BSBPEF502 Assessment 2: Developing and Using Emotional Intelligence

This document presents a student's response to Assessment Task 2 for the BSBPEF502 unit, focusing on developing and using emotional intelligence. The assignment requires the student to prepare for and plan the development of emotional intelligence within a workplace context. This involves creating evaluation criteria for emotional strengths and weaknesses, completing a learning journal with daily reflections and analysis, and seeking feedback. Furthermore, the student is tasked with identifying emotional stressors in the workplace and devising strategies to address them, as well as identifying and implementing opportunities for others to express their thoughts and feelings. The assessment also includes an action plan and social media post related to emotional intelligence in the workplace. The student assumes the role of a consultant to support managers in developing their emotional intelligence. The assignment is designed to evaluate the student's ability to assess their own emotional intelligence, analyze workplace dynamics, and create plans to promote emotional intelligence in others.

Assessment
Task 2
Develop and use
emotional intelligence
BSBPEF502
Student Declaration
To be filled out and submitted with assessment responses

◻ I declare tha this task and any attached document related to the task is all my own work and I
have not cheated or plagiarised the work or colluded with any other student(s)
◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me
◻ I have correctly referenced all resources and reference texts throughout these assessment
tasks.
◻ I have read and understood the assessment requirements for this unit
◻ I understand the rights to re-assessment
◻ I understand the right to appeal the decisions made in the assessment
Unit Title
Unit Code
Student
name
Student ID
number
Student
signature
Date
Task Number
------OFFICE USE ONLY-----
For Trainer and Assessor to complete:
◻ Student requested reasonable adjustment for the assessment
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Marking Sheet
Completed successfully
Did the student satisfactorily:
Comments
Y
N
DNS
The student has satisfactorily completed
and submitted the following:
 Criteria to evaluate emotional
strengths and weaknesses in Task
2.1A
 Emotional diary entry with daily
reflection in Task 2.1B1
 Reflection on the emotional diary in
Task 2.1B1
 Reflection on past event in Task 2.1B2
 Feedback on emotional strengths and
weaknesses from friends/colleagues in
Task 2.1B3
 Outcome of tests in Task 2.1B4
 Self-assessment of emotional
strengths and weaknesses against
established criteria in Task 2.1C
 Summary of emotional stressors in
the workplace with strategy to
respond to them in Task 2.2A
 List of opportunities to express
thoughts and feelings in the
workplace in Task 2.2B
 Action plan in Task 2.2B
 Social media post in Task 2.2B
☐ ☐ ☐
Demonstrated ability to:
 Develop evaluation criteria for
assessing emotional strengths and
weaknesses
This is evidenced by:
 Criteria to evaluate emotional
strengths and weaknesses in Task
2.1A
☐ ☐ ☐
Demonstrated ability to:
 Assess emotional strengths and
weaknesses against evaluation
criteria
 Identify and analyse potential
emotional stressors in the workplace
 Identify methods for responding to
emotional stressors
☐ ☐ ☐
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Marking Sheet
Completed successfully
Did the student satisfactorily:
Comments
Y
N
DNS
This is evidenced by:
 Emotional diary entry with daily
reflection in Task 2.1B1
 Reflection on the emotional diary in
Task 2.1B1
 Reflection on past event in Task 2.1B2
 Feedback on emotional strengths and
weaknesses from friends/colleagues in
Task 2.1B3
 Outcome of tests in Task 2.1B4
 Self-assessment of emotional
strengths and weaknesses against
established criteria in Task 2.1C
Demonstrated ability to:
 Identify and analyse potential
emotional stressors in the workplace
 Identify methods for responding to
emotional stressors
This is evidenced by:
 Summary of emotional stressors in
the workplace with strategy to
respond to them in Task 2.2A
☐ ☐ ☐
Demonstrated ability to:
 Identify workplace opportunities for
others to express their thoughts and
feelings
This is evidenced by:
 List of opportunities to express
thoughts and feelings in the
workplace in Task 2.2B
☐ ☐ ☐
Task Outcome: Satisfactory ☐ Not Yet Satisfactory ☐
Student Name:
Assessor Name:
Assessor Signature:
Date:
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Table of Content
Student Declaration............................................................................................................ 2
Task 2 – Prepare to develop emotional intelligence..........................................6
Task 2.1 Develop awareness of own emotional intelligence.........................................9
Task 2.2 Plan to develop emotional intelligence in the workplace............................14
Appendix 1 – Scenario.......................................................................................... 15
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Task 2 – Prepare to develop emotional intelligence
Task summary and instructions
What is this
assessment task
about?
