Recorrection assessment

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Level 3

118 Queen Street

Melbourne VIC 3000

Telephone (03) 8395 0151

E-mail [email protected]

Unit Result Report Version: 12.0 Issue Date: 13 July 2020 Review Date: 01 July 2021

Managed By: VET Coordinator Authorized By: CEO Page 1 of 2

Queens Group Pty Ltd (T/A) RHODES COLLEGE

Unit Result Report

Trainee Name Trainee ID No.

Trainer/Assessor Name

Unit Code

Unit Name

Course Name

Submission Type First Submission Re-Submission

Trainee Declaration: "I hereby certify that:

• This assessment is my own work based on my personal study/research, in my own words. • I have cited all sources and material used to assist my research for this assessment. • I have not copied or plagiarized any part of this assessment from another student. • I or any other student has not submitted this assessment previously.

• I have kept a copy for my own records. • I am aware of the availability of reassessment consistent with the Institute’s Reassessment Policy.

• I understand my right to appeal the assessment or reassessment outcome, as per the Institute’s Complaints and Appeals Policy.

Trainee Signature: ____________________________________________ Date: ______________________ ____

Summary of Evidence Gathering Techniques Used for this Unit

Key: (A) Questions (B) Assignment (C) Project (D) Case Study (E) Activity

(F) Third Party Report/Logbook (G) Portfolio (H) Observation (I) Test (J) Written Assessment

Evidence 1 Evidence 2 Evidence 3 Evidence 4

S NS S NS S NS S NS

S = Satisfactory NS = Not Satisfactory

Unit Result: Competent Not Yet Competent

I declare that I have conducted a fair, valid, reliable and flexible assessment with this trainee. The trainee has been given feedback and informed of the Assessment Outcome and the reason for the decision. I have also explained the reassessment options and appeals rights available to the trainee.

Trainer/Assessor Report: __________________________________________________________________

_______________________________________________________________________________

Reassessment Required: No / Yes – If Yes, has the student been notified? Yes / No

Assessor Signature: _______________________________________ Date: _________________

Receipt of Submission

Trainee Name Trainee ID No.

Trainer/Assessor Name Trainer/Assessor Signature

Unit Code

Unit Name Date





J C C H

12.06.21

Ass 3 - Please attach PowerPoint. and ensure trainer signs the checklist Ass 1 - Please re-submit Q1.16. Ass 2.1 Re-submit 2.1A, 2.1C, 2.1D

Ass 2.2 - Re-submit entire assessment

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Level 3

118 Queen Street

Melbourne VIC 3000

Telephone (03) 8395 0151

E-mail [email protected]

Unit Result Report Version: 12.0 Issue Date: 13 July 2020 Review Date: 01 July 2021

Managed By: VET Coordinator Authorized By: CEO Page 2 of 2

Queens Group Pty Ltd (T/A) RHODES COLLEGE

Instructions to the assessor

1. Trainer must explain how the evidence is collected.

2. Advise your students of the project description and when it is due for submission.

3. The activities can be re- worded or re- phrased if the student does not understand what is being asked.

4. The blank space after each question can be used to record key information about the student's answers to the

activities.

5. The feedback section should be completed to give the student meaningful and constructive feedback.

6. The activities & questions are designed to probe the underpinning knowledge of the student.

7. Advise the student the due date for the assessment.

8. When the reports are handed in - check the answers to ensure they are correct.

9. Where the students report does not meet competency, discuss the issue with the student.

10. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the

student did not know the answer, or did not understand the question.

11. If the student gives a correct oral explanation to the question, the trainer needs to include the answer in writing, and

an explanation on the assessment that the answer has been determined orally. The trainer needs to sign the written

oral explanation.

12. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be

answered correctly.

13. If any reassessment is required, refer to the Reassessment Policy.

14. If any Trainee is not happy with the assessment or reassessment outcome, explain to them their right to appeal the

decision and refer them to the Institute’s Complaints and Appeals Policy.

Instructions to the student

1. Before you commence the written paper take time to read it through carefully.

2. If there is any part of the paper that is unclear, or you are having difficulty understanding please inform your

instructor.

3. All of the assessments need to be answered correctly to gain competency in this unit.

4. Do not hesitate to ask for help if you do not fully understand what is required of you.

5. All work needs to be written in pen and not in pencil.

6. All work is to have an assessment cover sheet attached.

7. Note that you have a right to have this submission reassessed, consistent with the Institute’s Reassessment Policy,

including the right to appeal any reassessment consistent with the Institute’s Complaints and Appeals Policy. These

policies are available on the Notice Board or Rhodes College website www.rhodescollege.vic.edu.au or alternatively

send an email to [email protected] to request a copy.

Page 1 of 24

RTO No: 21870

CRICOS Provider Code: 02992E ABN: 39 122 778 563

STUDENT COPY

Observation completed 12/03/2021

Last Modification Date February 2020

Assessment Resource Summary

Unit Details BSBLDR511 - Develop and use emotional intelligence

Assessment Type

This is a summative assessment, which requires each student to have adequate practice prior to undertaking this

assessment.

Assessment Methods

Written Assessment (J) Assessment 1 (Written Questions)

Project (C) Assessment 2.1 & 2.2 (Self-Awareness Analysis and Case Study)

Observation (H) Assessment 3 (Team Training Session Role Play)

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Page 2 of 24

Unit Summary

This unit covers the development and use of emotional intelligence to increase self-awareness, selfmanagement, social awareness and relationship management in the context of the workplace.

It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.

It applies to managers who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Prerequisite Units

There are no recommended pre-requisite units for this competency.

Co-requisite Units

There are no recommended co-requisite units for this competency.

Resources

RTO No: 21870

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ABN: 39 122 778 563

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Resources: Student Learner Guide, PowerPoint presentation, Sample Policies and Procedures and documents, Office equipment and resources, computer facilities with internet, including the

“Student Resource Folder”, accessible for every student via Rhodes College intranet.

