need a tutor to complete 2 different task.

task 1 comprises of no minimum words

task 2 comprises of 1050 words

Please use template for task 1

Please use word document for task 2 to answer all the question and attach a screenshot of your test at the end of word document.

Task 2 – Application of Emotional Intelligence

• This summative assessment can be completed in class or at any other convenient
location.

• Students are required to complete this task using digital tools and ensure to submit in
an acceptable format, e.g. x, , .pptx, or as advised by your assessor.

• Please use the following formatting guidelines to complete this assessment task:

• Assessment activities can be completed either in real workplace environment or in a
simulated environment such as your classroom. In both cases, appropriate evidence of
the assessment activities must be provided.

• You must assess student’s assessment according to the provided Marking Criteria.
• You must complete and record any evidence related to assessment activities including

role-plays and presentations using appropriate forms which must be attached with
student assessment submission.

• You must provide students with detailed feedback within 10 working days from
submission.

Complete the Emotional Intelligence test at http://www.maetrix.com.au/meit/eitest.html

Discuss your noted emotional strengths and weaknesses. Define how these may impact on stressors
and triggers you would encounter in a workplace.

Once you have completed the test and considered your general emotional states, using the findings
outline any steps that you could take to further develop your emotional intelligence.

Outline a strategy to manage your own emotions in a workplace.

Discuss how your emotional intelligence level affects your interactions with others in a workplace
context.

Describe ways to engage with a range of cultures in the workplace based on your understanding of
emotional intelligence.

How do you usually account for other’s emotions when it comes to decision making? Provide
examples.

Outline a strategy to encourage the emotional intelligence development of others in a workplace
context. What is your role in this strategy? Provide an overview of model behaviours that
demonstrate management of emotions and include any coaching strategies that you may apply.

Attach your EI test and results and additional pages for responses as required.

T A S K 2 – M A R K I N G C R I T E R I A

BSBLDR511 Develop and use emotional intelligence S NYS
Learner’s name:

Assessor’s name:

Observation Criteria S NS
Identified own emotional strengths and weaknesses
Identified personal stressors and own emotional states related to the
workplace
Developed awareness of own emotional triggers and use this awareness
to enable control emotional responses
Modelled workplace behaviours that demonstrate management of
emotions
Use self-reflection and feedback from others to improve development of
own emotional intelligence
Responded to the emotional states of co-workers and assess emotional
cues
Identified the varying cultural expressions of emotions are utilise to
respond to emotional cues in a diverse workforce
Demonstrated flexibility and adaptability in dealing with others
Took into account the emotions of others when making decisions
Provided opportunities for others to express their thoughts and feelings
Assisted others to understand the effect of their behaviour and emotions
on others in the workplace
Encouraged the self-management of emotions in others
Encouraged others to develop their own emotional intelligence to build
productive relationships and maximise workplace outcomes
Encouraged a positive emotional climate in the workplace
Used the strengths of workgroup members to achieve workplace
outcomes
Feedback to Learner:

Assessor’s Signature: Date:

Instructions to Learners:
•  This summative assessment can be completed in class or at any other convenient location.
•  Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. x, , .pptx, or as advised by your assessor.
•  Please use the following formatting guidelines to complete this assessment task:

 Font Size: 12; Line Spacing: Double; Font Style: Times New Roman

•  Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided.

Instruction to Assessors:

•  You must assess student’s assessment according to the provided Marking Criteria.
•  You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.
•  You must provide students with detailed feedback within 10 working days from submission.
• Task 2 – Marking CRiteria

Task 1 – Responding to Different Emotional States

• This summative assessment can be completed in class or at any other convenient
location.

• Students are required to complete this task using digital tools and ensure to submit in
an acceptable format, e.g. x, , .pptx, or as advised by your assessor.

• Please use the following formatting guidelines to complete this assessment task:

• Assessment activities can be completed either in real workplace environment or in a
simulated environment such as your classroom. In both cases, appropriate evidence of
the assessment activities must be provided.

