Assessment Cover Sheet
\nUnit Name\tDevelop and use emotional intelligence
\nUnit Code\tBSBPEF502
\nAssessment Task Number\tTask 2
\nStudent Declaration
\nTo be filled out and submitted with assessment responses
\n\u00a8 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).
\n\u00a8 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.
\n\u00a8 I have correctly referenced all resources and reference texts throughout these assessment tasks.
\n\u00a8 I have read and understood the assessment requirements for this unit
\n\u00a8 I understand the right to re-assessment
\n\u00a8 I understand the right to appeal the decisions made in the assessment
\nStudent name
\nStudent ID number
\nStudent signature
\nDate
\nAssessment Task 2 \u2013 Practical Task
\nTask summary and instructions
\nWhat is this assessment task about?\tThis Task has been designed to demonstrate your competence and knowledge according to the elements and performance criteria, performance evidence and foundation skills for this unit of competency.
\nThe assessment conditions for this unit have also been taken into consideration.
\nPlease refer to the unit outline at https:\/\/training.gov.au\/Training\/Details\/BSBPEF502
\nThe Task has been designed to create realistic conditions that reflect those typically found in the workplace, and it uses a range of assessment methods:
\n? Direct observation – assessed in a simulated off-the-job situation that reflects the workplace, including role-plays.
\n? Product-based assessment – structured assessment activities such as reports, displays, work samples, role plays, presentations, or a portfolio of validated pieces of evidence.
\nYou are required to address the following:
\nTask 2.1 Develop awareness of own emotional intelligence
\nDevelop criteria for assessing emotional intelligence in Task 2.1.1
\nAssess your own emotional intelligence strengths and weaknesses in Task 2.1.2
\nReflect on your own work experience and identify at least three emotional stressors in Task 2.1.3
\nSeek feedback on responses to emotional stressors (Role-play) in Task 2.1.4
\nTask 2.2 Develop emotional intelligence
\nHomework help: Write Online Essays Papers Homework for you – Analyse and document at least 4 emotional responses of co-workers in Task 2.2.1
\nDevelop a plan for how to identify and respond to the emotional expressions in Task 2.2.2
\nConsult with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence (Role-play) in Task 2.2.3
\nPromote development of emotional intelligence in others
\nDevelop emotional intelligence of the selected staff in Task 2.3.1
\nImplement opportunities and tasks in the workplace (Role-play in a simulated workplace situation with two people of the staff) in Task 2.3.2
\nAlthough the assessment requires group collaboration and consultation to simulate a work environment, the assessment submission is individual and will be marked as such.
\nWhat do I need to do to complete this task satisfactorily?
\nSubmit the completed assessment tasks, according to instructions,
\nAdhere to the UEC Business’s submission guidelines and timelines for submission,
\nComplete all tasks with sufficient detail and professionally present them,
\nUse your own words and reference sources appropriately,
\nMeet the word count where required,
\nUse the scenario provided where required or agree on alternatives with your trainer and assessor,
\nUse the templates provided as instructed,
\nFor your performance to be deemed satisfactory in this assessment task, you must satisfactorily meet the elements and performance criteria, performance evidence and foundation skills for this unit of competency,
\nIf part\/s of this task is not completed satisfactorily, you will be asked to resubmit according to the UEC Business’s policies and procedures.
\nSpecifications\tYou must deliver\/participate in:
\nMeeting with your manager (played by your trainer\/assessor) on the methods for responding to the work-related stressors in Task 2.1.4
\nMeeting with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence in Task 2.2.3
\nMeeting with two people of the selected staff (played by your trainer\/assessor or your classmates) for implementing opportunities and tasks in the workplace (Role-play in a simulated workplace situation) in Task 2.3.2
\n*Please note: The assessment, PowerPoint presentation, and Observation Checklist (when it is provided as a separate document) must be submitted as files, not links. Only the video of the presentation\/role-play should be submitted as a link to a suitable file-sharing platform such as Google Drive, and you must keep a copy of all files until your assessment has been graded as Satisfactory.