Chapman, M., 2014, ‘Sense and sensibility’, Mindfulnet available at Student Resource

Folder\BSBLDR511\EI Coaching At Work.pdf

(http://www.mindfulnet.org/EI%20Coaching%20At%20Work%2009.pdf)

Consortium for Research on Emotional Intelligence in Organisations available at Student Resource Folder\BSBLDR511\The Genos Emotional Intelligence Inventory (Genos EI).pdf (www.eiconsortium.org/measures/genos.html)

Guideline for recruitment, selection and induction policies and procedures available at Student Resource Folder\Sample Policies and Procedures

HR Grapevine available at Student Resource Folder\BSBLDR511\5 Ways for Developing Emotional Intelligence _HR Grapevine.pdf (www.hrgrapevine.com/markets/hr/article/2014-06-03-5-ways-for-developing-emotional-intelligence)

Emotional Intelligence Questionnaire.pdf available at Student Resource Folder\BSBLDR511. (https://www.drugsandalcohol.ie/26776/1/Emotional_intelligence_questionnaire-LAL1.pdf)

Main theories of Emotional and Social Intelligence: https://www.businessballs.com/self-awareness/main-

theories-of-emotional-and-social-intelligence-esi/

Mind Tools: www.mindtools.com

Appendix ONE and Appendix TWO

Note: Students, currently employed, are encouraged to bring their current employer’s policies and procedures

and or relevant documents (with their employer’s permission) to use in their course work. This material must be

reviewed prior to use by the Institute’s Trainer/Assessor. For students who are unable to bring adequate policies

and procedures, the Institute will provide a practice set of documents.

RTO No: 21870

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ABN: 39 122 778 563

Page 4 of 24

ASSESSMENT 1 – WRITTEN ASSESSMENT

Mohammed Arshad

Student Name: ______________________________________________________________ 52928

Student ID No: ______________________________________________________________

Student Instructions:

1. Your answers should be on a separate document using word processing software such

as MS Word & or other software (hand written submissions are only acceptable with prior

approval from your Trainer)

2. Your document should be professionally formatted and include

a. Your Name

b. Your Student ID

c. Unit Code

d. Assessment Number (i.e. BSBLDR511 Assessment 1)

3. Please reference to each question number and retype each question with your answers

4. You must answer every question and provide enough information to demonstrate sufficient

understanding of what has been asked to achieve competency. Please ask your Trainer/Assessor if you are unsure what is sufficient detail for an answer

5. Ask your trainer/assessor if you do not understand a question. Whist your trainer/assessor

cannot tell you the answer, he/she may be able to re-word the question for you or provide

further assistance based on the Institute’s “Reasonable Adjustment Policy”

6. Answers should be your own work, in your own words and not plagiarised, nor copied.

However, if an answer is cut & pasted (such as a definition), then the source should be

referenced

Questions

1 Provide descriptions in your own words for the following emotional intelligence terminology.

Students response could include:

1. Behaviour

2. Collaborate

3. Communication

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4. Communication Styles

5. Co-Workers

6. Culture

7. Cultural Beliefs

8. Cultural Expression

9. Diversity

10. Emotions

11. Emotional Climate

12. Emotional Cues

13. Emotional Intelligence

14. Emotional Strengths

15. Emotional States

16. Emotional Stress

17. Emotional Triggers

18. Emotional Responses

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19. Emotional Weakness

20. Evaluation Criteria

21. Feedback

22. Model Behaviours

23. Personal Stressors

24. Self-Management

25. Self-Reflection

26. Team Effectiveness

27. Team Engagement

28. Team Performance

29. Workplace

30. Workplace Behaviours

31. Workplace Culture

32. Workplace Relationships

2 Outline the FOUR (4) main components of Emotional Intelligence

3 Describe the key components of Self-Awareness

4 Provide FIVE (5) examples of Emotional Strengths.

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5 Provide FIVE (5) examples of Emotional Weaknesses.

6 Outline how poor leadership can be a stressor at work.

7 Explain how a worker can show negative emotional responses.

8 How can you control emotional responses?

9 Why is it important for a supervisor or manager to demonstrate management of emotions?

10 Explain how you can control personal anger or aggression in the workplace.

11 How can an individual develop their own emotional intelligence?

12 List at least FIVE (5) Questions you could consider asking yourself if you experience a particularly unpleasant incident with a colleague at work.

13 If a worker plays a simple practical joke on you such as hiding your car keys, what events during the day could cause this situation to raise your levels of anger or frustration?

14 Explain the concept of an emotional cue.

15 Provide FIVE (5) examples of facial expressions that can demonstrate an emotional response.

16 List the SIX (6) basic human emotions that can be seen in facial expressions.

17 List at least FIVE (5) examples of workplace situations that could produce an emotional response from a fellow colleague.

18A Outline Goleman’s six emotional Leadership styles.

18B For each of the six emotional Leadership styles you have identified, outline a situation using an example where each particular style could be used and how it could be developed.

19 “Different cultures have different ways of expressing emotions”. Explain why it is important to understand emotional cues in order to respond appropriately and sensitively.

20 If you are required to downsize a workforce, explain how losing access to employment might affect workers both economically and emotionally.

21 Explain how you could provide opportunities for a workforce to express thoughts and feelings.

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22 Outline the concept of restorative justice.

23 Provide a list of FIVE (5) suitable questions you could use at a restorative justice session.

24 What are the signs that a positive emotional climate exists within a workplace?

Assessor Use Only

Attempt 1: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 2: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 3: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

12.06.21

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Page 9 of 24

Assessor Signature: _______________________________ Date: __________________ ASSESSMENT 2 - PROJECT - STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements.

