BSBWOR501 develop and use intellengence

Welcome to your Student Assessment Guide for BSBLDR501 Develop and Use Emotional Intelligence. This Guide provides you with information on the assessment particularly what you have to do and to what level of performance.

This assessment has the following two events:

Remember, you do not type your responses in this Student Assessment Guide, but use the Student Assessment Workbook, which is a separate document. This document is simply a guide to explain what you are required to do, and by doing so, this will assist you to perform at your best.

Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.

Performance required

· complete all of the questions and tasks listed in the Student Assessment Workbook

· meet all the requirements listed in this Student Assessment Guide

· your responses to the questions and tasks must be relevant, accurate and specific

· submit your completed Student Assessment Workbook to your Assessor within the set timeframes

· where you use an external source of information, you must provide citation.

Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.

The information contained in this assessment event lists the questions that you will need to develop a written response. These questions are theoretical and provide evidence of your understanding of processes and techniques in emotional intelligence. Each question includes the requirements which indicate what you have to do and the depth of your response to achieve a satisfactory result.

Explain emotional intelligence principles and strategies.

R 1. provide three key principles

R 2. provide three key strategies

R 3. word count is approximately 30 words for principles and 30 words for strategies.

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

R 1. provide three explanations to how these people attained objectives

R 2. word count is approximately 50 words in total.

Explain emotional intelligence in the context of building workplace relationships.

R 1. provide a minimum of four explanations

R 2. word count is approximately 50 words in total.

R 1. explain five techniques

R 2. word count is approximately 50 words in total.

· identify your personal attributes

· develop your and skills in emotional intelligence

· develop the emotional intelligence skills of your colleagues.

In this task, you will prepare for the action learning session by identifying your strengths and weaknesses, reviewing your emotional responses in the workplace and the control of these skills.

R 1. research personality or learning style models and identified and summarise a minimum of four behavioral indicators

· provide a summary on one’s strengths and weaknesses with each of these indicators

· list examples of actions with each of the strengths and weaknesses

R 2. word count is approx. 80 words per indicator.

R 1. identify a minimum of two personal stressors

R 2. word count is not critical.

R 1. select one of the stressors from task 1.2 and use the Stress Mapping Template and calculate the level of stress with this issue:

· list a minimum of four demand factors

· estimate the perceived weighting with each factor

· calculate the score with this issue

R 2. calculate the level of perceived capability with this issue:

· list a minimum of four capability factors

· estimate the perceived capability with each factor

· estimate the perceived weighting with each factor

· calculate the capability score with this issue

R 3. calculate the appropriateness of the capability strategies being used with this issue:

· list three current coping strategies being used:

· calculate the level of effectiveness with these coping mechanisms

· list three potential strategies to further address the level of stress

· calculate the level of effectiveness with these coping mechanisms

R 4. summarise the findings from this completed template by listing three points that describe:

· the level of stress

· the effectiveness of these coping mechanisms, summarise the gap and make a comment on the significance of this gap

· the sustainability of maintaining this level of stress including a description on how much effort is required to address this demand and whether this can be maintained

· the long-term application of these coping mechanisms is related to the further coping mechanisms and their potential for success

R 5. the word count for each of the above four points is approximately 200 words.

R 1. identify a minimum of two situations that trigger strong emotions

R 2. this word count is not critical.

R 1. participate in an action learning session and present the following:

· discuss a minimum of two emotional triggers (from Task 1.1)

· describe personal stressors and coping mechanisms (from Task 1.2 and 1.3)

· describe emotional triggers (Task 1.4)

R 2. listen to the feedback given and take notes

R 3. develop a minimum of two new learnings about oneself

R 4. actions must meet all the requirements in the Observation Check Sheet Number 1

R 5. the session duration is 45 minutes

R 6. this word count is not critical.

R 1. review notes taken from action learning session then do the following:

· describe how you feel after your action learning session

· describe an issue that was discussed that you could improve your ability to control emotions

R 2. word count is 150 words in total.

In this task, you will use your insight from your action learning session from Task 1 and make preparation to assist others to develop their emotional intelligence. This preparation will initially be through reflection, then you will use this knowledge in Task 3 and 4 where you will participate in a second action learning session to further the emotional intelligence of a colleague.

R 1. document a situation where a colleague appears emotional:

· describe the situation

· describe what you think the emotional cues were

R 1. described how you would respond to this situation:

R 2. word count is 200 words in total.

R 1. describe a minimum of three examples of cultural expression of emotion

R 2. select one and describe how to respond to this expression

R 3. word count is 150 words in total.

R 1. document a situation where you interacted with a colleague with a different style:

· describe how you responded to that person

· describe new approaches to the situation

R 1. word count is 150 words in total.

R 1. document a situation where a decision was made that had impact on colleague(s)

· describe how you responded to that person

· describe new approaches to the situation

R 2. word count is 100 words in total.

In this task, you will now participate in another action learning session but this time acts as a stakeholder whereby you ask questions to create new learning for the other person (the colleague). The duration of the session is 45 minutes.

R 1. participate in the action learning session

R 2. actions must meet all the requirements in the Observation Check Sheet Number 2

R 3. word count is not critical.

R 1. participate in the action learning session

R 2. actions must meet all the requirements in the Observation Check Sheet Number 2

R 3. word count is not critical.

