ELEMENT

PERFORMANCE CRITERIA

1. Identify the impact of own emotions on others in the workplace

1.1 Own emotional strengths and weaknesses are identified.

1.2 Personal stressors and own emotional states related to the workplace are identified.

1.3 Awareness of own emotional triggers is developed and used to enable control to be exercised over emotional responses.

1.4 Workplace behaviours that demonstrate management of emotions are modelled.

1.5 Self-reflection is utilised and feedback from others is obtained to improve development of emotional intelligence.

2. Recognise and appreciate the emotional strengths and weaknesses of others

2.1 The emotional states of co-workers are assessed and emotional cues responded to.

2.2 The varying cultural expressions of emotions are identified and utilised to respond to emotional cues in a diverse workforce.

2.3 Flexibility and adaptability are demonstrated in dealing with others.

2.4 The emotions of others are taken into account when making decisions.

3. Promote the development of emotional intelligence in others

3.1 Opportunities are provided for others to express their thoughts and feelings.

3.2 Others are assisted to understand the effect of their behaviour and emotions on others in the workplace.

3.3 Self-management of emotions is encouraged in others.

3.4 Others are encouraged to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes.

4. Utilise emotional intelligence to maximise team outcomes

4.1 A positive emotional climate is encouraged in the workplace.

4.2 The strengths of workgroup members are used to achieve workplace outcomes.

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

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

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

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

PSPCOM502A Develop and implement community engagement strategies

PSPCOM503A Build and maintain community relationships

PSPETHC501B Promote the values and ethos of public service

PSPGOV507A Undertake negotiations

PSPGOV508A Manage conflict

PSPGOV511A Provide leadership

PSPGOV512A Use complex workplace communication strategies

PSPGOV514A Facilitate change

PSPLEGN501B Promote compliance with legislation in the public sector

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 (3 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 (3 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 2 or more of:

case studies

demonstration

observation

projects

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or 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

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