1

 Assessment Coversheet

Course Code

BSB51918

Module No.

N/A

Course Title

Diploma of Leadership and Management

Units Assessed

BSBLDR511 Develop and use emotional intelligence

Assessment Name

Written Assessment

Type of Assessment

This summative assessment will enable your assessor to make a judgement of competency based on the submission of your completed assessments against the requirements of the unit/s of competency in this module.

Benchmark

The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). Assessors use these benchmarks to make judgements on whether competency has been achieved and to determine if you have performed to the standard expected to meet the unit requirements.

Reasonable Adjustment

Where appropriate Monarch Institute will allow flexibility in the way in which each unit is assessed based on the needs of an individual.

Assessment Coding

Assessment of this course is based on competency-based principles.

S           = Satisfactory

NS       = Not Satisfactory

If you fail to perform satisfactorily for the assessment in the prescribed way you may be assessed as ‘Not Satisfactory’.  You are required to be assessed as ‘Satisfactory’ in all assessments for each unit of competency.

Re-assessment

Your assessment can be submitted after you have reviewed the learning materials and practiced enough to feel confident in your resubmission. You have two weeks from your last submission feedback to resubmit. You are re-assessed in only the areas where your assessor has indicated you were initially assessed as NS.  It is at the assessor’s discretion to re-assess the entire assessment should an overall understanding not be demonstrated.  When you are re-assessed as ‘satisfactory’ after re-submission you will achieve competency for this assessment.

Declaration of Understanding and Authenticity

I acknowledge the assessment process has been explained and agree that I am ready to undertake assessment. I am aware of where to find the assessor’s feedback for the assessment. I am aware of the appeals process, should the need arise. I also understand I must be assessed as ‘satisfactory’ in all parts of the assessment/s to gain an overall competent result for the unit/s of competency. If I am found to be NS after a second attempt, it is at the assessor ‘s discretion whether I may be permitted one final attempt. I am aware that a ‘not competent’ final outcome means I may incur fees for re-enrolment in the unit/s.

I certify that the attached material is my original work. No other person’s work has been used without due acknowledgement. I understand that the work submitted may be reproduced and/or communicated for the purpose of detecting plagiarism. I understand a person found responsible for academic misconduct will be subject to disciplinary action (refer to Student Information Handbook).

* I understand that by typing my name or inserting a digital signature into this box that I agree and am bound by the above student declaration.

Student Name*:

SUBMISSION Date^:

Please make sure you use the same name as per your application, including your surname.

^If this is a resubmission, you must use your resubmission date.

Submission instructions:

  1. Complete the Declaration of Understanding and Authenticity (above).
  2. Once you have completed all parts of the assessment login to the Monarch Learning Management System (LMS) to submit your assessment.
  3. In the LMS, click on the link to ‘Submit [assessment name]’ in your course and upload your assessment files. Click save and then click submit assignment
  4. Please be sure to click ‘continue’ after clicking ‘submit assignment’.

Important assessment information

Structure of this assessment

This assignment contains three (3) assessment activities each containing specific instructions. You must answer every question/complete each task within each activity.

Resource required:

You’ll need to access the following document/s to complete these assessment questions:

  1. BSBLDR511 How Emotionally Intelligent Are You survey
  2. BSBLDR511 How Emotionally Intelligent Are You survey Feedback

Activity 1

Emotional intelligence overview

Emotional intelligence (EQ) is widely recognised as a somewhat intangible quality that is possessed in a greater (good) or lesser (not so good) degree in all of us. Looking at ourselves is an important part of being aware of our own EQ.

  • Organisations rely more and more on Emotional intelligence and its value to the business. Explain four (4) main principles and strategies of EQ in the workplace.

HINT: Consider workplace relationships and business objectives in your answer (minimum 100 words)

Principles

Strategy

What can you do?

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

Complete

1.2  In your own words, explain how being emotionally intelligent can achieve better results for a business.

Complete

1.3  Discuss how cultural behaviours and beliefs may impact on your workplace interactions.

Complete

1.4  When working in a diverse workplace, different cultural emotions will be shown by individuals. Outline two (2) strategies that you can use when communicating with culturally diverse individuals, as these strategies will help you develop a plan for identifying and responding appropriately to these diverse cultural expressions of emotions.

Complete

Activity 2

Your own emotional intelligence

You need to identify your own emotional strengths and weaknesses in the workplace context. This is about you. Be honest, EQ is about truly seeing yourself and being willing to grow and improve your relationships with yourself and others. 

