Develop Emotional Intelligence Assessment

This assessment is for the BSB51915 Diploma of Leadership and Management at Canterbury Technical Institute. It focuses on developing emotional intelligence and understanding cultural differences in the workplace. The assessment includes multiple-choice questions and a scenario-based question.

Candidate must fill this section:
Candidate Name:
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assessment validation & moderation Process”
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Assessment Completion Status: (Trainer Use Only)
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2nd attempt/Re-assessment
CANTERBURY
TECHNICAL INSTITUTE
BSBLDR501Develop Emotional Intelligence– Assessment1
Administration
Version 1.0 - 2015
CRICOS Code – 02938MRTO No: 31645
ASSESSMENT
BSB51915
Diploma of Leadership and Management
Assessment Code:

Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
Information for Candidate:
 All work is to be entirely of the candidate.
General Information for this assessment:
 Read the instructions for each question very carefully.
 Be sure to PRINT your FULL name & LAST name in every place that is provided.
 Short questions must be answered in the spaces provided.
 For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work
formatted in double space, Arial 12 pts.
 All activities must be addressed correctly in order to obtain a competence for the unit of competency.
 If the candidate doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
Re-assessment of Result& Academic Appeal procedures:
If a student at CTI is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of
appeal to the Deputy Principal. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Re-assessment Process:
 An appeal in writing is made to the Deputy Principal providing reasons for re-assessment /appeal.
 Deputy Principal will delegate another faculty member of CTI to review the assessment.
 The student will be advised of the review result done by another assessor.
 If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge, the
Deputy Principal and the Director of Student Services OR if need be an external assessor.
 The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.
 If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with
CTI’s nominated mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These
principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
 If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through CTI’s complaint / grievance protocol.
 The notice of appeal should be in writing addressed to the Deputy Principal and submitted within seven days of notification of the outcome of the
re-evaluation process.
 If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
 In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal.
The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
 The decision of Deputy Principal will be discussed with the PEO and will be final.
 Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance
policy.
Feedback/Comments:
Acknowledgement
I understand all the above rules, guidelines and feedback for this assessment.
Full Name: Signature: Date:
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
Assessment Details
This assessment is to be completed ONLY in BLUE or BLACK pen.
PART A
1. Place the correct response from the right hand column in the correct section of the table. Please
note:responses may relate to one or more areas, and not all answers are necessarily used.
Personal Competence Social Competence Responses
Recognition
Self-awareness
Confidence
Awareness of emotion
Accurate self
assessment
Social-awareness
Empathy
A. Empathy
B. Maintaining
emotional self-control
C. Confidence
D. Honesty
E. Develops others
F. Emotions
G. Optimism
H. Awareness of
emotions
I. Accurate self-
assessment
J. Adaptable behaviours
K. Selfishness
Regulation
Self-management
Honesty
Adaptable behaviour
Relationship management
Develops others
2. Collectivist cultures feel the need to fit in with all around them without drawing attention to
themselves. There is a tendency to mask negative emotions by controlling their facial expressions
when in the presence of others, especially those in authority.
Which of the following countries has a collectivist culture?
A. Finland
B. Portugal
C. Germany
D. Belgium
Answer: Portugal
3. Individualist cultures encourage the importance of power and autonomy and are much more open
with their emotions and facial expressions.
Which of the following countries has an individualist culture?
A. South Africa
B. Sudan
C. Egypt
D. Angola
Answer: South Africa
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
4. There are numerous cultural issues that may affect the way individuals respond in certain situations.
Name three differences and what affect they may have.
In one situation, if the pay for performance process is initiated in a workplace then the employees
from the collectivist society will not have the acceptance towards it while the employees from the
individualistic society will have higher level of acceptances. This is due to the reason that in the
collectivist society, people can be more motivated with strategies such as work life balance while in
the case of the individualistic society; pay for performance will not be accepted. In the case of
individualistic society, employees will be more motivated by personal welfare and benefits and thus
incentives in the form of monetary benefits will be more effective for them. Thus, this can be
considered one of the major differences that can have impact on the response of the individuals.