R 1. participate in the action learning session

R 2. actions must meet all the requirements in the Observation Check Sheet Number 2

R 3. word count is not critical

R 1. participate in the action learning session

R 2. actions must meet all the requirements in the Observation Check Sheet Number 2

R 3. word count is not critical.

In this task, you will now reviews all your learning from the previous tasks then uses this emotional intelligence to improve work relationships and team outcomes in a student study group. This study group will be students from the class and have a membership of between 3-4. The purpose of the study group is to share ideas on the course and how to maximise your learning and assessments. The study group is for the duration of this unit.

R 1. form a study group for the remainder of the course and complete the following:

· use the document tilted “check sheet for monitoring emotional intelligence skills “as follows:

· complete on two occasions the above check sheet

· base these entries on self-awareness and where possible feedback from others

· attach the completed check sheets to the workbook

R 2. identify situations where there could be an improvement the emotional climate

R 3. develop strategies to address these situations

R 4. word count is approximately 100 words.

R 1. in your reflection on your study group, complete the following:

· list the strength of the workgroup members

· describe the outcomes to be achieved

R 2. after one week of implementing the study group describe how the strengths assisted the achievement of outcomes

R 3. word count is approximately 250 words in total.

As part of this initiative you will prepare for presenting your attributes to a stakeholder of the pilot, then use this feedback to develop your emotional intelligence. You will then use another action learning session to assist a colleague (a student) to develop their emotional intelligence. Both sessions have a duration of 45 minutes each. These two sessions lead to the application in your student study group where you will use your emotional intelligence skills to achieve study outcomes. The duration of the whole simulation is anticipated to cover the duration of the course for this unit.

This simulation is divided into the following phases:

You will be the Project Officer of My Action Learning in the simulation. Your roles and responsibilities in the simulation are as follows:

Phase 1 occurs in Tasks 1.1 to 1.6.

This simulation will have a duration of 45 minutes where you will review your personal attributes then develop your skills in emotional intelligence. Note that your Assessor will not play a role in this observation activity as they will be observing your interaction with the stakeholders and documenting evidence in the Observation Check Sheet 1 provided in Appendix B.

In Phase 1 your main duties in the organisation are as follows:

· identify own emotional strengths and weaknesses

· identify personal stressors and emotional states

· participate in an action learning session and seek feedback for the development of their emotional intelligence.

Phase 2 occurs from Tasks 2.1 to Tasks 2.4. In Phase 2 your main duties in the organisation are as follows:

· reflect on a number of scenarios and develops appropriate strategies for the future

· scenarios are associated with emotions of others.

Phase 3 occurs in Tasks 3.1 to Tasks 3.4.

This simulation will have a duration of 45 minutes where you will interact with a colleague in another action learning session to develop their emotional intelligence skills. Note that your Assessor will not play a role in this observation activity as they will be observing your interaction with the stakeholders and documenting evidence in the Observation Check Sheet 2 provided in Appendix B.

In Phase 3 your main duties in the organisation are as follows:

· provide opportunities for others to express thoughts and feelings

· assist others to understand the impact they have on others

· encourage the control of emotions.

Phase 4 occurs from Tasks 4.1 to Tasks 4.2. In Phase 4 your main duties in the organisation are as follows:

· participate in a study group

· reflect on level of emotional intelligence within the study group.

The simulation chosen is to give you the opportunity to provide evidence that demonstrates your ability to develop your emotional intelligence skills and that of a colleague and study group. We have tried to make this simulation as real as possible within a classroom setting through using real scenarios associated with emotional intelligence. To carry out your role in this simulation will require you to follow these steps:

The information in this section outlines the assessment conditions for the Observation which occurs in Phase 1 and 3, and involves your interaction with a stakeholder in Phase 1 and a fellow colleague in Phase 3.

Before the Observations:

· you must ensure that you have read and understood any documents required to undertake the Observations

· you must ensure that you have read and understood all performance requirements listed under each task

· you must ensure that you have read the requirements listed in the Observation Check Sheets as your performance will be judged based on these criteria (see Appendix B)

· your Assessor will inform you of the date of your Observations.

During the Observations:

· you will be interacting with a Student Support Officer in the first session and a fellow colleague in the second session

· it has a total duration of 45 minutes for each session

· other students will not be observers during the session as this will give them an unfair advantage

· these stakeholders will be role played by staff from the RTO or other externals

· your Assessor will brief them on your topics so that they can carry out their actions in an appropriate manner

· you cannot refer to the Observation Check Sheets while undertaking the Observations

· your Assessor will:

· observe you individually based on the criteria in the Observation Check Sheets

· document their observations in detail on the Observation Check Sheets

· provide extensive written feedback

· ensure that the session will be free from distractions

· you must comply with WHS requirements

· you must demonstrate all the criteria in the Observation Check Sheets to achieve a satisfactory result for the Observations.

If you are not successful, after the observations, the Assessor will:

· provide written feedback on the Observation Check Sheets explaining their justification in detail

· communicate this feedback to you

· arrange another suitable time to observe your second attempt.

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We have provided the Observation Check Sheets for you to prepare for your assessment with the Assessor. Remember, you will not be able to use this Check Sheets during this session. However, we recommend you use this as a planning tool so that you are fully prepared for the observation.

Note that you must demonstrate all the criteria listed in the following Observation Check Sheets to be deemed satisfactory.

BSBLDR501 Student Assessment Guide v4.0 Page 14