
• Active listening
• Remaining calm and unbiased
• Your ability to respond to varying levels of cultural expression
• Showing flexibility and adaptability e.g. being open to different ideas about actions to address the workplace situation
• Providing encouragement to staff to assist them to develop their emotional intelligence, including self-management of emotions
Use the information provided through the meetings to consider appropriate actions to be taken to ensure that the workplace outcome of resolving this issue is achieved.
At each meeting you will need to complete all of the following:
• Briefly explain the purpose of meeting
• Find out more about each staff member’s side of the story by asking the questions you have prepared.
• Respond appropriately to each staff member’s emotional state and provide opportunities for Beryl/Yuko to express their thoughts and feelings through the questions you prepared and use of active listening techniques.
• Demonstrate non-verbal communication skills including nodding and smiling as appropriate.
• Acknowledge each staff member’s perspective.
• Explore the impact of each staff member’s behaviour and emotions on the other staff member and the rest of the team.
• Discuss each staff member’s strengths and their contribution to the workplace.
• Through discussion, identify appropriate emotional intelligence techniques, including self-management of emotions, for managing behaviour and for building effective workplace relationships.
• Through discussion with each staff member, decide on actions for addressing the issue, taking into account both staff members’ needs and emotions, as well as identified strengths. In discussing actions, you should show that you have taken into account the additional information provided at the meeting and can demonstrate flexibility and adaptability in considering a solution.

Assessment Task 3 Checklist
Student’s name:
Did the student: Completed successfully Comments
Yes No
List at least five emotions that Yuko could be feeling?
List at least five emotions that Beryl could be feeling?
List at least five emotions that the manager could be feeling?
List at least two differences between Australian and Japanese expressions of emotion?
List at least five tips to assist Beryl and Yuko in self-managing their emotions?
Document a step-by-step approach for resolving the workplace situation, with between 6 to 8 steps?
Develop and submit five suitable questions to:
• Identify information about the workplace situation
• Provide opportunities for Yuko and Beryl to express their thoughts and feelings?
For the Yoko role-play:
Use questioning to identify find out about the workplace situation and Yuko’s thoughts and feelings?
Assess the emotional state of Yuko during the meeting and respond appropriately?
Use questioning and active listening to provide the opportunity for Yuko to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Yuko’s emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on Beryl and the rest of the team?
Identify and respond to differing cultural expressions of emotion?
Encourage Yuko to develop and use emotional intelligence techniques?
Show flexibility and adaptability in making decisions about actions to be taken?
Take into account Yuko’s needs and emotions, as well as identified strengths when making decisions about actions to be taken?
For the Beryl roleplay:
Use questioning to identify find out about the workplace situation and Beryl’s thoughts and feelings?
Assess the emotional state of Beryl during the meeting and respond appropriately?
Use questioning and active listening to provide the opportunity for Beryl to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Beryl’s emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on Beryl and the rest of the team?
Identify and respond to differing cultural expressions of emotion?
Encourage Beryl to develop and use emotional intelligence techniques?
Task Outcome: Satisfactory • Not Satisfactory •
Assessor signature
Assessor name
Date

The End