Another difference is the level of uncertainty avoidance in the society. This refers to the fact that if the
employees are from the high uncertainty avoidance society, then they will be more sceptical towards
any innovations in the workplace. This is due to the reason that the uncertainty associated with the
innovations in the workplace will not have acceptances among the employees from high uncertainty
avoidance societies. However, on the other hand, employees from the low uncertainty avoidance
society will accept the innovations in the workplace. This is due to the reason that they are open to
face to future uncertainties. Thus, it can be concluded that based on the level of uncertainty
avoidance, employees will respond to certain situations.
The femininity and masculinity of the society will also determine the response of the individual
towards a certain situation. This is due to the reason that if the individual is belonging from the
feminine society then they will have negative response towards target based performance
management system in the workplace. This is against their preference of them of enjoying the life over
materialistic benefits. However, on the other hand, individual from the masculine society will be
acceptable towards the target based performance analysis because they prefer success as the
benchmark of life. Thus, this factor or difference will also have impact in the response of the individual
towards different situations.
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
PART B
Please read the following scenario carefully, based SOLELY on the information provided within the
scenario answer the following questions.
Amy (assistant manager) creates the rosters at the local hardware store, Edward applied for holidays
between September 19 and September 30 (inclusive) which Amy had approved. Edward left for New
Zealand on the morning of September 19 and on September 21 Amy released the next roster which has
Edward rostered to work from September 28 to October 3 (inclusive). Edward returned from New
Zealand on the September 29 and the next day went to work to check when he was next rostered.
When he arrived Amy yelled at him and told him he was going to receive a written warning because he
just didn’t show up for work and nobody knew how to contact him. Edward tried to explain that he had
been approved for holidays and Amy screamed over the top of him calling him a liar. Scarlett, the store
manager heard the fight and came over to see what was going on.
She immediately noticed that Edward was frowning, flushed in the face, with his head dropped and
shoulders slumped. As she got closer she also noticed his hands were shaking. Amy had both hands on
her head and occasionally was gesticulating whilst she was speaking. Scarlett then asked (calmly) if
they could all just pop into the office so they can discuss the issue.
When they got into the office Scarlett asked if either Amy or Edward wanted a glass of water, she then
explained that both would get their turn to speak, but on the proviso they allowed the other person to
say their piece uninterrupted and they showed each other respect. Scarlett said to Amy that given she
was the loudest she could go first and reminded her they were in a safe environment, and therefore she
needed to speak calmly, reminding her she has a position of seniority and therefore there was an
expectation associated to her behaviour and professionalism.
Amy said that Edward had not shown up for 3 shifts and therefore had abandoned his employment and
they should dismiss him. He was a disgrace and useless employee who she has never liked anyway.
Scarlett asked Edward what he had to say and Edward calmly stated that he had applied to Amy for
holidays and that she had approved them, he asked if he could use his phone to show the email she
sent him approving his holidays. Scarlett looked at the email and asked Amy if she had anything to say.
Amy responded “well he should have reminded me before he left, he’s irresponsible!”
Scarlett apologised to Edward, said she hoped he had an excellent holiday and checked if he would be
ok to do his shift the next day. Edward stated he would be and mentioned that was why he’d come in,
just to check when he was next rostered. Edward left and Scarlett spoke with Amy.
Scarlett asked Amy if she had the chance would she change anything from her discussions with Edward
and Amy said that maybe she wouldn’t have yelled in the store as that wasn’t professional and a bad
example to be set, but then said that Edward was still in the wrong because he didn’t remind her of his
holidays. Scarlett asked “if I spoke to you the way you spoke to Edward, how would that make you
feel?” to which Amy responded, “who cares I don’t like him anyway”. Scarlett reminded Amy that her
role as assistant manager was to set her personal feeling aside and act fairly and with respect to
everyone who worked there. Scarlett inquired if Amy thought she may have been at fault anywhere
and if she could think of a suitable remedy for the situation. Amy said that she had already said that
she shouldn’t have shouted and she thought that Edward should at least get a verbal warning because
he didn’t remind her he was leaving on holidays.
Scarlett told Amy to think about it overnight and they would discuss it in the morning. When Amy
arrived in the morning she went straight to Scarlett and said she had been thinking about the incident
all night and she also thinks Edward should also be warned because of insubordination. Amy ensured
she said this loudly and in front of all the staff present. Scarlett invited Amy into her office to discuss
further. Scarlett then explained to Amy that she was totally at fault for the incident the day before and
that she had concerns about her management ability. She offered Amy the opportunity to undertake
some Leadership and Management training to which Amy declined. Amy was told she was to avoid
Edward for the morning and consider how she would apologise to him after lunch.