You have been engaged as an MMI Professional Education
consultant to support emotional intelligence development in
departmental managers.
You are required to:
1. Prepare to develop emotional intelligence
2. Develop emotional intelligence
3. Promote the development of emotional intelligence in
others
Task 2 focuses on preparing and planning tasks to promote
and implement emotional intelligence in the workplace.
Please note that the performance evidence requirements of
this unit of competency require students to:
 Demonstrate emotional intelligence in relation to at least
two different work tasks
 Promote the development of emotional intelligence in
others in at least one occasion
This assessment has been designed to meet those
requirements.
This task comprises of the following assessment methods:
o Product-based ☒
o Direct observation of Role-Play ☐
o Case Study ☐
o Other (specify) ☐
It has been designed to evaluate your ability to/competency
in:
 Develop evaluation criteria for assessing emotional
strengths and weaknesses
 Assess emotional strengths and weaknesses against
evaluation criteria
 Identify and analyse potential emotional stressors in the
workplace
 Identify methods for responding to emotional stressors
 Identify and implement workplace opportunities for others
to express their thoughts and feelings
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Task summary and instructions
Your assessor will be looking for demonstrated evidence of
your competency in the above.
You are required to address the following:
 Task 2.1 Develop awareness of own emotional
intelligence
o Determine criteria to evaluate emotional strengths
and weaknesses
o Assess your own emotional intelligence strengths and
weaknesses
 Task 2.2 Plan to develop emotional intelligence in
the workplace
o Identify emotional stressors in the workplace and
develop strategies to respond to them
o Identify opportunities to express thoughts and feelings
in the workplace and implement them
What do I need to
do to complete this
task satisfactorily?
 submit the completed assessment tasks, according to
instructions,
 complete the tasks with sufficient detail and present them
in a professional manner,
 use your own words and reference sources appropriately,
 meet the word count where required,
 use the scenario provided,
 use the templates provided where required,
 for your performance to be deemed satisfactory in this
assessment task you must satisfactorily address all of the
assessment criteria,
 if part of this task is not satisfactorily completed you will
be asked to complete further assessment to demonstrate
satisfactory performance.
Specifications You must deliver/participate in:
 Request feedback to friends and colleagues about
personal emotional strengths and weaknesses as part of
the learning journal
You must submit to GOALS
 Criteria to evaluate emotional strengths and weaknesses
 Emotional diary entry with daily reflection
 Reflection on the emotional diary
 Reflection on past event
 Feedback on emotional strengths and weaknesses from
friends/colleagues
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Task summary and instructions
 Outcome of tests
 Self-assessment of emotional strengths and weaknesses
against established criteria
 Summary of emotional stressors in the workplace with
strategy to respond to them
 List of opportunities to express thoughts and feelings in
the workplace
 Action Plan
 Social media post
Resources and
equipment
• Computer with Internet access
• Access to Microsoft Office suites or similar software
• Learning material
• Scenario for assessment as provided
• Appendices as provided
• Relevant policies and procedures as provided
• Templates as provided
Re-submission
opportunities
You will be provided feedback on your performance by the
Assessor. The feedback will indicate if you have satisfactorily
addressed the requirements of each part of this task. If any
parts of the task are not satisfactorily completed, the
assessor will explain why, and provide you written feedback
along with guidance on what you must undertake to
demonstrate satisfactory performance. Re-assessment
attempt(s) will be arranged at a later time and date. You
have the right to appeal the outcome of assessment
decisions if you feel that you have been dealt with unfairly or
have other appropriate grounds for an appeal. You are
encouraged to consult with the assessor prior to attempting
this task if you do not understand any part of this task or if
you have any learning issues or needs that may hinder you
when attempting any part of the assessment.