You will be required to undertake TWO (2) Assessment tasks in order to successfully complete this

component of the Assessment. It will require you to demonstrate evidence of your ability to:

• Conduct an analysis to identify own emotional strengths, weaknesses, stressors,

emotional states and triggers, incorporating feedback from others

• Identify workplace situations and environments that may trigger an emotional

response

• Model behaviours that demonstrate management of emotions

• Recognise the impact that cultural behaviours and beliefs may have on workplace

interactions

• Recognise and respond to the emotional states of others

• Use emotional intelligence of self and others to enhance team performance

Student Instructions:

1. You must complete the full project and provide enough information to demonstrate sufficient understanding of what has been asked to achieve competency

2. Your work on this assessment should be on a separate document using word processing software such as MSWord & or other software (hand written submissions are only

acceptable with prior approval from your Trainer)

3. Your document should be properly formatted and titled with the Unit Code and Assessment

number (e.g. BSBLDR511 Assessment 2)

4. Ask your trainer/assessor if you do not understand what is required in this assessment. Whist your trainer/assessor cannot tell you the answer, he/she will be able to offer you

guidance in the requirements of the task or provide further assistance based on the Institute’s “Reasonable Adjustment Policy”

5. The document you produce should primarily be your own words and not plagiarised, nor

copied

6. Material taken directly from other sources must be presented in quotation marks (“ “) and

be suitably referenced

DOCUMENTATION TO BE SUBMITTED to complete this Assessment:

1) Self-Analysis Profile (Task 2.1A)

2) Peer Feedback (Task 2.1B)

3) Emotional Responses for Self-Summary (Task 2.1C)

4) Model Behaviours Overview (Task 2.1D)

5) Meeting Outcomes – Written Summary Report - (Task 2.2A)

Your submission should be prepared using business software such as MSWord, Excel,

Power Point or similar software, with hard copies provided to your Assessor. (Handwritten

submissions are only acceptable with prior approval from your Trainer,) Your documents

should be professionally formatted and include:

a. Your Name

b. Your Student ID

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Page 10 of 24

c. Unit Code

d. Assessment Number (i.e. BSBLDR511 Assessment 2) Resources: Refer to

Resources section at Page 2.

RTO No: 21870

CRICOS Provider Code: 02992E

ABN: 39 122 778 563

Page 11 of 24

ASSESSMENT TASK 2.1: EMOTIONAL INTELLIGENCE SELF-ANALYSIS

This assessment task will require you to undertake a self-analysis and gain feedback from a fellow

student or work colleague regarding your own emotional intelligence self-awareness.

A. SELF ANALYSIS

You are required to conduct a self-analysis to help you identify your own emotional strengths,

weaknesses, stressors, states and triggers.

• You will need to identify and list at least THREE (3) of each of your emotional strengths,

weaknesses, stressors, states and triggers.

• These can be recorded in the template attached at Appendix One.

B. PEER FEEDBACK

Once you have identified each of your emotional intelligence indicators, review your analysis with a

Peer (fellow student or work colleague) and gain their feedback. This feedback can be recorded in

the Feedback Box below.

EMOTIONAL INTELLIGENCE SELF ANALYSIS: PEER FEEDBACK

As a Peer of ________________________, I have provided the following feedback regarding their (insert student name)

Emotional Intelligence self-analysis.

Insert Peer Feedback/Comments here:

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Peer Name: Peer Signature:

Relationship: Date:

C. EMOTIONAL RESPONSES: SELF

This task requires you to identify workplace situations and environments that may trigger an

emotional response in you. To complete this Assessment task, you will need to:

• Provide an outline of your current (or previous) workplace environment. This should be in

as much detail as possible in order to provide context for this Assessment task

• Outline at least TWO (2) specific workplace situations, incidents and/or environments you

have encountered and then identify the emotional responses that these situations

triggered in you. (Refer to your Emotional Intelligence Self-Analysis in Appendix One for

assistance)

• Explain how these triggers and responses from your self-analysis made you feel and

react based on the situation, incident and/or environment you have outlined

D. MODEL BEHAVIOURS

This task requires you to outline the typical behaviours that you exhibit in the workplace and then

assess the emotional responses and management of your particular emotions related to these

behaviours. To complete this Assessment Task, you will need to:

Refer to the list of typical workplace behaviours below and select FIVE (5) of the behaviours that you

best identify with.

Motivated Selfish Arrogant

Rational Irrational Overt

Dominant Influencer Steady

Conscientious Assertive Task oriented

Involuntary Optimistic Pessimistic

Trusting Envious Analytical

Amiable Expressive Driven

Decisive Inquisitive Rational

Loyal Committed Focused

Co-operative Collaborative Helpful

Attacker Risk taker Pleaser

Performer Avoider Drifter

Achiever Domineering Demanding

Professional Respectful Resilient

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Page 13 of 24

For each of the FIVE (5) behaviours above that you best identify with, you will need to consider the

typical emotional responses you exhibit relating to these behaviours. List these FIVE (5) behaviours

and then provide at least ONE (1) Emotional response and at least ONE (1) Management

technique for each behaviour as outlined in the table in Appendix Two.

ASSESSMENT 2 .1 – ASSESSOR CHECKLIST This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please

refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.

Please complete below

Student Name: Mohammed Arshad

Student ID No: 52928

In completing this Assessment did the student:

Attempt 1:

___________ (Date)

Satisfactory

Attempt 2:

__________ (Date)

Satisfactory

Attempt 3:

__________ (Date)

Satisfactory

2.1A Using the Appendix One template to conduct a self-analysis to help identify their own emotional strengths, weaknesses, stressors, states and triggers

 Yes  No  Yes  No  Yes  No

2.1B Complete an emotional intelligence peer review (fellow student or work colleague) and gain their feedback

 Yes  No  Yes  No  Yes  No

RTO No: 21870

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2.1C Identify a workplace situation and environment that may trigger an emotional response by:

• Providing an overview of a current (or previous) workplace environment

• Outline at least TWO (2) specific workplace situations, incidents and/or environments encountered and identify the emotional responses that these situations triggered

• Explaining how these triggers and responses from the self-analysis made them feel and react

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

2.1D Identify typical workplace behaviours and then assess the emotional responses and management of their emotions related to these behaviours by:

• Selecting five (5) of the typical workplace behaviours they best identify with

• Provide at least ONE (1) Emotional response to the identified behaviour

• Provide at least ONE (1) management technique for each behaviour

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

Assessor Use Only

Attempt 1: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 2: Assessor Comments

12.06.21

RTO No: 21870

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ABN: 39 122 778 563

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 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 3: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

ASSESSMENT TASK 2.2 - EMOTIONAL INTELLIGENCE CASE STUDY

This assessment task will require you to consider the following scenario and address a number of

the issues identified. This should be by preparing a short report for management as well as delivering

a collaborative training session to your colleagues including your Manager.

The Scenario

Miguel is a new worker from South America. He commenced at your organisation six months ago

and is based on the assembly line of your factory where you bottle water for a large soft drink

supplier.

