Reference no: EM133011415

BSBLDR511 Develop and use emotional intelligence

Assessment 1 - Written Questions

1 Complete the following table with a description of the five key components of emotional intelligence and the attributes of leaders who demonstrate each of these competencies, as identified by Daniel Goleman.

Competencies

Self-awareness

Self-regulation

Motivation

Empathy

Social skill

2 Briefly explain three strategies a leader would use while applying emotional intelligence in the workplace (no more than 150 words).

3 Briefly describe how emotionally effective people help an organisation attain its business objectives. Your response should be no longer than 150 words.

4 Describe two ways in which emotional intelligence can help a business in each of the following areas:
• Employee recruitment and retention
• Teamwork and collaboration
• Sales gains

5 List any five strategies for communicating with a diverse workforce that has different ways of expressing emotions.

6 List and briefly describe (in no more than 20 words) any five key competencies of emotional intelligence in the context of building workplace relationships according to
Daniel Goleman.

Assessment 2 - Project 1 - Identify the impact of own emotions on others in the workplace

There are two parts to this assessment task. You must identify your own emotional strengths and weaknesses, reflect on actual workplace behaviour and use self-reflection and others' feedback to improve emotional intelligence.

This is a simulated activity, and you are to assume you are working in an organisation with colleagues. Your classmates will provide feedback to you as your colleagues.

1. Use an appropriate online self-assessment tool to identify your own emotional strengths and weaknesses.

You must keep the evidence of completing the test, for example, completed worksheet or screenshots of completed questionnaires to submit with your reflective report, as evidence.

2. Use the Peer Feedback Form in Appendix A to get feedback from two of your colleagues/classmates/ friends.

You will need to provide a copy of this form to each of your colleagues/classmates/ friends and collect feedback from them.

You may make copies of each feedback form for yourself, as you will be required to submit all forms to your assessor as part of this assessment.

Part B

You must prepare a reflective report on your analysis of your own emotional intelligence.

Prior to completing the report, make notes on each of the following topics, in the space provided. You will use these notes to prepare your reflective report. You may use keywords and dot points in the tables to jot down your ideas.

1. Identify at least three situations when you have felt stressed or experienced a negative emotional state at work. If you do not have experience in the workplace, you can provide examples from your experience in class or at home

For each instance, consider the precise context, causes and your response at the time and how you think should have responded.

2. Identify at least two causes or triggers of your own personal emotional states at work. If you don't work or don't have past work experience, use examples from your place of study or family. Identify how you can use awareness of such triggers to control your responses and achieve positive outcomes, especially with respect to your impact on others or co-worker/ colleagues and their work performance.

3. Identify at least one example of how you model workplace behaviour that demonstrates management of emotions as an example for others to follow.

If you don't work, you will need to imagine how you would model workplace behaviour if you were employed.

4. Now, prepare a reflective report of no more than 500 words, based on your notes above, and the self-assessment and peer feedback from Part A.

In your report, you must reflect on personal attributes, consideration of the impact on others and modification of your approach to support your development.

Specifically, you must:
• summarise your emotional strengths and weaknesses, stressors, emotional states and triggers
• describe the impact of your own emotions on others by analysing feedback from your colleagues
• summarise how you behaved in stressful situations, and how you think you should have behaved
• summarise how you are modeling behaviours that demonstrate management of emotions in the workplace
• identify the insights you have gathered from the self-assessment and peer evaluations (feedback) in Part A and describe three actions you will take to improve your own emotional intelligence based on these insights
• reflect on the benefit of these actions for the workplace and colleagues
You must base your reflection and proposed actions on emotional intelligence principles and strategies.

Assessment 3 - Case Studies - Recognise and respond to the emotional states of others

Scenario

Apex Work Skills Pty. Ltd. (AWS) is a private Registered Training Organisation, with a student enrolment of 2000 and approximately 50 training staff employed on sessional or full time basis. The RTO has about 30 administration staff.

