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BSBLDR501 Develop and Use Emotional Intelligence Assignment Help

Assessment Task1 – Written Questions

Task Summary

Answer all of the written questions below.

What you will need

Paper and pens

When and where do I need to do this?

This assessment task will be completed in the classroom. Write in the date as advised by your assessor:

What do I have to submit?

You will need to provide correct answers to all questions. Write down your answers with the question number clearly indicated.

What if I get something wrong?

If your assessor sees that you did provide a satisfactory answer, they will ask you to redo the question.

Instructions

Provide answers to all of the questions below:

  1. Define emotional intelligence.
  1. List the five elements of emotional intelligence as defined by Daniel Goleman.
  1. Briefly discuss the concept of self-awareness.
  1. List one reason why self- management is an important quality for a manager?
  1. Discuss each of the four types of abilities as identified in the Emotional Intelligence Theory developed by Caruso and Salovey (2004).
  1. Discuss in a sentence or two why emotional intelligence is important in relation to performance at work.
  1. List at least three characteristics of workers who have high emotional intelligence.
  1. Discuss in a sentence or two why emotional intelligence is important in relation to managing stress and physical health.
  1. Discuss in a sentence or two why emotional intelligence is important in relation to managing workplace relationships.
  1. Why might Chinese people typically not show enthusiasm in front of a superior?
  1. Why is it important to recognise cultural differences in emotional intelligence? Give an example to illustrate your answers.
  1. What bodily symptoms may show that a person is stressed? List at least five.
  1. List two factors that are important in cross-cultural communication.

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Assessment Task2 – Emotional intelligence assessment and improvement project

There are two parts to this project.

In Part A, you will need to identify aspects of your own emotional intelligence by completing a personality test and a self-assessment.

In Part B of the assessment, you will need to develop an emotional intelligence development plan, which you will develop based on your own self-assessment, as well as feedback from your assessor provided to you in a meeting.

Part A: Emotional intelligence assessment

Task summary

For this part of the assessment, you will need to complete a personality test and respond to a number of questions to assist in identifying your emotional strengths and weaknesses and the impact of your emotions in the workplace.

What you will need

Computer and Microsoft Office

Access to the internet for research

When and where do I do this?

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

Write in the date as advised by your assessor:

What do I have to submit?

  • Screen shot of personality test
  • Completed self-assessment (send via email to your assessor).

What if I get something wrong?

If your assessor sees that you did not complete the task satisfactorily, they will give you feedback and ask you to redo it.

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Instructions

Complete the personality test at the following link.

Take a screen shot of the final results page of the test to send to your assessor.

Now answer all of 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. Cut and paste the questions into a word document and submit your answers via email to your assessor.

  1. Discuss your ratings for each of the five factors as identified in the personality test results. The discussion should include your score for each of the factors and how you rate on each factor, as well as your strongest personality trait as shown by your highest score.
  1. Reflecting on the results, what stood out for you in terms of what it tells you about yourself as a person?
  1. Thinking about the questions asked as part of the personality test and your learning as part of this unit, discuss five of your emotional strengths?
  1. Thinking about the questions asked as part of the personality test and your learning as part of this unit, discuss five of your emotional weaknesses?
  1. Discuss how you believe the emotional strengths you have identified above help your workplace performance and relationships.
  1. Discuss  how  you  believe  your  emotional  weaknesses  hinder  your  workplace  performance  and relationships.
  1. Complete the following table about personal stressors at work.  Identify sources of stress most likely to result in workplace stress for you, your stress response and actions that you can take (or have taken) to manage stress.
Personal stressor What is your stress response(emotional, physical, behavioural)? Actions to address

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  1. Review the following list of needs and choose at least three from the list that most trigger your emotions when you don’t get these needs met. Consider this question in the context of the workplace.
··· AcceptanceBe understoodBe in control ··· RespectBe neededBe right ··· Be loved/likedBe valuedBe treated fairly
· Attention · Comfort · Freedom
· Peacefulness · Balance · Consistency
· Order · Variety · Included
· Safety · Predictability · Autonomy
· Fun · New challenges

 

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

Need and why this need is important to you at work What is your emotional response when this need is not met? Emotional control mechanism

Part B: Emotional intelligence assessment planning

Task summary

The outcome of this part of the assessment task will be an emotional intelligence development plan. You are required to participate in a meeting with your assessor during which your assessor will provide you with some feedback that you will need to use, as well as your own self-assessment, to complete the emotional intelligence development plan template.

What you will need

Completed self-assessment from Part A

Emotional intelligence development planning template

When and where do I do this?

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

Write in the date as advised by your assessor:

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What do I have to submit?

  • Completed emotional intelligence development plan

What if I get something wrong?

If your assessor sees that you did not complete the task satisfactorily, they will give you feedback and ask you to redo it.

Instructions

Following completion of Part A of this assessment task, you will be required to meet with your assessor to discuss your self-assessment of your emotional intelligence.