\nResources and equipment
\nComputer with Internet access
\nAccess to Microsoft Office suites or similar software
\nLearning material
\nAssessment Help – – Scenario for assessment as provided
\nAppendices as provided
\nRelevant policies and procedures as provided
\nTemplates as provided
\nRe-submission opportunities
\nYou must speak to your Trainer\/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g., can be given as an oral assessment)
\nWhere a student\u2019s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
\nYou must carefully read an incorporate any suggestions your trainer provides in their written feedback.
\nYou 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.
\nHow to avoid plagiarism\tYou must acknowledge your sources by citing them and listing them in a reference list; use quotes when directly quoting; paraphrase (using different words, grammar, word order); summarise.
\nquote (use the writer\u2019s actual words); this requires the least input from you. Use the exact words the author used, put them in \u201c \u201c marks, give the reference information including page number.
\nparaphrase (rewrite the writer\u2019s ideas in your own words); this requires more skill and requires you to use synonyms and change the sentence structure. Keep the same meaning, change the word order and most of the words, give reference details.
\nsummarise (rewrite the writer\u2019s ideas in your own words in a shorter form); this is similar to paraphrasing. Give the author\u2019s main ideas, make it clear which ideas are the author\u2019s and which are your own, give reference information.<\/p>\n
Provide a reference list:?this is an alphabetic list of sources and includes authors’ names, dates, page numbers and\/or URLs. If you Google referencing guide, you will find many guides that can help you such as this one?https:\/\/libguides.library.usyd.edu.au\/citation
\nHow to understand the questions and how to answer them effectively
\nThe questions in this task use a range of \u201cinstructional words\u201d such as \u201cidentify\u201d or \u201cexplain\u201d, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. – – Note that the following guidance is the minimum level of response required.
\nHomework help: Write Online Essays Papers Homework for you – Analyse \u2013 when a question asks you to analyse something, you should identify and examine the relevant aspects and key features and how they interact to explain or interpret it. You need to show that you have understood the theoretical aspects of the course and are expected to write several paragraphs that give detail on the individual aspects of the topic of the question as well as on the bigger picture.
\nCompare \u2013 when a question asks you to compare something, you will need to show how two or more things are similar as well as how they are different. You should ensure that you cover the various features or key aspects as well as indicating what the consequences of these similarities or differences are in application. You will need to write several paragraphs and will likely need to provide examples.
\nContrast \u2013 when a question asks you to contrast something, you will need to show how two or more things are different. You should ensure that you cover the various features or key aspects as well as indicating what the consequences of these similarities or differences are in application. You will need to write several paragraphs and will likely need to provide practical, real-world examples.
\nDiscuss \u2013 when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. You are expected to write several paragraphs that show a solid depth of understanding of the topic, how this might be experienced in real life work situations, and logically support your judgements.
\nSuperior Essay Writers Describe \u2013 when a question asks you to describe something, you should state the most noticeable qualities or features. However, at the advanced diploma level, you need to show understanding of more Study bay academic papers grad writers research prospectd qualities, and features as well and when, how and why these might be important. Generally, your answers will be several paragraphs long.
\nEvaluate \u2013 when a question asks you to evaluate something, you need to explain the value of it in relevant contexts or assess it putting forward arguments for and against it in terms of how it might be positive or negative in certain relevant contexts. You\u2019ll need to write several paragraphs, ensuring that you support your arguments with logical reasoning and practical examples.
\nExamine \u2013 this is a combination of \u201canalyse\u201d, where you should provide a detailed response with key points and features and provide critical analysis, and \u201cdescribe\u201d, where you show awareness of the features and\/or qualities of the topic. It is generally used where the matter being examined is less clear and contained than one that would be analysed while it is also more complex than one that would be described.
\nExplain \u2013 when a question asks you to explain something, you should make clear how or why something happened or the way it is. At the advanced diploma level, you need to show you have specialised and integrated technical and theoretical knowledge so you will need to ensure your answers are several paragraphs long and logically structured.