The RTO has campuses in Melbourne, Sydney and Perth. Each campus has a Campus Manager and an Academic Coordinator and Marketing Coordinator. The RTO's head office is in Sydney.

Traditionally AWS has delivered nationally recognised training courses in construction and business management.

The CEO of AWS wants the RTO to be known as the best in the country. Recently she has invested over a million dollars in building state of the art facilities, such as new classrooms, workshops, tools and equipment.

Vision Statement
The RTO's vision is to strive to:
• be a learning organisation that is skilled at creating, acquiring, and transferring knowledge for the benefit of the individual, businesses and the community
• lead the industry in training excellence
• be known for excellence in customer/student service
• provide innovative and high quality training services to raise the standard of training in business management and trade skills training

Mission
The RTO will apply the creative talents of our people to deliver training of a high standard that transforms individuals, businesses and the community.

Our Values
• Trust and respect for everyone
• Personal growth and leadership
• Teamwork with students, employees and other stakeholders
• Ethical and honest behaviour in safety, environment, health, and business

The RTO will recruit and retain talented training and assessment staff as well as other administration and student services staff.

AWS has committed substantial funding towards:
• the professional development of its trainers.
• build market share by focusing on the student experience
• control direct and indirect costs through efficient internal processes
• establish the reputation of AWS as a socially and environmentally responsible company.

To implement strategic directions and advance AWS' values, managers are expected to lead employees by, first of all, modelling positive behaviours and attributes - those they expect their employees to emulate and embody in turn. To lead and inspire people, managers must demonstrate keen emotional awareness and promote positive team-building behaviours in others.

You are the new Campus Manager of AWS in Melbourne, and you are ready for a challenge. You are directly responsible for managing all the staff in the campus, including the Marketing and Academic Coordinators. You report to the General Manager, who is responsible for all campuses.

Task

Answer the following questions based on the scenario above. Assume that you are the new Campus Manager for this task.

Case Study 1 - The Marketing Coordinator's outburst

It is the end of the financial year and sales revenue for AWS Melbourne shows it has not met the set targets. This could possibly be due to increased competition from smaller competitor RTOs.

This morning, the Marketing Coordinator of the Melbourne Campus held a staff meeting in which she shouted at the top of her voice at all the marketing officers and blamed them for the poor performance of the campus.

The staff, including the academic staff was confused as they thought that increasing the revenue with marketing and business development activities for AWS is the responsibility of the head office.

However, they could not interrupt her to give any explanation, as she began to bang on the desk and told the officers to come up with ideas to improve revenue for the next quarter, before the end of the day. The Marketing Coordinator then walked out of the meeting in anger.

Naturally, the atmosphere around the campus and in the team is subdued, and one of the two officers is upset and is talking about leaving the organisation.

Read the scenario and the case study and answer the questions given below:

a. Describe two possible reasons for the Marketing Coordinator's behaviour in the team meeting.

b. Briefly describe the connection between the Marketing Coordinator's behaviour and staff morale. Describe what effect the Marketing Coordinator's behaviour could have on staff performance in the campus.

c. How do you think the Marketing Coordinator should have acted / communicated? Mention two points.

d. You are going to meet with the Marketing Coordinator to discuss the situation. Identify two positive ways to respond to the Marketing Coordinator's behaviour, in order to de-escalate the conflict.

e. Describe how you would model positive leadership and emotionally aware behaviour. Mention any two points.

Case Study 2 - Cultural misunderstanding

In the light of the COVID 19 pandemic, AWS is updating its computer systems to be able to launch online learning. This project is to be completed on an urgent basis.