Resource required:

  1. BSBLDR511 How Emotionally Intelligent Are You survey
  2. BSBLDR511 How Emotionally Intelligent Are You survey Feedback

2.1 Use the resource “How Emotionally Intelligent Are You” survey to identify your strengths and weaknesses in EQ. Upload the completed survey with your assignment submission.

2.2 Feedback from others can help you become aware of your emotional stance as they see you within the workplace. Use the “How Emotionally Intelligent Are You Feedback” survey and ask someone you know to complete the survey to best describe you. Upload the completed survey with your assignment submission.

2.3 Outline below the similarities and differences your assessment of yourself is to the other person’s.

2.4  Using the survey recommendations or your own ideas, detail one element of EQ that you will work on and what you will do to make this change.

2.5  The following table shows a variety of workplace incidents that you may find stressful. Indicate the emotion that you associate with each situation.

Workplace stressor

Emotional Reaction

Pressure to work at optimum levels—all the time!

Lack of control over how you do your work

Poor peer to peer relationships at work

Poor relationships with bosses

Changes within the organisation

Lack of support

Boring work

Discrimination against you in the workplace

Discrimination against your colleague in the workplace

Limited input into broader decisions by the business

Poor communication

2.6 Consider two (2) of the above stressor situations that you feel affect you the most.  If you don’t want to use these you can choose two of your own (or a combination of those listed and your own). Complete the table below to identify your emotional triggers. Explain what was difficult and how you could have better handled the situation.

Situation you didn’t enjoy

Why? Explain what was difficult or dissatisfying about it?

Detail what actions you could have taken to have better handled this situation?

1

Complete

Complete

Complete

2

Complete

Complete

Complete

2.7 Read the following story about a situation that happened at a fictional job you were doing. Your task is to describe how you would have handled this situation with reference to examples of you using emotional intelligence.

The Situation

You and Daisy are in the customer service department. You need to work together in order for the department to be successful and to perform your jobs optimally. The manager assigned you the responsibility of teaching Daisy a new process. This was a great opportunity for you to step up to a leadership role and for Daisy to become a more valuable member of the team.

You, the “go-to person” in the department, is pleased to be tapped to teach Daisy the new process. You dig right in to figure out how to tell Daisy all the details of the new process and even create several exercises for Daisy.

Daisy is a person who always wants to do her best and is pleased to be selected to learn this new process. Daisy puts herself under a lot of pressure to excel but has some concerns about training with you based on previous experiences.

Things start out smoothly while you explain the new process. Daisy listens and takes notes but is soon overwhelmed by the amount of information she is getting. Daisy asks questions about how the details relate to one another in order to make connections, but you aren’t interested in making those connections.

You explain again, this time a little slower and a little louder. Detecting undertones of impatience, Daisy becomes even more confused. She is concerned that you think she is stupid, and Daisy is reluctant to ask more questions.

You can’t understand why Daisy isn’t getting it. You have broken down the concepts to their most elementary levels so Daisy should be able to grasp them. You think Daisy’s questions show that she is not able to understand even these simple parts of the process.

You go back to the beginning again and tell Daisy about the new process, this time very slowly and even more loudly.

Daisy is overwhelmed and doubts her ability to understand the concepts being presented—now for a third time. Her brain is spinning with thoughts about her inability to learn, about word of her failure being the source of gossip throughout the company and about ultimately being fired from the company.

These thoughts take over Daisy’s ability to pay attention to your detailed explanations. From her perspective, Daisy sees herself as a failure, and she is terrified by the situation. She tries to keep calm but can’t stop the runaway thoughts of uselessness and stupidity that are overwhelming her. She bolts out of the room, not stopping until she gets to her car where she sobs uncontrollably. Daisy calls
her supervisor from her car and tells her she has left work and won’t be back today and maybe not tomorrow.

You have no idea what has happened. You were just doing your job. You were just teaching the details of the process when Daisy jumped up and ran out of the room.

Start by describing Daisy’s EQ, in particular what you can observe about the areas she needs to improve. Next describe “your” EQ areas that need improving. Finally offer an example of how you would have handled this situation better.

Activity 3

Emotional intelligence in action

Scenario

You are the Cafe manager for the Long Mile Coffee Cafe at this flagship cafe in Brunswick. The cafe is part of the Long Mile chain of cafes in the inner northern suburbs of Melbourne. You report to Anthony Sellers who is a co-owner of Long Mile. The other co-owner is Mitch Roberts.

Anthony has recently arranged for you and two (2) other senior managers to attend a learning and development seminar on ‘Understanding and developing emotional intelligence for today’s organisation’s’.  The seminar went for several days and gave you a great deal to think about.