\nIdentify \u2013 when a question asks you to identify something, you need to ensure you use the correct terminology. Generally, you are expected to give practical, real-world examples and write a response two or three sentences long.
\nList \u2013 when a question asks you to list something, you need to ensure you use the correct terminology and ensure your list matches the number required by the question. If no number is set then you are generally required to list all the items in the group. You answer can be in point form.
\nSuperior Paper Help – Outline \u2013 when a question asks you to outline something, you need to give a high-level overview or summary, giving only the main points. Depending on the complexity of the matter and the specific question, you might be expected to write in point form, to write several sentences, or several paragraphs.
\nSummarise \u2013 this can be similar to \u201coutline\u201d and require just the main points. However, generally you will need to write in prose \u2013 not in bullet points \u2013 and, depending on the complexity of what you are summarising, it may take several paragraphs. At advanced diploma level, you should ensure you give enough depth to demonstrate depth of understanding of the matter you are summarising.<\/p>\n
Assessment Task 2
\nThis task is designed to prepare you to support others in developing emotional intelligence and promote emotional intelligence in the workplace.
\nTo complete this task, you will assume that your class is the MMI’s workplace (please refer to the Case Study provided), and therefore some of your classmates will play the role of MMI’s departmental managers when required and as instructed.
\nThe above will provide a simulated work environment when completing parts of this assessment.
\nTask 2.1 Develop awareness of own emotional intelligence
\nIn this task, you will do a number of tasks that demonstrate your knowledge and skill in relation to preparing the foundations for emotional intelligence in practice.
\nTask 2.1.1 Paper Writing for assessing emotional intelligence
\nIn this task you need to develop criteria for assessing emotional intelligence. Use the table below to demonstrate your competence in this by:
\nIdentifying at least four (4) criteria for assessing emotional strengths and weaknesses. E.g. Awareness of own beliefs, thoughts and feelings
\nAdd a scale with at least four levels on which a person can rate their emotional intelligence for each criteria. E.g. Very good \u2013 good \u2013 average \u2013 weak \u2013 very weak; Always \u2013 usually \u2013 often \u2013 occasionally \u2013 rarely \u2013 never.
\nTemplate 1
\nNo.\tPaper Writing\tScale
\n1
\n2
\n3
\n4<\/p>\n
Task 2.1.2 Assess emotional strengths and weaknesses
\nIn this task you need to assess your own emotional intelligence strengths and weaknesses. Using the table below:
\nlist each at least four criteria on which you will assess yourself (you can use the criteria from the previous task)
\nassess your emotional intelligence on each criteria on a scale (you can use the scale from the previous task)
\nevaluate your emotional intelligence on each criteria as a strength or weakness with a brief explanation of impact\/importance<\/p>\n
NOTE: You must identify both strengths and weaknesses so choose criteria thoughtfully.
\nTemplate 2
\nNo.\tPaper Writing\tSelf-assessment rating\tEvaluation
\ne.g.\tResilience \u2013 reaction to negative feedback\tWeak\tThis is a weakness. I find it very upsetting to get negative feedback and it takes me days to recover
\n1
\n2
\n3
\n4<\/p>\n
Task 2.1.3 Identify and analyse emotional stressors
\nIn this task you need to reflect on your own work experience and identify at least three emotional stressors you have experienced and then analyse these stressors by exploring:
\nThe nature of the experience \u2013 give a brief – description of the incident or situation and the stressor
\nThe nature of the impact they have on you \u2013 give a brief – description of how you felt and behaved in response
\nHow likely they are to occur in future workplace situations
\nWhat aspect(s) of emotional intelligence they relate to
\nWhat factors and\/or reactions might make them more stressful
\nHow you might respond to them effectively \u2013 either proactively or reactively<\/p>\n
Template 3
\nEmotional Stressor
\ne.g.