Your assessor will have reviewed your self-assessment and screen shot of your results from the personality test and will be ready to discuss this with you and provide you with feedback about strategies for improving emotional intelligence based on their discussion with you and a review of the document you submitted.

Your assessor will ask you questions about your self-assessment and provide you with feedback as above. During the meeting, you will also be assessed on your communication skills as follows:

o  Responding to questions

o  Asking questions as required to identify required information

o  Using active listening techniques to confirm information

After the meeting, using the feedback from your assessor, as well as your self-assessment, complete the emotional development planning template.

Assessment Task3– Staff emotional intelligence project

There are two parts to this project.

Part A: You will need to review a case study and answer a series of questions to show that you can recognize and respond to emotional states in others.

Part B: You are required to role-play the Manager of the two staff from the case study and show that you are able to recognise, appreciate and respond to staff members’ emotional strengths and weaknesses, as well as promote the development of emotional intelligence and use emotional intelligence to maximise outcomes for the team.

Part A: Case study review

Task summary

For this part of the assessment, you will need to review a case study and answer questions.

What you will need Case study information Computer and Microsoft Office

Access to the internet for research

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When and where do I do this?

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

Write in the date as advised by your assessor:

What do I have to submit?

Email to assessor with word document attached with answers to al of the questions. Each of your answers should be approximately 1 paragraph.

What if I get something wrong?

If your assessor sees that you did not complete the task satisfactorily, they will give you feedback and ask you to redo it.

Instructions:

Review the following case study information.

You are the Manager of a team of telemarketing staff for an on-line rental property business. 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. Beryl is the Team Leader of the telemarketing group responsible for:

  • supervision and mentoring of a telemarketing team of 8;
  • 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 for you as the Manager as the team’s performance targets are not being met and the conflict within the team seems to be having an effect on 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.

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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.

You will need to answer all of the following questions in preparation for the meeting role-play in Part B.

  1. Based on a review of the scenario, what do you think could be possible range of emotions that Yuko could be feeling? List at least five possibilities.
  1. Based on a review of the scenario, what are the possible ranges of emotions that Beryl could be feeling? List at least five possibilities.
  1. Based on a review of the scenario, what do you think could be the affect of the workplace situation on the manager and possible emotions they could be feeling? List at least five possibilities.
  1. 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.
  1. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to express their thoughts and feelings? List at least two.
  1. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to reflect on the effect of their behaviour and emotions? List at least two.
  1. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions.
  1. Document a step-by-step approach for resolving the workplace situation.

Part B: Meeting role-play

Task summary

In this role-play, you need to play the role of Manager and conduct a meeting with both Yuko and Beryl individually. You will be assessed on your performance for both meetings.

What you will need

Access to a meeting space

When and where do I do this?

This assessment should be completed in the classroom as part of the simulated work environment. Your assessor will play the role of Yuko and Beryl and will advise you of the meeting times.

What do I have to submit?

You do not have to submit anything for this assessment task. Your assessor will observe you in the role of the Manager conducting a meeting with Beryl and with Yuko.

What if I get something wrong?

If your assessor sees that you did not complete the task satisfactorily, they will give you feedback and ask you to redo it.

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Instructions

Your preparation for the meeting will include completion of Part A of this assessment task. You will also need to prepare a number of questions to ask Beryl and Yuko at the meeting in order to find out more about the situation and their thoughts and emotions. You should consider appropriate strategies for addressing the issue before the meeting, bearing in mind that you will be provided with additional information that you will need to consider at the meeting.

You will be assessed on whether you have conducted the meeting to address requirements as indicated below, as well as your demonstration of emotional intelligence, including empathy, and acknowledgement of others’ perspectives, as well as active listening. You will also be assessed on your ability to remain calm and unbiased throughout the meeting, as well as showing flexibility and adaptability in relation to actions to address the workplace situation.

At the meeting you will need to:

o  Explain the purpose of meeting

o  Find out more about each staff member’s side of the story

o  Respond appropriately to each staff member’s emotional state and provide opportunities for Beryl/Yuko  to  express  their  thoughts  and  feelings  through  open  questions  and  active listening.

o  Demonstrate non-verbal communication skills including nodding and smiling as appropriate.

o  Acknowledge each staff member’s perspective

o  Explore the impact of each staff member’s behaviour and emotions on the other staff member

and the rest of the team.

o  Discuss each staff member’s strengths and their contribution to the workplace.

o  Discuss  appropriate  emotional  intelligence  techniques,  including  self-management  of emotions, for managing behaviour and for building effective workplace relationships.

o  Decide on actions for addressing the issue taking into account both staff members’ needs and emotions, as well as identified strengths.  In discussing actions, you should show that you have taken into account the additional information provided at the meeting.

 Please CHAT WITH LIVE Assignment Advisor to know more about Referencing styles and Citations.

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