ASSESSMENT 1 BRIEF

Subject Code and Title IND101A Industry Skills Project

Assessment Task Emotional Intelligence (EI) Development Plan

Individual/Group Individual

Length 600 words (+/- 10%)

Learning Outcomes The Subject Learning Outcomes demonstrated by successful

completion of the task below include:
b) Demonstrate self-awareness and self-management through
effective self-reflection, goal-setting and planning.

d) Reflect on own productivity to identify performance

strengths and opportunities for improvement.

12-week duration: Due by 11:55pm AEST/AEDT Sunday end of

Submission
Module 4 (Week 4).
6-week duration: Due by 11:55pm AEST/AEDT Sunday end of
Module 4 (Week 2).
Weighting 20%

Total Marks 100 marks (100 marks unless it is a quiz assessment task)

Assessment Task
Develop an Emotional Intelligence Development Plan based on your Genos International Emotional
Intelligence Self-Assessment Survey Results to create a foundation for self-reflection on your Forage
workplace simulation task and industry guest speaker interview.

Please refer to the Instructions for details on how to complete this task.

Context
Emotional intelligence (EI) is one, if not the main, smart skill that employers look for while recruiting
university graduates. Goal setting and reflective practice are also important because they help you
to focus on priorities, increase productivity and motivation, assess performance, identify areas for
improvement, and cultivate a culture of continuous improvement.

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Instructions
To complete this assessment, you will undertake three (3) tasks: Task A, Task B, Task C. Total time
approximately 2 hours.

Task A: Complete the Genos International Emotional Intelligence (EI) Self-Assessment Survey

Before you access the Torrens University GENOS EI Self-Assessment Survey, please ensure you
use your Torrens University’s email address only.

1. Log onto Torrens University GENOS EI Self-Assessment Survey and enter your first name,
last name and the recommended university’s email address.
2. Accept and agree with the Informed Consent by clicking the check box and clicking on
“Continue” button;
3. To begin, click the ‘Start’ button of the “Genos EI Self Questionnaire” (your Genos
International Emotional Intelligence Self-Assessment Survey), approximately 15-20 minutes.
Note: Your responses are not saved until the end of the survey, so you must complete the
entire survey in one sitting. Click “Continue”.
4. Read the instructions on how to complete the questionnaire. You will need to complete the
practice item shown on the screen, before being able to proceed. Click “Continue”.
5. Within the Genos EI Self Questionnaire, provide genuine answers to all questions listed
under each competency with regards to the “importance” and “demonstration”. Click
“Continue” when required.
6. Once completed, click on the “Submit Your Responses” button and take a screen shot for
future references. Confirm with “Yes”.
7. Close your browser window, once you have successfully completed the survey. Note: You
will receive a results report at your Torrens University Australia email address instantly. On
rare occasions, it will arrive within 24 hours or it might end up in your “other” or “spam”
folder. If you don’t receive your results within this timeframe, please contact your Learning
Facilitator immediately.
8. Go to your Torrens University mailbox and open the email from “Genos Surveys” titled
“Your Genos Report”. Download and save the PDF attachment (titled: Self: Emotionally
Intelligent Workplace Behaviour Report) of the report results for Task B.
9. Do not delete the email until the end of the term.
10. Proceed to Task B.

Task B: Develop an Emotional Intelligence Development Plan (600 words)

1. Open the PDF attachment and familiarise yourself with the results.
2. From amongst SIX (6) Genos EI skills (Self-awareness, Authenticity, Emotional Reasoning, Self-
management, Positive Influence):
a) Choose ONE (1) where you scored a majority of GREEN results and
• explain your understanding of this skill in a workplace context;
• reflect on a specific personal experience where and when you have
demonstrated that skill well;
• explain how you think this skill can help you reach your future career goals

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 b) Choose ONE (1) of the six (6) Genos EI skills where you scored a majority of ORANGE
results and:
• explain your understanding of this skill in a workplace context;
• reflect on a specific personal experience where you have not demonstrated
that skill well;
• outline how you plan to improve on that skill over the trimester and beyond.
Consider what, how, when and who.
c) Choose ONE (1) other of the six (6) Genos EI skills (that you have not already
discussed) that you think could benefit you in your future career and explain your
understanding of this skill
• explain your understanding of this skill in a workplace context
• explain how you think this skill might help you reach your future career goals
• how you plan to further develop and refine this skill, consider what, how,
when and who.
3. When setting up your goals, consider using SMART or SMARTER framework.
4. To enhance clarity and organisation in your analysis or narrative, you may find it helpful to use
a table. Tables can effectively present data, summarise, comparisons, and structured
information, making your work easier to understand and more visually appealing.
5. Make sure you integrate a minimum two (2) academic reference to support your responses for
each of your three (3) EI skills using the current TUA APA referencing Guide (meaning -
minimum 6 contemporary academic references are required)
6. Pay close attention to the clarity, coherence and cohesion of your responses.
• Academic Writing Guide
• Academic Writing Tutorials
• Academic Integrity