You are the supervisor of the section where Miguel works and during the course of the past 4 weeks

you have been receiving feedback from his co-workers. It has been reported that that he is becoming

angry quite regularly with those colleagues he is in direct contact with on the assembly line. This

includes those that are in the filling process before his as well as the final boxing process which

follows after Miguel’s section.

Whilst you have not observed this behaviour personally, you have received this feedback from

multiple sources. This has prompted you to speak with your HR Adviser as you require some advice

as to how to handle this situation. Your HR Advisor has subsequently recommended that you

facilitate a meeting with Miguel to determine what the issues are and work out potential solutions to

support him.

You arrange and facilitate a meeting with Miguel who asks for a support person to be present. This

is to help assist with any language and communication issues that may arise due to Miguel’s limited

English comprehension level.

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During the course of the meeting you are able to determine that Miguel is feeling anger towards his

assembly line colleagues because he believes they are too slow and he has to wait for them to finish

before he can start on the next item on the assembly line. He also divulges that he is having some

issues with his family at home which is causing him some stress and anxiety whilst at work as it

means he is not able to be at home to help support his partner.

You are now feeling ready to start addressing this situation in conjunction with your colleagues and

your Manager.

ASSESSMENT 2.2A: REPORTING BACK

Your Manager has requested that you prepare a written report which should be based on the

outcomes of your meeting and in addition cover the following topics:

• Any cultural behaviours and beliefs that may be impacting Miguel’s interactions with his

workplace colleagues

• Suggestions for how you and your team may be able to recognise and respond to the emotional

states of Miguel and all other employees in your workplace

• Recommendations for how you and your supervisory team can use your own emotional

intelligence to support and enhance your team’s performance

• The topics/content you might cover if you were to facilitate a training session with your team to

promote the development of emotional intelligence of each of the teams in your workplace

including:

o How you can provide opportunities for team members to express their thoughts and

feelings

o The methods you can adopt to assist your team members to understand the effects of

their behaviour and emotions on others

o Ways you can encourage the self-management of individual team members emotions

o What your team can do to encourage their colleagues to develop their own emotional

intelligence

o Suggestions for how you and your team can create a positive emotional climate in your

workplace

o How you can use the strengths of your teams to achieve this positive climate

You are now ready to prepare the Written Report which you will then need to submit a copy

to your Manager (Trainer) for review.

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ASSESSMENT 2.2 - ASSESSOR CHECKLIST This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please

refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.

Please complete below

Student Name: Mohammed Arshad

Student ID No: 52928

 Written Report attached

In completing Assessment did the student:

Attempt 1:

___________ (Date)

Satisfactory

Attempt 2:

__________ (Date)

Satisfactory

Attempt 3:

__________ (Date)

Satisfactory

2.2 Prepare a written report summarising their findings based on the scenario supplied

 Yes  No  Yes  No  Yes  No

2.2A Include reference to the following topics in the written report:

• A summary of the outcomes of the

meeting with Miguel

• Coverage of any cultural behaviours and beliefs that may be impacting Miguel’s interactions with his workplace colleagues

• Suggestions for how the team may be able to recognise and respond to the emotional states of Miguel and all other employees in the workplace

• Recommendations for how the supervisory team can use their own emotional intelligence to support and

enhance their team’s performance

• What content would be covered in a training session with the team to promote the development of emotional intelligence of each of the teams in your workplace

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

Assessor Use Only

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Attempt 1: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 2: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 3: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

ASSESSMENT 3 - OBSERVATION- STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements.

You will be required to undertake ONE (1) Assessment tasks in order to successfully complete this

component of the assessment. This Project Assessment will require you to demonstrate evidence of

your ability to:

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ABN: 39 122 778 563

Page 19 of 24

• Promote the development of emotional intelligence in others

Student Instructions:

1. You must complete the full project and provide enough information to demonstrate sufficient understanding of what has been asked to achieve competency

2. Your work on this assessment should be on a separate document using word processing software such as MSWord & or other software (handwritten submissions are only

acceptable with prior approval from your Trainer)

3. Your document should be properly formatted and titled with the Unit Code and Assessment

number (e.g. BSBLDR511 Assessment 3).

4. Ask your trainer/assessor if you do not understand what is required in this assessment.

Whist your trainer/assessor cannot tell you the answer, he/she will be able to offer you

guidance in the requirements of the task or provide further assistance based on the Institute’s “Reasonable Adjustment Policy”

5. The document you produce should primarily be your own words and not plagiarised, nor

copied

6. Material taken directly from other sources must be presented in quotation marks (“ “) and

be suitably referenced

DOCUMENTATION TO BE SUBMITTED to complete this Assessment:

(1) Training Session Presentation (PowerPoint) (Task 3.1)

(2) Team Training Role Play Observation Checklist (Task 3.2)

Your submission should be prepared using business software such as MSWord, Excel,

Power Point or similar software, with hard copies provided to your Assessor. (Handwritten

submissions are only acceptable with prior approval from your Trainer,)

Your documents should be professionally formatted and include:

e. Your Name

f. Your Student ID

g. Unit Code

h. Assessment Number (i.e. BSBLDR511 Assessment 3)

Resources: Refer to Resources section at Page 2.

ASSESSMENT 3.1 TEAM TRAINING SESSION PRESENTATION

Your Manager was so impressed with your written report that they have now asked you to facilitate

a training session with each of the teams in your workplace.

The main objective of this training session will be to promote and encourage awareness around

emotional intelligence.

You are therefore required to arrange a Training Session (Date, time and venue to be negotiated

with your Trainer) ) in collaboration with your particular work team where you will present your

findings and promote the development of emotional intelligence with your team in your workplace.

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The key resource to support the delivery and facilitation of your Training session will be a PowerPoint

Presentation (or similar). You will use this PowerPoint Presentation (or similar) during the

observation role play and a printed copy will need to be included with your final assessment

submission.

ASSESSMENT 3.2 TEAM TRAINING SESSION PRESENTATION (ROLE PLAY)

The Team Training Session Role Play should be at least 15 to 20 minutes in duration and cover the

following elements:

• How you plan to provide opportunities for team members to express their thoughts and feelings

• A discussion regarding the methods you plan to adopt to assist your team members to

understand the effects of their behaviour and emotions on others

• The ways you intend to encourage the self-management of each team members emotions

• A brainstorm with your team to determine:

o What your team can do to encourage each other to develop their own emotional

intelligence

o How you and your team can create a positive emotional climate in your workplace

o How your team can use their combined strengths to achieve a positive workplace climate

The Training Session you conduct in conjunction with your team will be observed by your Manager

(Trainer) and assessed using the Observation Checklist attached.