\nI had to reprimand a member of my team because of consistent poor work
\nI felt very anxious before and during giving them the negative feedback and warning. It was especially bad because I like this person and because they were resistant to the feedback
\nI think there is a good chance it will happen again \u2013 it is a normal part of being a manager I guess
\nThis relates to all four dimensions of emotional intelligence \u2013 I need to be aware of how I feel and process and how I respond; I need to manage my feelings and reactions to still do my job and do it effectively despite not wanting to; I need to be aware of how I act impacts the people in my team; I need to manage my relationship with the person so that the negative feedback doesn\u2019t cause significant problems into the future.
\nIt might make it more stressful if I delay giving the feedback or if I let the emotions, I feel impact how I act and speak \u2013 perhaps overcompensating by being angry or under doing the feedback to avoid him not liking me
\nI need to prepare the feedback beforehand, perhaps imagining I am giving it to someone else who I feel neutral about; I need to accept that it will be uncomfortable; I can do some breathing exercises to stay calm; I can admit to him that I am finding it hard to give the feedback but explain why it is important that I do.
\n1
\n2
\n3<\/p>\n
Task 2.1.4 Seek feedback on responses to emotional stressors
\nThis task is a role play.
\nIn this task you need to seek feedback from your manager on the methods for responding to the stressors you have identified above and how effective they are. Your trainer\/assessor will play the role of your manager.
\nYou will need to present each of the scenarios above and explain your reasoning for the method of response. You can schedule an online meeting via Zoom to do this outside of class time or you can do it during an assessment session.
\nDuring your meeting, you must:
\nBe open and honest
\nUse appropriate language and nonverbal features to present information and seek feedback
\nUsed emotional intelligence (active listening, empathy, reframing etc..)
\nBe aware of emotional triggers and emotional responses
\nDemonstrate consideration for your own emotions
\nDiscuss your work performance
\nIdentify emotional stressors and agreed on methods to respond to them
\nUse listening and questioning skills to elicit the views of your manager and make sure you understand them effectively
\nAdapt your communication style and behaviour to build trust and a positive working relationship with your manager<\/p>\n
Take notes during your meeting and afterward make adjustments to your work in Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.1.3 in line with the feedback your manager gives you. Ensure you submit the updated version.
\nYour assessor will take notes during the meeting as part of the assessment.
\nTask 2.2 Develop emotional intelligence
\nIn this task, you will do a number of tasks that demonstrate your knowledge and skills relating to developing your emotional intelligence.
\nTask 2.2.1 Emotional responses of co-workers
\nIn this task you need to analyse and document at least 4 emotional responses of co-workers. You should do this based on scenarios from your own work experiences.
\nFor each situation, you should note:
\nWhat the emotional response was
\nWhat the key triggers for the emotions were
\nWhat aspect(s) of emotional intelligence the co-worker displays strength or weakness in
\nWhat impact the co-worker\u2019s emotional response had on others, including you.<\/p>\n
Template 4
\nNumber\tAnalysis
\ne.g.\ti. I saw a colleague react in a very agitated and angry way towards a customer.
\nii. The colleague was clearly very tired, and I know she had been extremely busy for some time with lots of deadlines and pressure from others to deliver work on time. I heard the customer talking a bit abruptly and rudely to the colleague and demanding that she hurry up.
\niii. The colleague appeared to be struggling with self-management, but this might not be fair to say \u2013 perhaps it was an impossible level of stress she had been put under.
\niv. the customer was offended and left without making a purchase and several staff members who saw and heard felt quite shocked and one was upset that the colleague has sworn.
