Reference no: EM132538265

BSBLDR511 Develop and use emotional intelligence - Richmond School of Business

Assessment Task 1

Question 1. Explain emotional intelligence and the importance of this characteristic at work.

Question 2. Explain each of the five essential principles of emotional intelligence as defined by Daniel Goleman.

Question 3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and Salovey (2004).

Question 4. Explain three strategies that can be used to build emotional intelligence.

Question 5. Explain how a manager with high emotional intelligence can assist in achieve business objectives. Provide an example to illustrate your answer.

Question 6. Explain the importance of recognising cultural differences in emotional intelligence. Provide two examples example to illustrate your answer.

Question 7. Explain two ways of communicating effectively with a diverse workforce with varying cultural expressions of emotions.

Question 8. Explain two ways of using emotional intelligence to build effective workplace relationships.

Assessment Task 2 Emotional intelligence self-assessment project

Task summary
You are required to identify aspects of own emotional intelligence by completing a personality test and a self-assessment.
You will then be required to develop an emotional intelligence development plan, based on your own self-assessment, as well as feedback from your assessor provided in a meeting.

Complete the following activities:

1. Complete a personality test.
Complete the personality test

Take a screen shot of the results page of the test

2. Review the results of your personality test.
Now answer all the questions below using the results of the test to guide your answers.

Each question should be answered in approximately a paragraph and be written in clear and concise English.

Use the Personality Test Review Template to guide your work.
a. Document your ratings for each of the five factors as identified in the personality test results. Include your score for each of the factors and how you rated on each factor, as well as your strongest personality trait as shown by your highest score.
b. Reflecting on the results, identify what stood out for you in terms of what it tells you about yourself as a person?
c. Thinking about the questions asked as part of the personality test and your learnings as part of this unit, identify five of your emotional strengths?
d. Thinking about the questions asked as part of the personality test and your learning as part of this unit, identify five of your emotional weaknesses?
e. Explain how you believe the emotional strengths you have identified above help your workplace performance and relationships.
f. Discuss how you believe your emotional weaknesses hinder your workplace performance and relationships.
g. Complete the following table about personal stressors at work.
Identify at least four sources of stress that are most likely to result in workplace stress for you, your stress response (emotional, physical, behavioural) and actions that you can take (or have taken) to manage stress.

h. Review the following list of needs and choose at least three that most trigger your emotions when you don't get these needs met. Consider this question in the context of the workplace.
• Acceptance
• Be understood
• Be in control
• Attention
• Peacefulness
• Order
• Safety
• Respect
• Be needed
• Be right
• Comfort
• Balance
• Variety
• Predictability
• New challenges
• Be loved/liked
• Be valued
• Be treated fairly
• Freedom
• Consistency
• Included
• Autonomy
• Fun

Now complete the table below.
Write down each need you have chosen and why this need is important to you at work.

Also give an outline of the emotions triggered in you when you don't get these needs met
and ways that you can control your emotions in the face of not having your needs met.

i. What other criteria could you use other than those in the personality test to determine your own emotional strengths and weaknesses? Identify and describe at least three.

3. Send an email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachments and ask for the place, date and time of your meeting with them.

Attach your personality test results screen shot and your personality test review to the email.

4. Meet with your assessor.
The objective of the meeting is to discuss your personality test review with you.

At the meeting, you will be expected to Identify and discuss the following:
• Your personal characteristics in relation to emotional intelligence, as set out in your personality test results.
• Personal stressors, resulting emotions and actions to control emotional responses.
• Your own emotional response to unmet needs and effective strategies to control emotional responses
• The three needs that you have selected, and why each need is important to them at work, an outline of the emotions triggered when they don't get these needs met and ways that they can control their emotions in the face of not having their needs met
• Your own emotional strengths (at least 5) and how these can impact workplace performance and relationships
• Your own emotional weaknesses (at least 5) and how these can impact workplace performance and relationships
• Actions (at least 5) you could take to improve emotional intelligence through self- reflection and feedback from others

Your assessor will also provide you with feedback about strategies for improving emotional intelligence based on their review of the documents you submitted.

During the meeting, you are required to demonstrate effective communication skills including:
• Speaking clearly and concisely
• Using non-verbal communication to assist with understanding
• Asking questions to identify required information
• Responding to questions as required
• Using active listening techniques to confirm understanding

5. Develop an emotional intelligence development plan.
After the meeting, using the feedback from your assessor and your personality test review, fill out the Emotional Intelligence Development Plan Template.

You will need to identify at least five areas for improvement and/or gaps, and then prioritise your list.

6. Send an email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachment.

Assessment Task 3: Staff emotional intelligence project

Task summary
You are required to review a case study and answer questions, and then conduct two roleplay meetings with staff members.

Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
• Staff Emotional Intelligence Report Template
• Roleplay participant (assessor)

Carefully read the following:
You work as a staff counsellor at a large company. The business specializes in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants.
All staff work an eight-hour day from 9 am to 5.30 pm, with 30 minutes for lunch. The Operations Manager has described the following situation to you:
Beryl is the Team Leader of the telemarketing group, responsible for:
• supervision and mentoring of a telemarketing team of eight
• outbound sales calls to real estate agents, property managers and landlords
• appointment setting for field sales teams
• inbound query resolution and customer service
• maintenance of all customer contacts in the Customer Relationship management system

Beryl, aged 62, has been with the company for 3 years. She was born in Australia. She has worked in sales most of her life. Beryl was hoping to retire at 60 but personal circumstances have meant she is continuing to work. Beryl is a very hard worker and achieves above the required results for signing up tenants and landlords.
One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in Australia for 2 years. She speaks good English and gets on with her team members, although she is generally quiet. She has always been very reliable with her attendance at work.
As the Operations Manager of the company and the overall manager of the team, you have noticed recently that there is tension between Beryl and Yuko.
You have noticed that Beryl often ignores Yuko or addresses her though another member of the team. You have also noticed Beryl whispering to other workers and you sense that this is in relation to Yuko.
Yuko's work performance is suffering, and she is not making the required amount of daily calls to sign up new tenants and landlords. Yuko has also become more withdrawn recently and tends not to sit in the staff room anymore or attend staff social functions.
This situation is stressful. The team's performance targets are not being met and the conflict within
the team seems to be influencing other staff members, with sides being taken.
You have heard through another member of staff that Yuko feels that Beryl is racist, and that Beryl complains that she can't understand Yuko's accent and that she feels Yuko is never very enthusiastic about her work.
You would like to resolve this situation by getting Beryl and Yuko to understand each other's perspectives and to manage their emotions at work. At this stage there are no options for moving either member of staff to another team.

Answer the following questions in Staff Emotional Intelligence Report Template. Each of your answers should be approximately 1 paragraph in length.

1. Based on a review of the case study, what do you think could be possible range of emotions that Yuko could be feeling? List at least five possibilities.

2. Based on a review of the case study, what are the possible ranges of emotions that Beryl could be feeling? List at least five possibilities.

3. Based on a review of the case study, what do you think could be the effect of the workplace situation on the manager and possible emotions they could be feeling? List at least five possibilities.

4. Would you expect any cultural differences in emotions? Research differences between Australian and Japanese expressions of emotions and describe differences you identify. List at least two.

5. During a meeting, what techniques would you use to ensure that Beryl and Yuko can express their thoughts and feelings? List at least two.

6. During a meeting, what techniques would you use to ensure that Beryl and Yuko can reflect on the effect of their behaviour and emotions? List at least two.

7. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions? List at least five tips.

8. Document a step-by-step approach for resolving the workplace situation. As a guide, you should list between 6 to 8 steps.

9. Prepare questions (at least five) to ask Beryl and Yuko at the meeting.
The questions should help you to find out more about the situation and their thoughts and feelings.
Ensure that your questions are open questions to encourage discussion.

Your questions should ensure that you:
• Identify information about the workplace situation
• Provide opportunities for Yuko and Beryl to express their thoughts and feelings?

10. Send an email to your assessor.
The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.
It should introduce and summarise the contents of the attachment and ask for the place, date and time of your roleplay meeting.

Attach your Staff Emotional Intelligence Report to the email.

11. Meet with staff.
You are required to meet with both staff members (roleplayed by your assessor).

Prior to the meetings, you should also consider appropriate strategies for addressing the issue, bearing in mind that you will be provided with additional information that you will need to consider at the meeting.

You will be assessed using the checklist starting on the following page, so ensure that you are familiar with the requirements before beginning the meeting.

You must also demonstrate throughout each meeting:
• Empathy and acknowledgement of others' perspectives
• Active listening
• Remaining calm and unbiased
• Your ability to respond to varying levels of cultural expression
• Showing flexibility and adaptability e.g. being open to different ideas about actions to address the workplace situation
• Providing encouragement to staff to assist them to develop their emotional intelligence, including self-management of emotions

Use the information provided through the meetings to consider appropriate actions to be taken to ensure that the workplace outcome of resolving this issue is achieved.

At each meeting you will need to complete all the following:
• Briefly explain the purpose of meeting
• Find out more about each staff member's side of the story by asking the questions
you have prepared.
• Respond appropriately to each staff member's emotional state and provide opportunities for Beryl/Yuko to express their thoughts and feelings through the questions you prepared and use of active listening techniques.
• Demonstrate non-verbal communication skills including nodding and smiling as appropriate.
• Acknowledge each staff member's perspective.
• Explore the impact of each staff member's behaviour and emotions on the other staff
member and the rest of the team.
• Discuss each staff member's strengths and their contribution to the workplace.
• Through discussion, identify appropriate emotional intelligence techniques, including self-management of emotions, for managing behaviour and for building effective workplace relationships.
• Through discussion with each staff member, decide on actions for addressing the issue, considering both staff members' needs and emotions, as well as identified strengths. In discussing actions, you should show that you have considered the additional information provided at the meeting and can demonstrate flexibility and adaptability in considering a solution.

Attachment:- Develop and use emotional intelligence.rar