ASSESSMENT 3.2 – OBSERVATION CHECKLIST TEAM

TRAINING SESSION (ROLE PLAY)

This checklist is to be used when assessing the students in this task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.

Please complete below

Student Name: Mohammed Arshad

Student ID No: 52928

Date Observed: 12/03/2021

Team Member Names:

Amandeep Kaur; Mohammed Arshad; Sukhra Singh Time Observed: 4.10PM

 Training Session Presentation (PowerPoint) attached

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In undertaking the Team Training Session, did the student/s:

Attempt 1:

___________12/03/2021

(Date)

Satisfactory

Attempt 2:

__________ (Date)

Satisfactory

Attempt 3:

__________ (Date)

Satisfactory

Prepare a PowerPoint Presentation to support delivery of the training program

 Yes  No  Yes  No  Yes  No

Discuss how the workplace plans to provide opportunities for team members to express their thoughts and feelings

 Yes  No  Yes  No  Yes  No

Discuss the methods team members could adopt to assist each of the team members to understand the effects of their behaviour and emotions on others

 Yes  No  Yes  No  Yes  No

Explore the ways team members can encourage the self-management of each of their own emotions

 Yes  No  Yes  No  Yes  No

Participate in a Brainstorm session that included: - Exploring what the team can do to encourage each other to develop their own emotional intelligence

- Working out how the team can create a positive emotional climate in their workplace

- Determining how the team can use their combined strengths to achieve a positive workplace climate

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

 Yes  No

Assessor Use Only

Attempt 1: Assessor Comments

Overall great effort from each of you in the preparation and delivery of your EI training session. I particularly liked your use of the quote and video clip to help set the scene for your session.

You have satisfactorily completed the observation and been graded as competent.

Well Done!

 Satisfactory (S)  Not Satisfactory (NS)

I am assuming this was written by Brad Quinn and signature was forgottenxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

No evidence that this assessment was completed by your trainer

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Assessor Signature: _______________________________ Date:

______ 12/03/2021

____________

Attempt 2: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

Attempt 3: Assessor Comments

 Satisfactory (S)  Not Satisfactory (NS)

Assessor Signature: _______________________________ Date: __________________

APPENDIX ONE: EMOTIONAL INTELLIGENCE SELF-ANALYSIS

NO. EMOTIONAL STRENGTHS

EMOTIONAL WEAKNESSES

EMOTIONAL STRESSORS

EMOTIONAL STATES

EMOTIONAL TRIGGERS

1

Brad Quinn

12.06.21

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2

3

4

5

APPENDIX TWO: MODEL WORKPLACE BEHAVIOURS

ACTION

Identified model workplace behaviours

1 2 3 4 5

(List Behaviour 1 Here)

(List Behaviour 2 Here)

(List Behaviour 3 Here)

(List Behaviour 4 Here)

(List Behaviour 5 Here)

Identified Emotional response

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Emotion Management Technique

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ASSESSMENT 1 – WRITTEN ASSESSMENT

Mohammed Arshad

Student Name: ______________________________________________________________ 52928

Student ID No: ______________________________________________________________

Questions & Answers

1 Provide descriptions in your own words for the following emotional intelligence terminology.

Students response could include:

1. Behaviour The way one acts or conducts themselves, particularly towards others, is referred to as behavior.

2. Collaborate Collaboration refers to two or more people working together on a task or mission.

3. Communication Communication is the process of conveying or sharing information through speech, writing, or some other means.

4. Communication Styles Communication skill is the self-disciple of process of conveying or sharing information through speech, writing, or some other means

5. Co-Workers Co-worker is a person one shares working environment with.

6. Culture Culture refers to the practises that are associated to an identifiable group of persons that can be located in a particular environment

7. Cultural Beliefs Culture refers to the belief a person holds resulting from their roots and environment of bring up.

8. Cultural Expression Cultural expression is the display of ours beliefs resulting from their environment of raising.

9. Diversity Diversity refers to different backgrounds that people heed

10. Emotions Emotions are the feeling someone holds as result of an event they have experienced

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11. Emotional Climate

Emotional climate is a term that can be used to measure the environment of a group, a classroom, an entity, or a geographic region. The emotional climate depicts the community's interconnected emotional relationships and explains the environmental quality in a particular setting.

12. Emotional Cues Signals that signify a person's emotional state are known as emotional cues.

13. Emotional Intelligence Emotional intelligence is described as the ability to recognize, regulate, and convey one's emotions, as well as the ability to manage interpersonal relationships with care and understanding.

14. Emotional Strengths

When reacting to emotional events, emotional strength is a reaction and a character. It is described as the ability to react publicly and vulnerable to intense emotional experiences, as well as the ability to feel the emotion's deepest direction and access the secret functional mechanism that drives the action.

15. Emotional States Emotional state refers to a person's psychological response, especially in terms of enjoyment or sadness.

16. Emotional Stress

17. Emotional Triggers Emotional triggers refer to the thing causing the raise of emotions in a person

18. Emotional Responses Emotional response refers to the counteraction that a person displays regarding an emotional trigger

19. Emotional Weakness

You can't deal well with feelings or circumstances if you have an emotional weakness. If you want to become emotionally stronger, you'll need to adjust the way you behave and respond to stressful situations.

20. Evaluation Criteria

Data, information, figures, details, processes, procedures, frameworks, and particular systems are all evaluated using evaluation criteria developed in a business or organization and used in operations. Method, mechanism, structure, and system assessment criteria are vital to our collective human outcomes.

21. Feedback Feedback is knowledge about people's performances to a task that is used to enhance the task.

22. Model Behaviours Model behaviors are the acceptable behavior that has been identified as being able to improve the performances of a person

23. Personal Stressors Personal stressors are a person’s stimuli of stress that result from their environment.

24. Self-Management Finding the self-control and mastery skills required to control work, such as controlling time, workflow, and communication is what self-management is all about.