Complete the following activities:
This task is designed to prepare you to support others in developing emotional
intelligence and promote emotional intelligence in the workplace.
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To complete this task, you will assume that your class is the MMI's workplace, and
therefore some of your classmates will play the role of MMI's departmental managers
when required and as instructed.
Task 2.1 Develop awareness of own emotional intelligence
A. Evaluation criteria
Develop four (4) criteria for assessing emotional strengths and weaknesses.
Document the four criteria in the table below.
Criteria
1 Talking to trust based people
2 Taking a personality test
3 Trying new things
4 Asking questions to own self such as good qualities, thinking of others, disinterested works,
interested works and hobbies and the reason behind linking them
B. Learning Journal
As a leader, you must lead by example. Furthermore, when supporting others in
developing emotional intelligence, you should be aware of your emotional strengths and
weaknesses.
This task will assist you in self-assess your emotional intelligence, helping you to
determine areas for improvement.
Complete a learning journal (Template 1) by week 3 of class.
You will use this learning journal when completing task 3.1 in Assessment Task 3.
Complete the Learning Journal as instructed.
Template 1 – Learning journal
1. Emotional Diary
Keep a diary for three days. For each day:
 Document events related to your current workplace, your behaviour and the
behaviour of others at work
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 If you have not worked that day, document significant events from your daily life and
interact with others
 Reflect on your diary entry at the end of each day
Note: overall, the diary should cover both your personal and professional life.
For each day, address all the following points:
 Describe the event and/or behaviour
 Describe any interaction with others
 Describe the feelings you felt
 Reflect on and describe the impact the event and/or behaviour had on you (positive
and negative feelings)
 Reflect on and describe what impact you had on other people (positive and negative
feelings)
 Reflect on what may have caused/triggered a positive and/or negative emotion in you
Da
y
Diary entry Reflection
1 The event was of the individual
presentation to be given by every
employee in the organisation on the
related topic. I have given the
presentation and interacted with the
audiences, asked them a question and
let them also ask me a question to
make the session interactive. I was
feeling free and friendly with the
audience while interacting with them
because everything was entertaining
from delivering the presentation to the
feedback activity.
Individual presentation events have impacted me in
a positive manner because I learn many things from
the presentations such as my communication skills
and the delivering techniques along with the
presentation methods and feedback mode. Audience
was also positive regarding my presentation work
because it was an interactive session which is the
most entertaining part. Audiences have triggered a
positive emotion in me because the structure of
presentation made by me was attractive from
delivering to the feedback session.
2 The event was a management activity
which was the group activity in which
Group management activity event has impacted me
in a negative manner because everything was sorted
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we needed to complete the task.
Interaction of mind with other team
members was good because they were
understanding my points and I was
understanding their points so the
coordination level was very while
performing in the team. I felt good in
the company of my colleagues while
performing the team activity as
everyone was starting out on what task
is to be performed by each and every
individual.
out and we have accomplished the task but there are
some employees who were in my team who were
not satisfied with the work and not listening to me at
all and that is why this has spoiled the terms and
relation with them. Other team members were
having a positive impact upon me because they were
knowing that I was right and instructing well to the
team. Team members have triggered a negative
emotion in me and this is because some team
members were not listening to me and I was getting
frustrated because of this behaviour.
3 The event was a performance appraisal
activity where the team leader was
appraising each and every employee
about their performance and giving
feedback in order to improve for the
future. Interaction was good with the
team leader because my performance
appraisal was on an average basis and
a need to improve more and I have
taken it in a positive manner in order
to work hard and smart work in the
future.
A performance appraisal activity event has impacted
me in a positive manner because I have not taken the
bad feedback about me in a negative way but took it
in a positive way so that I can improve in my future
and enhance my working efficiency. Other people
have impacted this as a negative because I was not
feeling bad about my bad reviews and they got
confused but I don't care about it. They have caused
negative emotion in me because of this behaviour.
