Reference no: EM132691347

Task: Respond to emotional intelligence (Case Study)

The Assessment Task is due on the date specified by your trainer. Any variations to this arrangement must be approved in writing by your trainer.

Assessment Description:

For this assessment task, you will read and respond to a case study by answering a set of written questions.

Procedure

1. Read the case study in Appendix 1.

2. Read the questions in Appendix 2 related to the case study.

3. Create a document with written answers to the questions.

4. Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below.

Specifications

You must provide:

• Written (typed in a word document) responses to case study-based questions.

• There is no word limit, but answer for every question should be reasonable in size, preferably ½ a page.

Your assessor will be looking for responses to questions that demonstrate:

• knowledge of how to communicate with a diverse workforce that has varying cultural expressions of emotion

• your ability to apply knowledge of emotional intelligence principles and strategies:

? description of how you would adapt your personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence

? evidence of your ability to recognise and respond to the emotional states of others by being flexible and adapting as required

• knowledge of the relationship between emotionally effective people and the attainment of business objectives

• knowledge of legislation, regulations, policies, procedures and guidelines relating to management practices, including application of WHS requirements.

Questions

For the following case-study-based questions, put yourself in the position of the new general operations manager and answer the questions accordingly

It is the end of the financial year and sales revenue at the Wollongong store in the Timber and Plumbing & Electrical departments is down on targets. This issue is almost certainly due to increased competition from smaller competitors for trade contractors' business; nevertheless some action should be taken by management to mitigate the effect of this issue on the store overall.

As a result of managerial discussions, it has been decided that some employee performance targets will be increased where capacity exists and some programs, such as training, will be delayed. These measures will have the effect of potentially increasing revenue and reducing costs to compensate for overall poorer-than-expected performance in the Wollongong store.

Each manager will have responsibility for implementing this group decision in their particular area of responsibility. It will be important to consider the emotional impact on staff and any consequential impact on health, safety and wellbeing as well as the impact on performance and the achievement of organisational goals.

In your written response to the above scenario:

• Describe the relationship between emotionally effective people and the attainment of business objectives.

• Describe how considering the emotional impact of decision-making could lead to better decision-making (with respect to business objectives).

• Describe what a possible process of decision-making that takes into account emotional impact could look like. Decisions in this case include, for example, setting particular performance targets, or selecting what programs can be delayed.

• Identify policies, procedures, or legislation that will need to be adhered to in order to satisfy internal and external requirements related to managing emotions in the workplace.

• Describe how WHS legislation is relevant to how managers implement business decisions.

Question 4:
Take into account the emotions of others when making decisions
For example:
• Described the relationship between emotionally effective people and the attainment of business objectives, for example:
? employees cite managerial attributes such as leading by example, empathy, and ability to motivate as key factors in job satisfaction
? employees who are content are more productive, less prone to accidents, influence others to be more productive and contribute to a positive overall climate and work culture, which attracts and retains valuable people and skills.
• Described how considering the emotional impact of decision-making could lead to better decision-making (with respect to business objectives). For example, considering emotional needs may be viewed as another way of enabling people to meet realistic targets by removing emotional obstacles.
• Described what a possible process of decision-making in this case (of how to set particular targets; of what programs can be delayed), that takes into account emotional impact, could look like. For example:
? collaborating with employees to set reasonable targets, inviting input and making reasonable changes on the basis of input
? communicating business needs and process of decision-making
? communicating empathy, emphasising common goals and values, emphasising organisational commitment to wellbeing of employees.
• Identified policies, procedures, or legislation that will need to be adhered to in order to satisfy internal and external requirements related to managing emotions in the workplace, for example:
? performance management, grievance, privacy, policies and procedures
? EEO
? anti-discrimination.
• Described how WHS legislation is relevant to how managers implement the business decision. For example:
? described obligation of employers to provide a safe working environment and take all reasonable steps to reduce health and safety risks; unreasonable performance expectations can lead to stress and longer hours, which are associated with risks to health and more frequent and severe workplace injuries.

Task 02:

Coach emotional intelligence (Role Play)

Assessment Description:

Candidates will respond to a simulated workplace scenario by planning and participating in a workplace coaching role-play.

Procedure

1. Read the role-play scenario in Appendix 1.

2. Plan to lead a role-played coaching session with an underperforming employee (with your assessor acting as Pat) in response to the scenario. Use the Coaching Planner Template in Appendix 2.

3. Arrange time and place with your assessor to perform your coaching role-play.

4. Perform your role-play in accordance with the specifications set out below.

5. Submit your completed coaching plan within the agreed timeframe.

Specifications

You must:

• participate in a coaching role-play

• submit a completed coaching plan.

Your assessor will be looking for evidence of:

• demonstration of leadership and communication skills in your role-play to take a collaborative approach; use of inquiring and inclusive techniques to develop understanding, and skills that enhance individuals' emotional intelligence

• leadership skills to advance organisational goals, monitoring performance, planning interventions and implementing coaching to achieve organisational goals

• modelling of behaviours that demonstrate management of emotions during your role-play

• recognition and response to the emotional states of others by being flexible and adapting your approach to coaching as required

• promotion of the development of emotional intelligence in others by providing them with opportunities to express thoughts and feelings, and to understand and manage their own emotions

• ability to explain emotional intelligence principles and strategies

• ability to convince people of the relationship between emotionally effective people and the attainment of business objectives.

Appendix 1: Role-play scenario
Task

You need to intervene effectively to solve this performance issue. You will need to plan and conduct a coaching session with Pat to get both Pat's and the team's performance back on track.

In the session ensure you:

• Introduce the session positively by establishing why the coaching is occurring and ask Pat for input:

? Ask Pat to describe own performance, personal situation, obstacles to performance, feelings and job satisfaction.

? Model emotional intelligence through empathy and listening skills.

• Build Pat's awareness of emotional intelligence weaknesses and strengths - make sure you focus on Pat's strengths.

• Using the GROW model, establish Pat's goals and performance gaps (reality):

? Build Pat's awareness of performance shortcomings and how emotional self-awareness and empathy can help identify personal obstacles to success with

Pat's goals, peer relationships and help the whole team and organisation to succeed.

• Continuing with the GROW model, establish and discuss reasonable options:

? Allow Pat to provide most of the options for reaching personal, professional and team goals.

• Continuing with the GROW model, establish Pat's willingness to perform (and increase EI) in measurable and observable ways:

? Establish a firm commitment from Pat to improve performance and help build a better team climate.

Attachment:- Case Study.rar