Not answered

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25. Self-Reflection

Self-reflection is a psychological method that will help one learn more about who they are, what their beliefs are, and why they think, feel, and behave the way they do. You can make improvements more quickly to help one grow or better their life when they focus on themself and become more conscious of the factors that move them forward.

26. Team Effectiveness

A structure that allows people in an organization to work together efficiently is known as team efficiency. A structure that allows people in a business or organization to work together efficiently is referred to as team productivity.

27. Team Engagement

Employee engagement entails feeling completely included as a team member, being focused on clear goals, being trusted and motivated, getting frequent and positive input, being encouraged in learning new skills and being praised and recognized for accomplishments.

28. Team Performance Team Performance is the measure of the team’s success

29. Workplace A workplace, such as a factory or an office, is a place where people work.

30. Workplace Behaviours Workplace behaviors are the acts persons engage in their interactions at the workplace

31. Workplace Culture

Workplace culture is a term that encompasses all of the elements that make up a business. This is an analysis of how employee engagement in the workplace influences how businesses function.

32. Workplace Relationships

Workplace partnerships are one-of-a-kind interpersonal relationships that are extremely important to the individuals involved as well as the organizations that exist and create them. Employees' skills and motivation for achievement are directly affected by workplace relationships.

2

Outline the FOUR (4) main components of Emotional Intelligence The four main components are;

 Relationship management  Self-management  Social awareness  Self-awareness

3

Describe the key components of Self-Awareness Self-awareness is the ability to understand one's feelings and intentions, as well as how they can or may not influence others. You must be able to regulate and perceive your feelings to fully comprehend and know self-awareness. The key components are;

 Reflective self-assessment  Honesty  Accurate  Confidence  Behaviors  Emotions

4 Provide FIVE (5) examples of Emotional Strengths.

 Self-control  Loyalty

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 Open-mindedness  Kindness and loving  Generosity

5

Provide FIVE (5) examples of Emotional Weaknesses. Example of emotional weakness include

 Not being able to take criticism well  Impatient  Sedentary  Bored easily  Persistently procrastinate

6

Outline how poor leadership can be a stressor at work. A poor leader lacks the requisite general skills, abilities, and attributes to lead effectively. High turnover rates can be a sign of weak leadership in most workplaces. Poor managers can underestimate the workplace's major stressors, resulting in employee burnout. Stress is also linked to a variety of diseases, which can have severe and costly consequences for your company. Employee turnover is thought to be caused mostly by poor leadership, which is exacerbated by low morale.

7

Explain how a worker can show negative emotional responses. Employees that are unable to handle their emotions at work as a result of issues at home or disputes may cause significant harm in the workplace, leading to overreaction. Consider the workers' thoughts and feelings. Employees' emotional expressions can normally be found if you pay careful attention to the workplace. Uneasy body language, rude tone of voice, and frowning facial expressions are examples of these signals for negative emotional response.

8

How can you control emotional responses? By knowing and comprehending the triggers for our emotional responses to work and personal stress, we will gain control over our emotional responses. As a result, you will have a better understanding of the issue. This helps us to recognize the emotional stimuli and intervene in time to prevent an emotional reaction from occurring. When we recognize all of these, we can either have a rational explanation of why we are reacting, or we can take a step back and find out how we can cope with the emotional response. To monitor your emotional reaction to working stressors after taking all of these steps, we must assess our emotional strength and then use that strength to cope with the situation.

9

Why is it important for a supervisor or manager to demonstrate management of emotions? It helps to create a professional atmosphere in the workplace. The supervisor should serve as a role model in the workplace, setting the tone and expectations for the rest of the team and the company. Supervisors must, however, deal with unwanted emotional reactions and attitudes of employees or subordinates, as well as the effects of concerns made by customers who exhibit behavior, in addition to setting expectations to allow other members of the company to model their behavior. Supervisors who are unable to demonstrate emotional management skills can aggravate the problem. Supervisors who learn to manage their emotions and solve problems without having to solve them in person are better able to assess the situation and make more informed decisions. As a result, supervisors who control their emotions are better able to overcome and react without causing hostility or creating a stressful atmosphere, as well as calmly discuss and solve problems. Failure to do so may have repercussions for workers and organizations, and employees may lose respect for their bosses.

10

Explain how you can control personal anger or aggression in the workplace. One of the most dangerous feelings to exhibit in the workplace is rage and hostility. It is classified as an occupational danger because it presents a risk to human health and can cause harm, such as physical injury or psychological problems, such as post-traumatic stress disorder, depression, and anxiety, among other things. It will certainly put you at risk of losing your job.

 Recognize or comprehend the emotional stimuli - We'll be able to tell when you're losing control of your temper. Always keep an eye out for them until it's too late.

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 Take a break or come to a halt. It's time to interrupt what you're doing and take a break when you're angry. Move to a different place, calm down, and relax. Get away from the source of your anger. This removes our threat and prevents any needless conflict.

11

How can an individual develop their own emotional intelligence? In the workplace and your personal life, emotional intelligence is similar to motivation. Emotional IQ differs from intelligence in that it develops later in life and remains constant during adulthood. Emotional intelligence, like any other skill or ability, can be improved or built based on our experiences in the workplace or our personal lives as adults. We must continually assess our success through self-reflection and input from others to enhance our emotional intelligence. There are many methods for enhancing emotional intelligence including talking about your feelings. Emotional intelligence is expressed and developed through conversation. Describe the issue with feelings and, by naming the feelings, classify the emotions that were felt at the time. When we are late for work or an appointment, for example, we might have used vulgar words such as "poor luck" or "I won't do that." We may also show a shift in behavior, such as screaming behind the wheel or hitting the head unnecessarily while standing still. We understand that these remarks and acts are unhelpful and can exacerbate the situation.

12

List at least FIVE (5) Questions you could consider asking yourself if you experience a particularly unpleasant incident with a colleague at work.

 What was my mood like at the time?  What do I do differently this time?  What am I feeling right now?  Is there anything else I need to do to make things right?  Is it necessary for me to have someone else correct it?

13

If a worker plays a simple practical joke on you such as hiding your car keys, what events during the day could cause this situation to raise your levels of anger or frustration? Negative circumstances can lead to rage and anger. For example, failure to meet sales goals, system failures during tight transportation schedules, late log-in reports, disputes during meetings, and even personal matters at home can all cause or increase our dissatisfaction. This is a person's emotional state, which can fluctuate depending on his circumstances.