Once you returned to the café there were increased deadlines and issues around staff so you have not been able to think about it again.

However, you know you need to start by identifying your own attitudes, strengths, weaknesses (or areas for improvement) as well as personal stressors and general awareness of how you operate.

Background

Anthony Sellers is looking for you to provide information as to how emotional intelligence can be introduced in the organisation. He identified the following key concerns within the organisation before you left to go on the seminar:

  • High absentee rates of staff in teams across the organisation resulting in an increased need for overtime.
  • Organisational politics between departments – bullying as a result.
  • Low numbers of employee promotions despite employee interest.
  • Positive customer survey responses have not been shared by management – poor communication, meaning staff members are not aware of the good work they are doing.

Since you attended the seminar there have been more changes in the café.

  • Several key staff members have left from your team, they were your colleagues and you were fond of them as friends, having worked with them for several years. Now you have recruitment to deal with as well as other operational tasks.
  • Deadlines for ordering and stocktakes have been shortened.
  • You have a report to write for Mitch Roberts on how to implement EQ into the Café, this is due in two weeks and you need to make a start on this.

The next important step in the process of developing your EQ is to identify the personal stressors and how they impact you in the workplace.

  • Complete the following tables identifying stressors for ‘you’ as in the scenario. Think about the scenario and your own workplace. The first one for the Café has been done for you.

Personal stressors in the Long Mile role

Emotional states (or triggers) which can result from these stressors - – positive or negative

0

Deadlines - ordering, stocktaking, report

Frustration, Anxiety/nervousness, Acceptance and acknowledgment of the problem

1

Complete

Complete

2

Complete

Complete

3

Complete

Complete

  • Looking at your personal stressors in the previous table, how do these correlate (match) the EQ elements you identified when you and your friend did the survey in activity 2? Are they the same or do you need to revise your strengths and weakness areas?

Complete

  • Once you have identified the events (triggers) which made you react strongly you need to develop better responses. This is an activity you may need to do several times throughout your life/career depending on your situation. EQ keeps on needing to be developed and used. Now that you know this, create an action plan which can be used over time to help you.

This template has been provided to guide you. Complete all blank spaces.

Action plan

 Plan type

Develop awareness of emotional triggers

Date

Complete

Issue

Comments

1

Learn to identify emotional triggers

2

Develop strategies to manage and control emotional responses

Future

No.

Objectives

Measures of performance

1

Learn to identify the emotional trigger

Complete

2

Develop strategies to manage and control emotional responses

Complete

Strategy for achieving objectives

Strategies

Step by Step Plan

Learn to identify the emotional trigger

Reflect on the events which made you react badly or triggered a reaction in you.

Complete

Complete

Complete

Complete

Develop strategies to manage and control emotional responses

Complete

Complete

Complete

Complete

As mentioned earlier in the scenario, there are many difficult and demanding situations impacting on your team and the café at the moment. As you work through the next few activities, consider how these would make you feel if they were on your daily to-do list!

  • High absentee rates of staff across the organisation increasing the need for overtime.
  • Organisational politics between departments – resulting in bullying.
  • Low numbers of employee promotions despite employee interest.
  • Positive customer survey responses have not been shared by management – poor communication, meaning staff members are not aware of the good work they are doing.
  • Deadlines have been shortened.
  • You have a report to write on how to implement EQ across the cafe, is due in two weeks and you need to make a start on this.
  • Staff changes are high impacting.

Background about your team

Name/ Role

Information

Name: Beau Tye

Role: Barista

Very good with coffee and customers. Can be bossy. Usually on the morning shift. Enters competitions and usually wins. From North America. Beau is confident and strong.

Notes from professional development interview

Beau has aspirations to be Café Manager and has already started a Diploma of Business online in his own time.  He is motivated by money and would take a job outside the organisation if a higher remuneration was offered. Beau asked if he could shadow the current café supervisor for a week or so. You have noted when Beau is in the presence of Management likes to be extremely inquisitive and he eagerly seeks to question the manager about management decisions and initiatives.  Beau does this as he is generally interested and wants to learn; however, this behaviour frequently disturbs Managers who interpret this behaviour as negative, meddlesome and troublesome.

Name: Anita Goodman

Role: Barista

Quiet when working with Beau, also great with coffee, quite shy though.  Usually on the lunch and pm shifts. Australian New Zealander.  