Task C. Prepare your Deliverables

1. Create a new, blank MS Word (or similar) document and:

a) Create your own Cover Sheet (with your Institution: Torrens University,
subject code and subject title, your name, student ID, assessment due date,
assessment number and assessment title, your Learning Facilitator’s name and
your own total word count) or insert a completed Torrens University Australia
Cover Sheet from the website (under Policies and Forms section).
b) Create a Table of Content (not included in the wordcount)
c) Provide a quick introduction, outlining the purpose of this document and what
has been included.
d) In your discussion section, insert your Task B.
e) Provide a Reference List, consisting of at least six (6) academic references –
two for each skill, using the current TUA APA referencing Guide.
f) Include Attachment A - Your personal Genos Workplace EI Self Report
2. Review and revise the documentation to meet the word count and address the
assessment requirements. Ensure page numbers are inserted, and the naming
convention of your files follows the required format.
3. Prior to submission, ensure you run your submission documents through Turnitin.

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 Important to Note: Your EI Development Plan will be implemented for the remainder of the
subject, including during your workplace simulation task so please keep it handy.

Referencing

It is essential that you use current APA style for citing and referencing the sources that you use.
Please see more information on citing and referencing guidelines on the Academic Skills webpage.

Assessment Support

For a range of additional resources and support to help you complete your assessment, please
consult the Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that all work submitted is their own, is academically written
and appropriately referenced following the Academic Writing Guide. Students need to have read
and be aware of the Torrens University Australia Academic Integrity Policy and Academic Integrity
Procedure and subsequent penalties for academic misconduct. For more information, please refer to
the Academic Integrity guidelines.

Students must also keep all required evidence in making an assessment; a copy of all submitted
material and any assessment drafts.

Submission Instructions Cover Sheet, Genos Workplace EI Self Report, Genos Development Tips,
Genos Action Plan

Submit these tasks via Assessments > Briefs & Submissions in the main navigation menu in IND101A:
Industry Skills Project. Please name your files using the following format:

o SubjectCode_Surname_FirstNameInitial_AssessmentNumber_Document Type
e.g. IND101A_Jones_S_Assessment 1_ EI Development Plan.pdf

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

You can submit your assessment on or before the due date.

Late penalties apply for assessments that are submitted after the due date, unless an Application for
Assessment Special Consideration Form has been submitted to your learning facilitator.

For information on the Torrens University Australia late penalties policy, please consult the
Assessment Policy for Higher Education Coursework and ELICOS.

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Please consult with your Learning Facilitator if you need to submit your assessment after the due
date.

Special Consideration

To apply for special consideration for a modification to an assessment task or exam due to
unexpected or extenuating circumstances, please consult the Assessment Policy for Higher
Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed
Application for Assessment Special Consideration Form to your Learning Facilitator.

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Assessment Rubric
Fail
High Distinction Distinction Credit Pass
(Exceptional) (Advanced) (Proficient) (Functional) (Yet to achieve
Assessment Criteria
minimum standard)
85-100% 75-84% 65-74% 50-64%
0-49%

Show self-reflection, Demonstrates a discerning Demonstrates a broad Demonstrates a sufficient Demonstrates a basic Demonstrates limited or no
planning and goal- and complete understanding of developing understanding of understanding of understanding of
understanding of actionable tasks based on the developing actionable tasks developing actionable developing actionable tasks
setting by developing insightful survey results with clarity in based on the survey results tasks based on the survey based on the survey results
demonstrating and actionable tasks based on planning and evidence of with clarity in planning but results but lacks clarity in with limited or no planning
developing the survey results with actionable goal setting. a few omissions of goal planning with some or evidence of goal setting.
actionable tasks for exceptional clarity and setting. omissions in goal setting.
accuracy in planning and Specifically addresses all four Not all four areas of action
each skill detailed evidence of areas of action plan (what, Clearly addresses all four Satisfactorily addresses all plan (what, who, support,
actionable goal setting. who, support, when) with areas of action plan (what, four areas of action plan when) are addressed
Percentage for this almost no errors in detail. who, support, when) with a (what, who, support, equally with many errors in
criterion = 30% Explicitly and thoroughly few errors in detail. when) with some errors in detail.
addresses all four areas of details.
action plan (what, who,
support, when) with no
errors in detail.