\nAssessment Help – – Scenario 1
\nAssessment Help – – Scenario 2
\nAssessment Help – – Scenario 3
\nAssessment Help – – Scenario 4<\/p>\n
Task 2.2.2 Planning for emotional expressions by others
\nIn this task you need to consider the scenarios below and develop a plan for how you would identify and respond to the emotional expressions. To do this you need to write:
\nHow will you identify the emotional expression mentioned in the scenario
\nWhat are the triggers for these emotions and what, if anything, will you do about them
\nWhat are the impacts of the emotional expressions on others and you and what will you do to manage these
\nWhat techniques will you apply in response that offer flexibility and adaptability to the worker and that show consideration for the emotions of others
\nTemplate 5
\nAssessment Help – – Scenario\tDetails\tPlans and techniques
\nAssessment Help – – Scenario 1
\nTired John
\nOften late at work
\nLooks tired
\nConcentration difficulties
\nAn increasing number of errors in reports
\nConsistently in a bad mood
\nWas clearly angry and frustrated when asked to correct an error in his work<\/p>\n
Background: recently had a baby
\nExample:
\ni. I would identify the emotions of anger and frustration in John\u2019s facial expression \u2013 creased brow, bulging eyes, clenched jaw or downward mouth; in his voice \u2013 louder than normal, deeper and harsher than normal; in his language \u2013 \u201ccome on!\u201d or \u201cseriously?!\u201d or maybe even swearing
\nii. being tired can definitely make a person short tempered. Making lots of errors can lead to frustration. Definitely having a new baby is a very exhausting and stressful time
\niii. a person reacting angrily to negative news or feedback can be very uncomfortable for others, especially the person giving the news or feedback. Some might stay away, some might get angry back, others might become anxious
\niv. as John has a new baby at home, it might be a suggestion that they take some time off or work reduced hours. John\u2019s duties might be changed to avoid overly complex work. Ensuring that everyone knows that John is exhausted because of the baby might help everyone \u2013 including John \u2013 understand.
\nAssessment Help – – Scenario 2
\nJaded Jim
\nHas been with the organisation for 20 years but in a junior role
\nNever volunteers to help
\nSocialises only with similar employees
\nOften makes negative comments about company
\nArgues with colleagues<\/p>\n
Background: they applied for a senior position twice and did not get it<\/p>\n
Assessment Help – – Scenario 3
\nAnxious Adam
\nNot very sociable at work
\nVery productive and hard working
\nOften wears tinted glasses and headphones while in the office working
\nHas a very tidy desk
\nHas been very anxious lately \u2013 since a new colleague who is quite messy and where a lot of perfume has started in a nearby desk
\nRecently, became very agitated and rushed out of the office and then called in sick for several days<\/p>\n
Background: Adam has mentioned that he is autistic.<\/p>\n
Assessment Help – – Scenario 4
\nBossy Barbara
\nSenior manager
\nDoesn\u2019t appear to care about others\u2019 feelings
\nBossy and sometimes verbally aggressive
\nDismisses ideas from others
\nWorkaholic<\/p>\n
Task 2.2.3 Planning for emotional expressions by others
\nThis task is a role play.
\nIn this task you need to consult with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence.
\nBefore the meeting:
\nComplete Templates in Tasks 2.1.2 and 2.2.2
\nDuring your meeting, you must:
\nUsing the rating you gave yourself in Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.1.2 and the responses you wrote to Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.2.2 discuss with your supervisor and then your colleague what areas you might focus on in your future efforts to improve your emotional intelligence. Ask for their input.
\nDiscuss your work performance
\nPropose solutions to develop\/improve emotional intelligence and improve work performance
\nDemonstrate flexibility and adaptability when proposing solutions for improvement
\nConducted a task\/exercise to assist the manager in understanding the effect of personal behaviours and emotions on others in the workplace
\nUse appropriate language and nonverbal features to present information and seek feedback.
\nUse listening and questioning skills to elicit the views of your supervisor and your colleague, and make sure you understand them effectively.
\nAdapt your communication style and behaviour to build trust and a positive working relationship with the participants.
\nYour trainer assessor will assess your interaction with them as part of this task.
\nTake notes during your meetings and record your notes below in Template 6<\/p>\n
Template 6
\nArea\tResponse 1\tResponse 2
\ne.g. social awareness \u2013 I sometimes don\u2019t notice how others are feeling
\nTake the time to ask people how they are feeling. Wait for them to respond to you \u2013 don\u2019t just ask and then move on.\tIf you forget to ask someone, you can always go back afterward and say, \u201chey, I didn\u2019t ask how you were. Is everything okay \u2013 you must be stressed about\u2026\u201d
\n1
\n2
\n3
\nAn alternative option:
\nAs an alternative approach for this task, if you are unable to arrange a suitable time with your supervisor (your trainer\/assessor), you can arrange time to meet with one of your classmates (played role of the Supervisor) and with a colleague (played by another classmate).