This is because they misunderstood my emotion.
At the end of the three days, read the diary and reflect on the following:
 What emotional strengths and weaknesses have you shown?
 What personal stressors can you identify (in both your personal and professional
life)?
 What personal/emotional triggers can you identify? What caused an emotion?
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 What impact did your feelings have on you, and how did you handle them?
Record your reflection in the table below:
(200-250 words in total)
Strengths Communication skills, team working skills, networking skills and
problem solving skills.
Weaknesses Extreme emotional, less practical, hypertension and stress on
completing the task on deadline.
Personal stressors in
personal life
Emotional problems such as depression and anxiety along with anger
and grief with low self-esteem.
Personal stressors in
professional life
Long hours working and heavy workload along with job insecurity
and conflicts with colleagues.
Personal/emotional
triggers in workplace
situations
Frustration and irritation along with the worry and nervousness.
Impact of emotions
and emotional triggers
on professional and
personal life
The impact of emotions and emotional triggers on professional and
personal life can be positive and negative and this is because all the
emotional triggers are not negative and some can result in a positive
manner as well. Such as sometimes taking the tension is good to
complete the task because without tension the task cannot be
accomplished. but the negativity is that it can create frustration and
irritation is not good for health.
Impact of emotions
others
The Impact of these emotions on others can create misunderstanding
because what I want to explain to them can be misunderstood by
them and they can create the wrong perception about me which has a
negative impact. But the positive impact can be that I can accomplish
my task on a given deadline by managing my time and project as
assigned.
2. Past event
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Think about a past event in your life that impacted you. Reflect on the event following the
guidelines below:
 Describe the event
 Describe the emotions you felt; use the range of emotions listed in
https://www.healthline.com/health/list-of-emotions#sadness
 Describe how the event impacted on you
 Describe your behaviour in that situation
 Reflect on and identify any emotional strengths or weaknesses that you displayed
 Reflect on and identify any personal stressors or emotional triggers that you
might have experienced in that situation
 Identify any impact that your behaviour and/or emotional response might have had on
others, both during and after the event occurred
 Reflect on and describe how you could have changed your behaviour to reach a
better outcome
 Reflect on and describe how you could have better managed your emotions to reach
a better outcome
 Reflect on and describe what you could do to improve your behaviour in similar
circumstances
Summarise your reflection below.
Past event
(100-150
words)
The event was the speech given in front of the people. I felt different types of
emotions such as enjoyment, fear, memory and concentration problems and
nervousness. They have impacted me positively and negatively because the
enjoyment makes my communication skills better by delivering the speech in front
of the audiences but other emotions have impacted negatively while delivering the
speech. My behaviour in the situation was positive so that I can recover and
overcome all my negative thoughts. My strength was my good interaction with the
audience and my weakness was my nervousness. My personal and emotional
development triggers my career development and job security because giving the
speech is that transferable skill which helps in professionalism. There was a
positive impact and behaviour of mine on others. I can change my fear of stage and
nervousness by continuously practicing my verbal communication skills in front of
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a large number of audiences. I can better manage my emotions by being
emotionally strong and not overthink of each and every situation. I can improve my
irritation and nervous behaviour in similar circumstances.
3. Feedback from others
Ask 3 of your friends and colleagues to provide you with feedback about three of your
emotional strengths and your emotional weaknesses.
Record their response in the table below:
Strength
3 strengths
Weakness
3 weaknesses
Feedback 1 Team management Emotionally weak
Feedback 2 Time management Cannot handle stress
Feedback 3 Communication flow management Getting irritated easily
Reflect on the responses that you have received and address the following:
 Is there anything that surprised you?
 Is there anything that you disagree with?
 How can you use this feedback to improve your emotional strengths and weaknesses?
(50-100 words)
Record your reflection in the space below.
Nothing surprised me and I agree with all my strengths and weaknesses and I can use this feedback
to improve my emotional strengths and weaknesses by being emotionally strong and having a
practical view of life.