• You must assess student’s assessment according to the provided Marking Criteria.
• You must complete and record any evidence related to assessment activities including

role-plays and presentations using appropriate forms which must be attached with
student assessment submission.

• You must provide students with detailed feedback within 10 working days from
submission.

To better understand people’s moods, we can watch for behaviours that indicate their emotional
mode. While we may not always be accurate in our interpretation, paying attention to non-verbal
behaviours and emotions can help align communication behaviours more effectively.

Use this activity to become more observant of others, by learning how to interpret the non-verbal
behaviours associated with different emotional states to gain insight into how people are reacting
to you and to what is being communicated. You can also use it to plan an appropriate response to
use the next time you encounter each behaviour.

Interpreting Emotional States

Body language communicates how people are reacting to your spoken messages. For a more accurate
interpretation of moods, look for “clusters” of behaviours associated with different emotional states.

Reflective

• leaning back
• moving only minimally
• holding an open posture or body position
• aligning body directly with yours
• holding direct eye contact

1 | P a g e

• placing hand on, or stroking, the chin
• tilting the head while listening
• glancing occasionally to the side
• lowering the brows slightly
• passively accepting

Responsive
• leaning forward with an open position
• holding the hands open with palms turned up
• smiling with a relaxed mouth
• nodding the head to indicate agreement
• tilting the head to the side showing amiability
• mirroring your body language
• sitting on the edge of the chair
• sitting with the feet under the chair
• sitting with the knees apart
• actively accepting

Defensive
• leaning back
• folding the arms tightly across the body
• adopting a closed posture or body position
• crossing the legs
• touching the lips with fingertips
• pointing the feet towards door
• angling the body away from you
• bowing the head forward submissively
• holding no eye contact
• passively rejecting

Responding to Emotional States

Complete the chart by selecting one or two team members or customers that you have observed to
be expressive in their non-verbal behaviours. Determine the natural emotional state or mode of each
person. Then identify one of the behaviours you have seen used frequently and plan an appropriate
response to use the next time you encounter the behaviour. Three examples have been provided.

2 | P a g e

Co-worker/
customer

Non-verbal Behaviours Emotional State Appropriate response

John Tense facial expression Defensive  Is something wrong?  You
look distraught.  Has
something happened?

Tuan Glaring eyes Combative  Are you angry with me? 
Did I say something to upset
you?

Mary Hesitation in voice Reflective  You sound unsure.  How
are you feeling about that
suggestion?

3 | P a g e

T A S K 1 – M A R K I N G C R I T E R I A

BSBLDR511 Develop and use emotional intelligence S NYS
Learner’s name:

Assessor’s name:

Observation Criteria S NS
Linked non-verbal behaviours to emotional state
Outlined responses to the emotional states of co-workers and assess
emotional cues
Identified the varying cultural expressions of emotions are utilise to
respond to emotional cues in a diverse workforce
Demonstrated flexibility and adaptability in dealing with others
Took into account the emotions of others when making decisions
Provided opportunities for others to express their thoughts and feelings
Provided appropriate responses to identified emotional states in others
Encouraged others to develop their own emotional intelligence to build
productive relationships and maximise workplace outcomes
Encouraged a positive emotional climate in the workplace
Feedback to Learner:

Assessor’s Signature: Date:

Instructions to Learners:
•  This summative assessment can be completed in class or at any other convenient location.
•  Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. x, , .pptx, or as advised by your assessor.
•  Please use the following formatting guidelines to complete this assessment task:

 Font Size: 12; Line Spacing: Double; Font Style: Times New Roman

•  Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided.

Instruction to Assessors:

•  You must assess student’s assessment according to the provided Marking Criteria.
•  You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.
•  You must provide students with detailed feedback within 10 working days from submission.
• Task 1 – Marking CRiteria

BSBLDR511 Task 1

Task 1- Responding to Different Emotional States