14

Explain the concept of an emotional cue. Signals that signify a person's emotional state are known as emotional cues. The majority of nonverbal emotions and actions of your body are unintentional, accidental, or unaware. Facial expressions, body movements, and voice tone are all common emotional cues. Emotional cues can be identified through the interpretation of a situation or environment known to have specific emotional properties, such as facial expressions, which are a mixture of several different muscle groups within the face, or bodily postures (alone or about others), or through the interpretation of a situation or environment known to have particular emotional properties.

15

Provide FIVE (5) examples of facial expressions that can demonstrate an emotional response. Negative or positive responses may be conveyed by facial expressions. The following are the five facial expressions:

 Frowns  Giggle  Blink  Facing down.  Have eyes wide open

16

List the SIX (6) basic human emotions that can be seen in facial expressions. Human beings have developed six basic emotions in many different cultures around the world. The emotions are as follows:

 happy  sad  rage  fear  surprise, and  Disguise. Disgust

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17

List at least FIVE (5) examples of workplace situations that could produce an emotional response from a colleague.

 Colleagues who are younger or inexperienced are inefficient at work.  Wages are miscalculated.  Staff is being pushed out of their comfort zones by new procedures.  At the production line, sales goals or regular quotas are not met.  Inadequate manpower.  Worker stress levels can rise as a result of increased workload.

18A

Outline Goleman’s six emotional Leadership styles.  The commanding leader  The pace-setting leader  The democratic leader  The affiliative leader  The coaching Leader  The visionary leader

18B

For each of the six emotional Leadership styles you have identified, outline a situation using an example where each particular style could be used and how it could be developed. The business has not been doing well and it has been identified that the [problem is the coordination of the product within the market. When the company needs to decide how to revive the market for the business. The various leaders will say the following: “Do as I Say,” says the Commanding leader. "Come with Me," says the visionary leader. “People Come First,” says the Affiliative leader. “What Do You Think?” says the Democratic leader. “Do It at My Pace,” says the pacesetter leader. “Try This,” says the coaching leader.

19

“Different cultures have different ways of expressing emotions”. Explain why it is important to understand emotional cues to respond appropriately and sensitively. As our world becomes more multicultural, we have more opportunities to communicate with people from various cultures. In social interactions, it is critical to respond appropriately to the relevant question in a given situation. To avoid offending others, people must express themselves appropriately. A proper greeting response, for example, will prevent a lot of misunderstandings. Cultural differences are often mentioned as potential explanations for differences in emotion processing. Because the cultural part is about regulating social interaction, people expect to find that cultural norms define display rules, which are at least characteristic of the daily expression of emotion.

20

If you are required to downsize a workforce, explain how losing access to employment might affect workers both economically and emotionally.

 One of the biggest economic challenges, when you lose your work, is the financial factor. Rent, mortgages, car loans, and other bills would be affected. This can also differ from one person to the next. Some more seasoned employees will be able to better handle their savings, and finding a new career will be easier. However, for certain individuals, this could be a colossal disappointment because their prior experience would only limit their ability to perform those tasks.

 Emotionally: Employee emotions can vary depending on the individual and their background, but in general, most employees will face challenges. Unemployment may result in feelings of sorrow, anxiety, rage, and other negative emotions. Losing the money they use to pay for their everyday living expenses would almost certainly result in a negative emotional reaction.

21 Explain how you could provide opportunities for a workforce to express thoughts and feelings. Employees in general find it difficult to share their thoughts and emotions in the workplace. People are always advised that they should keep a professional disposition and refrain from

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expressing their thoughts and feelings. This is particularly true for workers who must interact with clients daily while still maintaining a constructive and courteous working relationship. As a result, providing participants with safe spaces to share their thoughts and emotions is advantageous and can aid in the development of emotional intelligence in employees. Holding group training sessions as part of their personal growth, which involves the following, is one way to provide opportunities for workers to share their thoughts and feelings:

 The advantages of developing emotional intelligence, such as improved job efficiency, increase chances of earning more money, having a more stable job, and becoming happier at work.

 Body language allows them to observe their own emotional state and emotional signals, as well as to comprehend their actions and their consequences. some others

 Enable them to engage in active listening exercises.

22

Outline the concept of restorative justice. Restorative justice is a type of criminal justice that seeks to make amends for past wrongdoings. The emphasis of this approach is not on punishing the perpetrator, but on compensating for the harm they cause. It also considers the interests of both victims and criminals, allowing them to work together and find solutions to problems. Relationships can be built and strengthened by resolutions that are both innovative and encouraging. When an individual or group of people causes injury or commits a crime against another entity, a restorative conference is held. The discourse will be moderated, and it will all take place in a quiet atmosphere mediated by a neutral third party who is normally higher in authority than the participants. Basic ground rules are defined ahead of time for all parties to follow. The aim of a restorative meeting is for all parties to explain how and why their actions have affected them. It also allows the offender to express how he feels and why he is acting in this manner to the survivor. Both sides have the chance to think about their emotional responses to the situation and what they should have done better. It also encourages them to communicate with one another about what they need to do to correct the situation and solve the problem. These meetings can be powerful as two colleagues explore their emotions and feelings face to face. Usually, it takes a direct interaction with the relevant person to understand the true nature of the harm and the emotion you feel. Criminals usually have little to no understanding of how their actions and emotions affect others, which can be a valuable lesson in future behavior and emotional reactions. It helps to prevent disputes, confrontations, and misunderstandings through restorative justice.

23

Provide a list of FIVE (5) suitable questions you could use at a restorative justice session. Multiple questions can be used in restorative justice sessions. Here are five (5) good questions to ask:

 What went wrong?  What were your feelings like before it happened?  What were your thoughts after it happened?  What are your thoughts on what has just occurred?  Do you need assistance in resolving this problem?