All staff are working very hard on the project. The IT coordinator has received complaints from some IT staff that Wei, an IT Support Officer who is a new migrant from China has not been 'pulling his weight' and not doing his share or work, or show interest in being an active team member. They have complained that Wei does not say much in meetings and never contributes ideas or suggestions.
The IT Coordinator decides to have a one on one meeting with Wei. The following is a transcript of their conversation.
IT Coordinator: Wei, I've noticed that you hardly ever say anything in our team meetings
and I'm a bit concerned that you might be feeling left out. I also feel that we might not be getting the benefit of your ideas or experience. Some of the other team members have also commented to me about this.

Wei: I'm sorry to be a problem.

IT Coordinator: It's not a major problem and I'm very happy with your work. I'd just like to make sure all team members feel part of the team and are able to have a say. How do you feel about team meetings?

Wei: Well, I find it hard to say anything because I can't seem to find a chance to talk, and it's not my style to jump in and cut other people off like some people do. It's not polite.

IT Coordinator: Yes, our meetings can be pretty lively, especially now that we are trying to get the online learning platform up quickly.

Wei: After the first couple of meetings I decided it was best to be quiet and go along with the others. After all, I'm the newcomer.

IT Coordinator: But you're still a member of the team. Are there any other problems? Is English a problem?

Wei: Well, Aussie English is sometimes hard to understand - all the slang and jokes. But the main problem is that I'm the newcomer and I'm just a junior employee. Most team members have many more years of experience than I do, and in China, we don't like to put ourselves forward or question our leaders and seniors.

IT Coordinator: Well, I'd really like to encourage you to join in and speak up. What can I do to help you do that?

Wei: I'm more comfortable speaking if I'm asked to speak.

IT Coordinator: So would you like me to just ask you what you think or if you've got anything to say?

Wei: Yes please, that would be good! Thank you.

IT Coordinator: But what if you wanted to say something and I've forgotten to ask you?

Wei: Maybe we could have a signal.

IT Coordinator: Oh yes, a lot of people make signals in meetings, like leaning forward a bit, raising their pens, or making eye contact with the person running the meeting.

Wei: Yes, I could do that.

IT Coordinator: Okay, let's do it that way. I'll try to make sure I ask you what you think and, at other times you just signal me with your pen if you want to speak, okay?

Wei: Okay, but I'm still new to this style of meeting so please give me time to get used to it.

IT Coordinator: I will. And just let me know how it's working for you. And you can always talk to me outside the meetings.

Wei: What's "Pitch in"?

IT Coordinator: That's Aussie for having your say, helping out.

Wei: No worries!

Read the scenario and the transcript of the conversation and answer the questions given below:

a. Mention two reasons for the misinterpretation of cultural behaviours and beliefs in this case.

b. Identify two techniques the IT Coordinator has applied in this situation to demonstrate flexibility and adaptability in dealing with Wei.

c. Describe how you would explain to Wei how his cultural expressions might have been misinterpreted in this case. Mention at least two points.

d. Develop the outline of a plan for yourself and your team to identify and respond appropriately to a range of cultural expressions of emotions.

e. List two ways how you would promote effective communication to avoid misunderstandings.

f. Identify seven ways to encourage the self-management of emotions in your team members.

Case Study 3 - Difficulties with David

Read the scenario above and answer the questions given below:

a. Identify any two situations or actions on the employee's part that could possibly trigger an emotional response in you.

b. Describe three ways in which you could set aside your own emotions to focus on and identify how the employee (probably) feels. Refer to relevant principles of emotional intelligence.

c. Briefly describe how knowledge of learning styles, personality types styles might help you relate to and better understand the employee and suitably adapt your response them.

d. What four options for team - building activities would you consider in order to modify your approach?

Assessment 4 - Project 2 - Use emotional intelligence of self and others to enhance team performance

Scenario

You are the Sales Manager at The Gift Box, a business that sells innovative and sustainable gift products. In the last one-year of operations, they have received commercial success and positive reception. They have an increasing number of suppliers of different products from all over the world.

You have a performance issue with Chris, one of your star employees and the team leader of the sales team.