\nIf you use this alternative approach, you must meet via Zoom and record the meeting and submit the recording link for your assessor to review and assess.
\nProvide an audio or video clip of this meeting. Allocate 10- 15 minutes for this meeting.
\nThe student`s participation in the meeting could be presented and recorded during the online class in person \u2013 observed by the assessor \u2013 or the student may do it via zoom and submit a video recording or the link of the recording.<\/p>\n
Tips:
\nYou can use a simple video camera and voice recorder such as those found on most smartphones.
\nFor video:
\nYou must ensure you are clearly visible and clearly audible in the video. Complete a test run first. If your assessor is not able to clearly see or hear you \u2013 you will have to redo the task.
\nIntroduce yourself and state the date and purpose of the video.
\nIf your video includes another person, record them saying that they agree to be in the video.
\nConsider stopping and starting the recording to capture the relevant items of the task\/presentation.
\nWhen you share the link with your trainer using Google Drive, please select the option below prior to sharing the link.<\/p>\n
Record the session and include the link to the recording below or email the link to your trainer.<\/p>\n
The trainer and assessor will provide feedback about your performance during the Role-Play in the Observation Checklist (the Observation Checklist is provided).
\n– – Note* insert URL bellow:
\nMeeting link:
\nTask 2.3 Promote development of emotional intelligence in others
\nIn this task you will do a number of tasks that demonstrate your knowledge and skills relating to helping others develop their emotional intelligence.
\nTask 2.3.1 Opportunities to express & tasks for understanding
\nIn this task you need to help the people identified in each of the scenarios below (the same scenarios you focused on above in Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.2.2) to develop their emotional intelligence. To do this you must complete the table below for each of the scenarios by:
\nDescribing at least two opportunities for each of the people to express their thoughts and feelings in relation to the challenge they are having
\nDescribing at least two tasks that the person can do to help them understand the impact their behaviours and emotions are having on others<\/p>\n
Template 7
\nAssessment Help – – Scenario\tOpportunities to express\tTasks for understanding impact
\nAssessment Help – – Scenario 1
\nTired John
\nAssessment Help – – Scenario 2
\nJaded Jim
\nAssessment Help – – Scenario 3
\nAnxious Adam
\nAssessment Help – – Scenario 4
\nBossy Barbara<\/p>\n
Task 2.3.2 Implementing opportunities and tasks in the workplace
\nThis task is a role play activity.
\nIn this task you need to show that you can implement the steps you developed in the previous task. To do this you need to choose two of the scenarios from Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.2.2 and then (in a simulated workplace situation) you need to meet with the person involved and talk them through your thoughts on the:
\nOpportunities for them to express their thoughts and emotions
\nTasks for helping them understand the effect of their behaviour and emotions on their colleagues.
\nThis will be an uncomfortable conversation so you will need to plan carefully to make sure you demonstrate your own emotional intelligence throughout the role play.
\nDuration: 15-20 minutes
\nDuring your meeting, you must:
\nExplain the meeting objectives
\nDemonstrate ability to implement the steps you developed in Task 2.3.1 (Template 7)
\nDemonstrate ability to understand the effect of your behaviour and emotions on the colleagues.
\nUse appropriate language and nonverbal features to present information and seek feedback
\nUse listening and questioning skills to elicit the views of the person involved in the conversation and make sure you understand them effectively
\nAdapt your communication style and behaviour to build trust and a positive working relationship with staff members<\/p>\n
You can do this activity with your trainer\/assessor during an assessment session \u2013 your trainer\/assessor will play the role of the two people from the two scenarios you chose.
\nAn alternative option:
\nAlternatively, Help Write A Paper For Me Online you can do it in an online meeting via Zoom with either your trainer\/assessor or a classmate playing the role of the two people from the two scenarios you chose. If you choose this option, you must record the Zoom session and send the trainer the recording as a link. Remember, if you do share a link to a Dropbox or – – One-drive or similar app, make sure the link is \u2018sharable\u2019 and your assessor can view it.