24

What are the signs that a positive emotional climate exists within a workplace? If social interaction is positive or negative is determined by the type of human emotion involved. A bright smile and open arms when approaching others are examples of a positive emotional environment, and the other person can respond with smiles and happy expressions, resulting in a positive interaction. Social interaction is an unavoidable part of working in a business. It's designed to be interactive in some way. We all have to communicate in some way, whether it's just walking down the hall or getting lunch with co-workers. The emotional environment will be created by the way we communicate. Positive feelings encourage good social contact. These positive emotions will help the company and its workers form more positive relationships and stronger bonds, fostering a positive work environment and motivating employees to work independently. When a team develops a close bond, they are more likely to retain positive feelings and an upbeat attitude.

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Both of these will help improve efficiency and generate new ideas, which is beneficial to the company. In certain ways, this is a cognitive extension. Our concentration is expanded as a result of the constructive emotional environment. From there, it might be a game-changing partnership. Team members' happiness helps them to enjoy the pleasure of achievement, which boosts their morale and productivity. With a positive attitude, the team will continue to search out new opportunities, improve teamwork, and build group cohesion within the organization. A positive workplace environment fosters pleasure, fulfillment, productivity, encouragement, and innovation, which is a sign of a positive emotional climate.

ASSESSMENT TASK 2.1: EMOTIONAL INTELLIGENCE SELF-ANALYSIS

1.Self Analysis

The discussion focuses on the development and use of emotional intelligence to

increase self-awareness, self-management, social awareness and relationship management

in the context of the workplace. I have self-awareness, self-management, social awareness

and relationship management. I tend to embrace emotional intelligence because the

reputation of the company or organization highly depends on it. The emotional balance

allows me to perfect the art of customer service and the relation at work. Emotional

intelligence is behaviour based that will allow for the continuity and coexistence of the major

stakeholders of the organization which include the shareholder, employees, employer,

management, society and the customers. I tend to get weak when overworked, delayed

payments and the pressure occasionally make me lose the emotional intelligence but most

times is just that one must just hold on.

EMOTIONAL INTELLIGENCE SELF ANALYSIS: PEER FEEDBACK

As a Peer of M Arshad, I have provided the following feedback regarding their (insert student name)

Emotional Intelligence self-analysis.

Insert Peer Feedback/Comments here:

As a peer I have provided the following feedback regarding their emotional intelligence

.Occasionally the issues at home might affect the job performance of an employee in cases like

marital conflicts and loss of a loved one which the counselling team must asses to prove the

negative emotions don’t trickle into the performance of the employee hence underperformance of

the organization. Our employer tends to employ different policies that to ensure that emotional

intelligence is an attribute that exists within the organization. In the worst-case scenario of

emotional imbalance, the employee is usually encouraged to take some time out to heal the

broken wounds and afterwards they can come back to the workplaces to undertake the work logs

in a sober mind. Every emotional burden might at a time need someone to talk to and the

psychiatric team is the best leaning shoulder that the company has provided for the employees.

This task requires you to complete Appendix One

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Peer Name: Amandeep Kaur Peer Signature: Aman

Relationship: colleague Date: 17/02/21

C. EMOTIONAL RESPONSES: SELF

The company employment policies are set in a standard mode to allow for the

employment of emotional and social intelligent personnel. The human resource department

plays a very crucial in our organizations to ensure that the people or team that will be

collected from the recruitment process are emotionally intelligent. The recruitment team is

made up of the good cop and bad cop kind of mind games to ensure that the selected team

responds to the need of the company. The questionnaire set for the recruitment makes it

easy to tell an emotionally intelligent person as they are meant to trigger the positive

emotions and the negative emotions of selected prospects for the job. Some of the prospects

during the interview process will fail the controls and respond to the hard-hitting emotional

challenge. Most times the questions will expect some extreme sense of self-regulation and

social skills in which the calmness and the positive response to the questions will allow for

the best to be selected for the job.

D. MODEL BEHAVIOURS

The organization is very considerate of the emotional and social intelligence that it

embraces the workplace training in emotional intelligence to ensure that the products of

employees that are assigned the duties are fit to undertake the duties. It is very clear and

worthwhile for the employees to take their time in the respective periodic pieces of training in

the organizations because as much as they discuss the duties and responsibilities they also

discuss how to undertake the duties. The training nee to bring out the resilience, cooperative,

trust, task-oriented and respect in an individual. From time to time the consumers of the

services and the goods the company offers get frustrated as nothing is expected to be

perfect and the best remedy to that is how the employees will respond to the situation.

You need to use the information above to talk about how you responded to 2 workplace situations, including what were your specific emotional triggers

You have identified five behaviours that you identify with and explain how you manage each of them

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ASSESSMENT TASK 2.2 - EMOTIONAL INTELLIGENCE CASE STUDY

As emotional and social intelligence is characterized by the ability to recognize,

manage, and evoke emotions in others, the company has invested heavily in the psychiatric

ad counselling team within the walls of the organization. The psychiatric team does a periodic

assessment of the emotional balance of the employees giving them the okay to undertake

the duties of the organisations periodically. The team offers work therapy and counselling to

give the employees the energy and motivation to manage their emotional issues. In society, it

is quite complex to balance between the pressure at the workplace and the pressure at home

hence the psychiatric team will always try to ensure that the employee is very stable

emotionally and can balance the issue between their home and the workplace.

ASSESSMENT 2.2A: REPORTING BACK

In the highest temperament of the employer and the customers due to frustration is

meant to be met with the exemplary kind of calmness as much as the internal part of the

body doesn’t actually feel the same. The composure in tension at work allows the nerves to

relax and find a quick fix for the situation at hand. The leadership team in most times is

encouraged to undertake the emotional intelligence courses from Skill soft company.

Leadership is a big task in the organization and no single leader can perfect the art of

leadership if they portray the intelligence quotient necessary for progress and coordination at

the workplace. Leadership comes with a magnitude of follow-ups who rely entirely on the

leader’s decisions to follow hence the training courses are necessary for our organization to

ensure that the decisions made are perfect for the organization to progress and succeed.

The courses like building self-management skills are quite a reliable kind of skill that in

most times have been proven to bring the best out of the leadership in the organization. The

awareness of the emotions for a leader in our organization is usually expected to be top-

notch ensuring the best is acquired in the organization operations. The qualifications from the

courses will prove much of the required skills for the leaders to the subjects and will be

proven in the process of applying to warrant for the promotion of employees.

You have failed to analyse Miguel's situation and provide a workable soluntion to improve the situation.