When Edward arrived, Scarlett apologised for the confusion around his holidays, stating there is
obviously an issue with the process which needs to be investigated. She also apologised for the way he
was treated, stating that is not how her employees should expect to be treated. Edward was told there
would be another meeting with the three of them after lunch to finalise the matter.
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
For the following questions there may be one or more answers
A. Visionary
B. Coaching
C. Affiliative
D. Democratic
E. Pace-setting
F. Commanding
1. Amy illustrated the following Golman leadership styles:
Answer: commanding and pacesetting
2. Scarlett illustrated the following Golman leadership styles:
Answer: Affiliative and democratic
3. Using the table belownote which emotional responsesyou recognised for each person.
(note: not all styles will be used)
Edward Frustration
Confusion and indecision
Disappointment
Anxiety/nervousness
Emotional Responses:
A. Frustration
B. Inappropriate behaviour
C. Lack of concentration
D. Confusion and indecision
E. Disappointment
F. Anxiety/nervousness
G. Over-sensitivity
H. Withdrawal
I. Aggression
J. Anger
K. Acceptance and acknowledgment of the problem
L. Positive change to behaviour
M. Perseverance
N. Proactive and methodical decision making
O. Continuous improvement
P. Excitement
Q. Self-control
R. Motivation
S. Channelled energy
T. Pragmatism
Amy
Inappropriate behaviour
Aggression
Anger
Scarlett Acceptance and
acknowledgment of the
problem
Proactive and methodical
decision making
Positive change to
behaviour
Motivation
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
4. Scarlett lacked social awareness in this situation.
☐True ☐False
5. Edward’sneed to be treated fairly would have set an emotional trigger in this situation.
☐True ☐False
6. Amy appeared to need to be right more than her willingness to listen.
☐True ☐False
7. Scarlett recognised Edwards need to be understood and acted accordingly.
☐True ☐False
8. Amy showed self-control.
☐True ☐False
9. Based on Scarlett’s observations when walking over she could only assume that Amy was
enjoying herself and wanted to bully Edward.
☐True ☐False
10. One of the conclusions Scarlett could have made from her observations is that Edward was
feeling anxious and helpless which may have caused him to also feel agitated.
☐True ☐False
11. Edwards’s behaviour showed little consideration for Amy’s feelings.
☐True ☐False
12. Amy and Scarlett were both considering the future ramifications for the organisation.
☐True ☐False
13. Scarlett showed active listening skills in this situation.
☐True ☐False
14. When considering how to deal with Edward, Amy took into consideration his body language.
☐True ☐False
15. Scarlett attempted to assist Amy in building her self-awareness.
☐True ☐False
16. Gender was a factor in Scarlett’s approach to the situation.
☐True ☐False
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
17. In your own words, if you were in Amy’s position what would you have done differently and
why?
In case of me in the Amy’s position, i would have possesses better listening skills in dealing
with Edward. This is due to the reason that listening carefully of what Edward is saying would have
helped me in understanding the issue. Based on that i can come to the conclusion. On the other
hand, i would have also refrain from putting my personal feelings in the organizational affairs. Then
also, the issue with Edward can get avoided without getting distracted due to my personal feelings.
In this case, self awareness was important. Moreover, i would have talked with Edward in personal
rather getting loud in the public place. This can also had positive impact on the incident and things
can get solved without getting escalated further.
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
18. In your own words, what do you feel caused the issue and what would you change?
The major reason behind the emergence of this issue is lack of communication. This is due to the
reason that without having the proper channel and process of communication, the views of Edward
were not got communicated and Amy also misunderstood without verifying. Thus, if the existing
process of communication can be changed, then it will be beneficial in preventing same issues in
future. Moreover, the lack of managerial skills among the managers and supervisors are also the
reason behind the emergence of above issue. This is due to the reason that if Amy was having
proper managerial skills, the she would have not behaved badly with Edwards. Thus, it is important
to initiate training and development process for the managers in enhancing their managerial and
leadership skills. The personality development training should also be initiated for the managers
due to the reason that negative body language is identified for Amy. This is not expected in a
workplace and should be mitigated.
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Canterbury Technical Institute
CRICOS Code – 02938MRTO No: 31645
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