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4. Tests
Complete the following tests:
TEST 1
Quiz Yourself: Do You Lead with Emotional Intelligence? :
https://hbr.org/2015/06/quiz-yourself-do-you-lead-with-emotional-intelligence
How did you score?
Self-Awareness
Positive outlook
Emotional self-
control
Adaptability
Empathy
TEST 2
Test you EI- how well do you read other people?
https://greatergood.berkeley.edu/quizzes/ei_quiz
How did you score?
TEST 3
Test your personality – Myers-Briggs
https://www.16personalities.com/free-personality-test
What is your Myers-Briggs personality?
TEST 4
Test your personality -DISC test
https://www.123test.com/disc-personality-test/
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What is your DISC personality?
C. Self-assessment
Review the learning journal and assess your emotional strengths and weaknesses against
the four criteria developed in Task 2.1A.
Criteria Self Assessment
1 Talking to trust based people My emotional strength and weaknesses against the
criteria of talking to trust-based people are that I
can easily trust people who initially acted nice to
me and this is my strength but my weaknesses are
that I create expectations from those people and
afterwards it hurts me.
2 Taking a personality test My emotional strength and weaknesses against the
criteria of taking a personality test are that I am an
honest file answering all my personality questions
which is my strength but after the results being out
of personality test I get conscious about all my
negative points and panic which is my weakness.
3 Trying new things My emotional strength and weaknesses against the
criteria of trying new things is that I am really
interested and creative in doing new things with all
my innovative minds which is my strength but if
that new thing which I am trying fails due to some
reason which results in my lower motivation level
and low moral which is my weakness.
4 Asking questions to own self such as
good qualities, thinking of others,
disinterested works, interested works and
hobbies and the reason behind linking
My emotional strength and weaknesses against the
criteria of asking questions to own self such as
good qualities and many more is that I answer all
my self-questions in to a piece of paper and
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Criteria Self Assessment
them analyse it the thoroughly so that I can improve as
soon as possible but if I am not able to enhance my
all these qualities, it makes me weak with a low
confidence to start it again which is my weakness.
Task 2.2 Plan to develop emotional intelligence in the workplace
Review the Case-Study scenario in Appendix 1.
A. Emotional stressors
Identify and analyse four (4) potential emotional stressors in the workplace, and identify
strategies and methods for responding to them.
Summarise your analysis in the table below.
Potential emotional
stressor
Strategy and methods for responding to the
emotional stressor.
(30-50 words/emotional stressor)
Anger Proper review and evaluating the issues in the company: This can
be done by adopting the methodology of anger Management
because until and unless an appropriate review of the issues is
undertaken then the evaluation can be difficult to resolve the
issues in the company and therefore anger Management is
necessary for the proper review and evaluating of the issues in the
company.
Frustration Preparing strategic plan: This can be done by identifying the
relevant goals and objectives for the organization and making the
plan to attain the targets and it cannot be possible until the person
is frustated and therefore preparing the strategic planning can
remove the frustration and helps in the implementation.
Irritation Implementation of the plan in a systematic manner: This can be
done by executing the whole plan in a manner so that it can be
achieved in an efficient way and irritation can be removed in an
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Potential emotional
stressor
Strategy and methods for responding to the
emotional stressor.
(30-50 words/emotional stressor)
effective manner by implementation of the plan in a systematic
manner to accomplish the goals and objectives of the company.
Anxiety Better employee management: This can be done by strategic
hiring and recruiting in the organization so that the onboarding
process and training and development process can be managed
which helps in the employee engagement and performance
appraisal which can remove the anxiety of the person and
therefore better employee management is important.
B. Opportunities to express thoughts and feelings in the workplace
1. Identify three (3) opportunities for departmental managers to express their thoughts
and feelings in the workplace.
Document the opportunities in the table below.
Opportunities to express thoughts and feelings in the workplace
1 By preparing the proper conference session
2 By preparing the relevant content to deliver
3 Maximum interaction with the staff with feedback
2. Develop an action plan (Template 2) to implement the identified opportunities.
(5-6 key actions).
