Unit of competency Outline

Date retreived
23/07/2026 5:18 AM AWST

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Develop and use emotional intelligence

Develop and use emotional intelligence

Unit of competency
National Code
PSPGOV516A
State Code
C8046
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
3.00
Current Release Date
01/11/2012
View on TGA
State Implementation and Classification
Approved Date
29/07/2014
Field of Education
120505 - Work Practices Programmes
Original Release Date
29/07/2014
Nominal Hours
40
Description
This unit covers the development and use of emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace. It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.In practice, developing and using emotional intelligence may overlap with other generalist or specialist public sector work activities such as acting ethically, complying with legislation, facilitating change, leading a group, developing policy etc.This is one of 6 units in the Working in Government and Management Competency Fields that deal with working with others. Related units are:PSPGOV302B Contribute to workgroup activitiesPSPGOV404B Develop and implement work unit plansPSPGOV511A Provide leadership PSPGOV604A Foster leadership and innovationPSPMNGT701B Provide strategic No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Notes
Elements and 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.
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
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
No information