Chris has always achieved sales targets in the past, and has an excellent customer service rating as well as very high peer rating. He has also been very supportive of the team members and has always taken new employees under his wing to train them. This is why he was promoted to the position of team leader.

However, Chris has recently been going a rough patch, which has affected his performance at work. He has been keeping to himself and seems preoccupied. He has become very intolerant of even the smallest mistakes made by any team member and there have been times when he has spoken very harsh words to the team members in front of everyone, including customers. He has also been very rude and curt with customers, and one of them recently left a negative review about Chris's behaviour on Google, which the management is not happy about.

As a result the team feels unsupported and a little lost.

You know Chris is going through a bad divorce and this could be the reason for his behaviour, so you have been very patient with him. However, this behaviour has continued for a while now even after some of those problems at home have been sorted out. Chris does not seem to be making any effort to improve his behaviour or care for the fall in the team's sales performance.

The other team members are beginning to take advantage of the fact that you have not aggressively pushed for target completion. Some team members have secretly accused you of favouritism, and this has negatively affected the atmosphere in the team. If this situation continues, it will affect the overall team morale and also negatively affect the sales performance.

You think that Chris could use some training in emotional intelligence in areas of weakness, such as self-awareness and empathy.

You also know that Chris, who has shown in the past that he can be committed and goal- driven, has the potential to be a future leader in the organisation.

The Gift Box uses a balanced scorecard system to integrate performance across the organisation and align each employee's work with the strategic aims of the business.

Part A

You need to intervene effectively to solve this performance issue. You will need to plan and conduct a coaching session with Chris to get both Chris's performance, as well as that of the team back on track.

Prior to the session, you must:
• Read the scenario carefully and identify strategies you will use to improve the emotional intelligence of the team member.
• Prepare a coaching plan using the Coaching planner template (GROW Model) in Appendix B.
• The duration of the session should be no longer than 20 minutes.
• Read the list of actions below and prepare to participate in a coaching session with Chris (role play).

Part B

After you have completed the preparation and the coaching plan, you will participate in the coaching role play. You must make a time with your assessor for the role play session. Your assessor or another volunteer will play the role of Chris.

During the coaching session, you must:
• Introduce the session positively by establishing why the coaching is occurring and ask Chris for input, e.g. describe own performance, personal situation, obstacles to performance, feelings and job satisfaction.
• Model emotional intelligence through empathy and listening skills
• Build Chris's awareness of emotional intelligence weaknesses and strengths - make sure you focus on Chris's strengths
• Using the GROW Model, establish Chris's goals and performance gaps (reality), specifically:
o build Chris's awareness of performance shortcomings and how emotional self-awareness and empathy can help identify personal obstacles to success with Chris's goals, peer relationships and help the whole team and organisation to succeed.
o invite Chris to contribute options for reaching personal, professional and team goals
o provide your own inputs on options for reaching personal, professional and team goals to this discussion positively.
o establish Chris's willingness to perform (and increase EI) in measurable and observable ways
o establish a firm commitment from Chris to improve performance and help build a better team climate

Part C

Consider your own performance as a mentor and coach in Part A, and respond honestly to the questions below, in the space provided.

1. You were expected to provide opportunities for Chris to express thoughts and feelings.
a. How did you do that?
b. What could you have done better?

2. You were expected to assist Chris to understand the effect of their behaviour and emotions on others.
a. How did you do that?
b. What could you have done better?

3. You were expected to encourage Chris to self-manage emotions.
a. How did you do that?
b. What could you have done better?

4. You were expected to encourage Chris to develop emotional intelligence and build productive relationships.
a. How did you do that?
b. What could you have done better?

5. You were expected to encourage a positive emotional climate in the workplace.
a. How did you do that?
b. What could you have done better?

6. You were expected to use Chris's strengths to get both Chris's and the team's performance back on track.
a. How did you do that?
b. What could you have done better?

Attachment:- Develop and use emotional intelligence.rar