Notes from professional development interview

Anita stated she lacks the confidence to work with some people who she feels are too pushy/bossy. You question Anita further and find out she really is unhappy working with Beau. Anita feels he constantly puts her work down and often makes rude remarks to her. You recognise Beau’s behaviour affects her confidence. You ask Anita if she has told Beau how his behaviour impacts on her. Anita says she hasn’t, she feels he’ll be aggressive and she doesn’t like conflict. Anita wants to avoid working with Beau completely. Anita also said she finds it difficult to learn from Beau as he just demonstrates the task and gives her written instructions to follow. She doesn’t learn well this way.

She is loyal and adds a relaxed air to the café when she is on shift, this is a valuable addition to the team and the café.

Name: Hugh Brown

Role: Waitperson

Customers love Hugh, he is very good at his job and an excellent role model for the other staff especially the younger members like Harry and Ilene.

Notes from professional development interview

You are really impressed with Hugh’s skills and performance.  In fact, he would be your pick for any future management development programs.  His strengths are: Honesty, Confidence, very committed to his performance, positive attitude, shows intuition and can lead others. Hugh is very humble and has not really considered his career potential.

Name: Jim Chen

Name: Waitperson

Quiet and undemonstrative, but helpful, customers like him.  Highly reliable and often stays to do the lock up after the pm shift. Chinese Australian family background. 

Notes from professional development interview

Jim would like to progress to supervisory duties within two years. You suggest studying to gain relevant qualifications.  Jim would like assistance to plan professional development as he has not done further study since leaving school. He’s apprehensive about study, he has a preference to learn in groups with others. He has trained others before and demonstrates an ability to empathise with others which are valued by you as a manager.

Name: Ilene Wright

Role: Waitperson

Young cheerful and shows promise. At times Ilene seems to struggle with her interpersonal skills, as she becomes unsure how to react with others.  You have identified the following skills as Ilene’s strengths: organised, good time management, follows process and procedures well, has good IT knowledge.

Notes from professional development interview

Ilene was not really sure what she wants from her working career. She is astute and you discovered during the interview she has completed a Graduate Diploma of Science (Marine Biology and Ecology).  She is passionate about this subject but has never been able to secure work in this Industry. She’s happy in her current role and doesn’t give any indication what she sees as her career pathway.  She doesn’t like to deviate from policy and procedures and does not respond well to changes.

All organisations have issues from time to time, yours is no different. How these issues are managed is an important piece of the puzzle.  However, the following issue is causing you more trouble than the others:

Several key staff have left your team as a result of redundancy, they were your colleagues and you were fond of them as friends, having worked with them for several years. Now you have unhappy staff and more work to do with less people. You are terribly upset about this and your team is too. 

Note:    Redundancy happens for many reasons, they are not easy for anyone and reactions to this situation vary. It is important to remain positive and support your team through the process, both the team member with the redundancy and the remaining team members. 

Long Mile is committed to caring for their people, but trouble is, not always does this message get through. Anthony is helping you in supporting the process for your team, and has provided the following information for you to consider, she also mentioned proven benefits come from:

  • explaining options to remaining team members
  • celebrating their contributions
  • regular communication, e.g. meetings.

Excerpt from the Policies and procedures - Redundancy policy

In the case of redundancy follow the process to assist with the transition. The process includes:

·         We will offer alternative roles in the organisation.

·         We will support the effected personnel with training and other support as applicable to the role.

·         In case no other options are suitable the individual will be paid as per their employment conditions.

Meeting with your team

You have come to work early. Beau, Anita, and Jim are in early also as they want to talk to you about this issue. During the meeting you observe:  

·      Beau is aggressive and angry at the redundancies and the fact that the team is getting smaller, not bigger. 

·      Jim is quiet, he looks afraid at what this means for his job.

·       Anita doesn’t say much either but is grieving for her colleagues.

  • Referring to what you observed in the meeting, think about the triggers for emotional response and how they make you feel. Now, as a manager, you are required to model behaviour which demonstrates how you can manage your own emotional responses (intelligence), in this situation.

Complete the following table. How did each person’s reaction/s in the meeting make you feel? How will each person feel if you react that way? How could you react better?

Note:     There will be more questions relating to the emotional states of co-workers in the practical assessment so, for now, concentrate on your own management of emotions.

How will you react to Beau?

What triggers did you identify? (from question one in this activity)

What strategies/behaviour will you demonstrate to manage this?

1

Complete

Complete

2

Complete

Complete

How will you react to Anita?

What triggers did you identify? (from question one in this activity)

What strategies/behaviour will you demonstrate to manage this?

1

Complete

Complete

2

Complete

Complete

How will you react to Jim?

What triggers did you identify? (from question one in this activity)

What strategies/behaviour will you demonstrate to manage this?

1

Complete

Complete

2

Complete

Complete

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