\nWhen you share the link with your trainer using Google Drive, please select the option below prior to sharing the link.
\nThe trainer and assessor will provide feedback about your performance during the Role-Play in the Observation Checklist (the Observation Checklist is provided).
\nRecord the session and include the link to the recording below or email the link to your trainer.
\nAssessment Help – – Scenario\tRecording link<\/p>\n
References
\nPlease include your references below:
\nAssessment Task 2 \u2013 Practical Task
\nMarking Sheet – Assessor to complete
\nCompleted satisfactorily<\/p>\n
Comments\tY\tN\tDNS
\nThe student has satisfactorily completed and submitted the following:
\nDevelop criteria for assessing emotional intelligence in Task 2.1.1
\nAssess your own emotional intelligence strengths and weaknesses in Task 2.1.2
\nReflect on your own work experience and identify at least three emotional stressors in Task 2.1.3
\nSeek feedback on responses to emotional stressors (Role-play) in Task 2.1.4
\nHomework help: Write Online Essays Papers Homework for you – Analyse and document at least 4 emotional responses of co-workers in Task 2.2.1
\nDevelop a plan for how to identify and respond to the emotional expressions in Task 2.2.2
\nConsult with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence (Role-play) in Task 2.2.3
\nDevelop emotional intelligence of the selected staff in Task 2.3.1
\nImplement opportunities and tasks in the workplace (Role-play in a simulated workplace situation with two people of the staff) in Task 2.3.2<\/p>\n
?\t?\t?
\nDemonstrated ability to:
\nDevelop evaluation criteria for assessing emotional strengths and weaknesses
\nAssess emotional strengths and weaknesses against evaluation criteria
\nIdentify and analyse potential emotional stressors in the workplace
\nIdentify methods for responding to emotional stressors
\nSeek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace<\/p>\n
?
\n?\t?
\nEvidenced by:
\nDevelop criteria for assessing emotional intelligence in Task 2.1.1 (Template 1)
\nAssess your own emotional intelligence strengths and weaknesses in Task 2.1.2 (Template 2)
\nReflect on your own work experience and identify at least three emotional stressors in Task 2.1.3 (Template 3)
\nSeek feedback on responses to emotional stressors (Role-play) in Task 2.1.4.
\nAdjusted Task 2.1.3 in line with the received feedback from the manager.
\nSubmitted the updated version of Template 3
\nObservation checklist in a separate document
\nThe student conducted the Role-Play to seek feedback from the manager on the methods for responding to the stressors and how effective they are:
\nUsed appropriate language and nonverbal features to present information and seek feedback
\nUsed emotional intelligence (active listening, empathy, reframing etc..)
\nDemonstrated consideration for their emotions
\nDiscussed their work performance
\nIdentified emotional stressors and agreed on methods to respond to them
\nProposed solutions to develop\/improve emotional intelligence and improve work performance
\nDemonstrated flexibility and adaptability when proposing solutions for improvement
\nConducted a task\/exercise to assist the manager in understanding the effect of personal behaviours and emotions on others in the workplace
\nUsed listening and questioning skills to elicit the views of your manager and make sure you understand them effectively
\nAdapted their communication style and behaviour to build trust and a positive working relationship with the manager<\/p>\n
Feedback in Comments\t\t?
\n?\t?
\nDemonstrated ability to:
\nHomework help: Write Online Essays Papers Homework for you – Analyse and document emotional responses of co-workers
\nDevelop a plan for identifying and responding to a range of emotional expressions
\nApply techniques that indicate flexibility and adaptability in dealing with others in the workplace
\nApply techniques that show consideration for the emotions of others when making decisions
\nConsult with relevant stakeholders and identify improvement areas for own emotional intelligence<\/p>\n
?\t?\t?