Self-reflecting on Articulates discerning and Articulates considerable Articulates sufficient Articulates some insights Articulates limited or no
targeted behaviours profound insights gained insights gained from self- insights gained from self- gained from self- insights gained from self-
from self-assessments. assessments. assessments. assessments. assessments.
for personal and
professional growth Expertly recognises Clearly recognises personal An adequate attempt to Some attempt to No attempt to recognise
personal attributes and attributes and directly recognise personal recognise personal personal attributes or to
effectively connects the connects the questionnaire attributes and connect the attributes but lacking connect the questionnaire
questionnaire results with results with future career questionnaire results with contextualisation and results with future career
future career goals, goals, demonstrating a future career goals, connecting the goals.

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 Percentage for this demonstrating a comprehensive depth of demonstrating some level questionnaire results with
criterion = 20% considerable and understanding. of depth of understanding. future career goals, with Contains many
profound depth of limited depth of misinterpretations and
understanding. Contains almost no Contains a few understanding. inconsistencies with the
misinterpretations or misinterpretations and results.
Contains no inconsistencies with the inconsistencies with the Contains some
misinterpretations or results. results. misinterpretations and
inconsistencies with the inconsistencies with the
results. results.
Effective Expertly, coherently, and Coherently and concisely Coherently communicates Communicates information Communicates in a manner
Communication precisely communicates communicates information information according to in a functional manner that that is unclear,
(Written) information according to according to the prescribed the prescribed format. attempts to adhere to the disorganised, and difficult
the prescribed format. format. Meaning is easy to Meaning is mostly easy to prescribed format. Meaning to follow. Meaning is
Meaning is easy to follow. follow. Information, follow. Information, is sometimes difficult to repeatedly obscured by
Information, arguments, arguments, and evidence are arguments, and evidence follow. Information, errors in the
Percentage for this and evidence are structured and sequenced in are structured and arguments, and evidence communication of ideas,
criterion = 20% insightful, persuasive and a way that is clear, logical and sequenced in a way that is are structured and including errors in structure
expertly presented. persuasive. clear and logical. sequenced in a way that is and logical sequence, that
often unclear and/or render information and
Discerningly selects and Accurately employs a range Accurately employs illogical. evidence unclear and
precisely employs a broad of specialised language and specialised language and illogical.
range of specialised terminology. terminology. Attempts to employ
language and specialised language and Many errors present in
terminology. Minor errors present in Errors present in spelling, terminology. spelling, grammar and/or
spelling, grammar and/or grammar and/or punctuation.
Spelling, grammar and punctuation. punctuation. Several errors present in
punctuation are free from spelling, grammar and/or
errors. punctuation.

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 Respects schedules, Demonstrates outstanding Demonstrates strong Demonstrates adequate Demonstrates basic Demonstrates limited or no
instructions and planning skills by planning skills by completing planning skills by planning skills by planning skills by
completing all required all required components and completing all required completing all required completing and submitting
deadlines components and submitting all required components and submitting components and submitting a limited number or none
submitting all required documentation outlined in all required documentation some required of the required
documentation outlined the assessment brief, with outlined in the assessment documentation outlined in components outlined in the
in the assessment brief in minor formatting errors. brief with some formatting the assessment brief. assessment brief.
Percentage for this the required format. errors.
criterion = 20%

Use of sources Required number of Required number of Required number of Required number of Less than the required
references supplied and references supplied. references supplied. references supplied. number of references or no
Correct citation and exceeded. references supplied.
referencing of key Nearly all in-text citations and Most in-text citations and Some in-text citations and
All in-text citations and reference list entries follow reference list entries follow reference list entries follow In-text citations and
resources and
reference list entries current TUA APA referencing current TUA APA current TUA APA reference list entries do not
evidence follow current TUA APA follow current TUA APA
guidelines; minor citation and referencing guidelines; referencing guidelines;
referencing guidelines; no referencing errors. some citation and several citation and referencing guidelines.
Percentage for this
citation and referencing referencing errors. referencing errors.
criterion = 10%
errors. Advanced academic quality of Limited or no academic
references supporting the Intermediate academic Basic academic quality of quality of references
Expert academic quality of provided content. quality of references references supporting the supporting the provided
references supporting the supporting the provided provided content. content.
provided content. content.

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