Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Identify the impact of own emotions on others in the workplace
  2. Recognise and appreciate the emotional strengths and weaknesses of others
  3. Promote the development of emotional intelligence in others
  4. Utilise emotional intelligence to maximise team outcomes

Required Skills

This section describes the essential skills and knowledge and their level required for this unit

Skill requirements

Look for evidence that confirms skills in

applying legislation regulations and policies relating to the public sector

keeping check of emotions when challenges arise and maintaining composure

perceiving the emotional motivators that drive individuals and groups in the workplace and engaging those motivators where appropriate to optimise organisational performance

using a variety of words and language structures to explain complex ideas to different audiences

responding to diversity including gender and disability

applying procedures relating to occupational health and safety and environment

Knowledge requirements

Look for evidence that confirms knowledge and understanding of

legislation regulations policies procedures and guidelines relating to the public sector

emotional intelligence principles and strategies

the relationship between effective people and the attainment of business unit objectives

communication with a diverse workforce

varying cultural expressions of emotion

equal employment opportunity equity and diversity principles

public sector legislation such as occupational health and safety and environment in the context of using emotional intelligence

Evidence Required

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole It must be read in conjunction with the Unit descriptor Performance Criteria the Range Statement and the Assessment Guidelines for the Public Sector Training Package

Units to be assessed together

Prerequisite units that must be achieved prior to this unitNil

Corequisite units that must be assessed with this unitNil

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include but are not limited to

PSPCOMA Develop and implement community engagement strategies

PSPCOM502A Develop and implement community engagement strategies

PSPCOMA Build and maintain community relationships

PSPCOM503A Build and maintain community relationships

PSPETHCB Promote the values and ethos of public service

PSPETHC501B Promote the values and ethos of public service

PSPGOVA Undertake negotiations

PSPGOV507A Undertake negotiations

PSPGOVA Manage conflict

PSPGOV508A Manage conflict

PSPGOVA Provide leadership

PSPGOV511A Provide leadership

PSPGOVA Use complex workplace communication strategies

PSPGOV512A Use complex workplace communication strategies

PSPGOVA Facilitate change

PSPGOV514A Facilitate change

PSPLEGNB Promote compliance with legislation in the public sector

PSPLEGN501B Promote compliance with legislation in the public sector

PSPPOLA Develop organisation policy

PSPPOL501A Develop organisation policy

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria look for evidence that confirms

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

development and use of emotional intelligence in a range of or more contexts or occasions over time

Resources required to carry out assessment

These resources include

legislation policy procedures and protocols relating to the public sector

emotional intelligence background material and workplace strategies

case studies and workplace scenarios to capture the range of situations likely to be encountered where the use of emotional intelligence is relevant

Where and how to assess evidence

Valid assessment of this unit requires

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when developing and using emotional intelligence including coping with difficulties irregularities and breakdowns in routine

development and use of emotional intelligence in a range of or more contexts or occasions over time

Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of or more of

case studies

demonstration

observation

projects

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace andor training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments


Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Emotions may include:

anger

anxiety

apathy

apprehension

caring

confidence

depression

elation

enthusiasm

excitement

fear

happiness

inadequacy

joy

nervousness

over-confidence

pride

stress

under-confidence

unhappiness

Emotional intelligence is:

widely recognised as the ability of an individual to monitor their own and others' emotions in a social or work environment, to discriminate among the emotions and to use the information to guide their thinking and actions

characterised by:

self-awareness (personal)

self-management (personal)

social awareness (social)

relationship management (social)

Development of emotional intelligence may include:

mentoring

shadowing

coaching

training

simulation