\nEvidenced by:
\nHomework help: Write Online Essays Papers Homework for you – Analyse and document at least 4 emotional responses of co-workers in Task 2.2.1 (Template 4)
\nDevelop a plan for how to identify and respond to the emotional expressions in Task 2.2.2 (Template 5)
\nConsult with your supervisor (played by your assessor) and with a colleague (played by a classmate) to identify areas for improving your own emotional intelligence (Role-play) in Task 2.2.3 (Template 6)
\nProvided a recording link of the meeting
\nDemonstrated ability to:
\nIdentify workplace opportunities for others to express their thoughts and feelings
\nDevelop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace
\nImplement identified opportunities and tasks in the workplace according to organisational policy and procedures
\n?\t?\t?
\nEvidenced by:
\nDevelop emotional intelligence of the selected staff in Task 2.3.1 (Template 7)
\nImplement opportunities and tasks in the workplace (Role-play in a simulated workplace situation with two people of the staff) in Task 2.3.2
\nProvided a recording link of the meeting
\nThe student participated in the role-play to consult with the supervisor (played by the assessor) and with a colleague (played by a classmate) to identify areas for improving the student own emotional intelligence
\nCompleted – – Notes – essay service – in Template 6
\nUsed the rating of themself in Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.1.2 and the responses written to Task 2 – Write My Paper for Me: Cheap and High Quality Assignment Writing Service.2.2
\nDiscussed with the supervisor and then with the colleague what areas the student might focus on in their future efforts to improve their emotional intelligence.
\nUsed appropriate language and nonverbal features to present information and seek feedback
\nUsed active listening
\nAsked questions
\nLed by example<\/p>\n
Evidenced by:
\nSubmitted recording link
\nY ? N ?
\nFeedback in comments.\t\t?\t?\t?
\nThe student participated in the role-play to implement opportunities and tasks in the workplace.
\nIn simulated work conditions the trainer\/assessor will play the selected staff.
\nThe student met with at least two staff members
\nDemonstrated ability to implement the steps they developed in Task 2.3.1 (Template 7)
\nDemonstrated ability to understand the effect of their behaviour and emotions on their colleagues.
\nUsed appropriate language and nonverbal features to present information and seek feedback
\nUsed listening and questioning skills to elicit the views of the person involved in the conversation and make sure you understand them effectively
\nAdapted their communication style and behaviour to build trust and a positive working relationship with your staff members<\/p>\n
Evidenced by:
\nSubmitted recording link
\nY ? N ?
\nFeedback in comments.
\nAdditional – – Notes – essay service -:<\/p>\n
Task Outcome: Satisfactory ? Not Yet Satisfactory ?
\nStudent Name:
\nAssessor Name:
\nAssessor Signature:
\nDate:<\/p>\n","protected":false},"excerpt":{"rendered":"
Assessment Cover Sheet Unit Name Develop and use emotional intelligence Unit Code BSBPEF502 Assessment Task Number Task 2 Student Declaration To be filled out and\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4730,4728,4727,4722,4725,4726,4729,4650,4721,4724,4723],"tags":[4498,4509,387,4504,4506,4496,4502,3998,4507,4510,4497,4285],"class_list":["post-10702","post","type-post","status-publish","format-standard","hentry","category-australia-dissertation-writers","category-best-dissertation-writers-china","category-best-essay-writing-website","category-cheap-dissertation-writer","category-cheap-essay-writing-service-us","category-custom-dissertation-writing-services","category-doctoral-dissertation-writing-service","category-need-help-completing-this-assignment","category-phd-essays","category-thesis-writing-service-sample","category-write-my-dissertation-usa","tag-1-dissertation-help-service-uk","tag-bachelor-thesis-writing-service","tag-buy-essay","tag-cheap-dissertation-help-online","tag-dissertation-assignment-help-uae","tag-dissertation-help-tiktok","tag-dissertation-writing-help","tag-i-need-help-writing-my-homework","tag-master-thesis-writing-services-india","tag-top-dissertation-writing-service-near-me","tag-university-dissertation-writing-service","tag-write-my-assignment-ireland"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10702","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=10702"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10702\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=10702"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=10702"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=10702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}