Template 2 – Action Plan
Action Responsibili
ty
Timefra
me
Resources
needed
KPIs
(one/action)
Conference session Attendance
of each and
One day
session
Hall, laptop, notes
and mike
Systematically done
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Action Responsibili
ty
Timefra
me
Resources
needed
KPIs
(one/action)
every
employee
Content to deliver Voice clear
and audible
speaker
One day
session
Content display
screen
Proper visibility
Maximum interaction Gaining
attention of
employees
One day
session
Prepared questions
to ask
Feedback from
employees
3. Promote one of the opportunities by developing a social media post for the company's
FB page.
The post can be as simple as content +picture.
Document the post in the space provided below.
Appendix 1 – Scenario
The company
XYZ Pty Ltd, trading as MMI Professional Education, is an Australian boutique education
provider in Melbourne Registered Training Organisation -RTO), offering VET accredited
and non-accredited business courses to corporate clients and to local clients
(domestic students).
MMI was founded in 1998 by brothers Mark and Andrew White, who built the company to
become a quality RTO with major accounts in Melbourne, Sydney, and Brisbane. Mark
Brown sold his shares to his brother Andrew who is the current chairman of the company.
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The education provider is centrally located in Collins Street, Melbourne CBD, with state-
of-the-art facilities:
o Administration and Management Offices (including the main boardroom, 2
meetings rooms and a computer lab with 20 PCs) on Level 45
o 15 Classrooms, kitchenette, client lounge room and a trainers' room on Level 46
Corporate training is mainly non-accredited and delivered at the clients' premises around
Australia, but it can also be catered for at Collins Street. Corporate clients include major
Bank groups, National Management Consultancy firms, Manufacturing companies and
Government agencies.
Accredited courses are delivered in Collins Street with a combination of face to face and
online training delivery. The accredited courses are the Diploma of Business and the
Diploma of Project Management. MMI has a current capacity to enrol 500 clients;
current enrolment number is 250 clients.
Important note:
o A VET accredited course has been assessed by the Australian Skills Quality
Authority (ASQA) as compliant with the Standards for VET (Vocational Education
and Training) Accredited Courses and the Australian Qualifications Framework
(AQF). Accreditation means that the course is nationally recognised and that the
registered organisation (RTO) can issue a nationally recognised qualification or
Statement of Attainment (this for single units only).
o Non-accredited courses are business courses that have been highly customised
to meet clients' training needs.
The current organisational structure is as follows:
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The Teams are composed as follows:
 Board of Directors
o Mr Andrew White - Chairman
o Ms Francis Green - Executive Director
o Mr Eli Brown – Non-executive Director
o Ms Josephine Magenta – Non- executive Director
o Ms Deborah Red – CEO
o Mr Leonard Black - CFO
 Finance Department: CFO and 2 x financial officers (full-time)
Summary of duties: account receivable, account payable; invoicing; payroll; financial
record keeping and reporting; taxes/fees
 Marketing Team: Manager (full time) and 1 x marketing officer (part-time)
Summary of duties: promotion; design of marketing collaterals for events; social
media; market research; public relations
 HR Team: HR Manager and 2 x admin officers (part-time):
Summary of duties: Recruitment; Induction and training; performance
management support; employee relations; safety; compensation and benefits
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Board of Directors
Marketing
Manager
Marketing Team
HR Manager
HR Team
Client Services
Manager
Client Services
Team
Academic
Manager
AcademicTeam
IT outsources
CEO CFO
Finance
Department

 Client Services: Client Service Manager and 2 x receptionists; 4x client service
officers, 1 x team leader, 1 x maintenance officer
Summary of duties:
o front of office and back of office customer service activities (to include
reception and response to enquiries)
o support to academic staff
o client admin: client admission, enrolment, enrolment variations, pastoral care,
completion
o building maintenance: 1x maintenance officer
 Academic Services: Academic Manager and 5 contract business trainers for
corporate training; 4 full time (ongoing) business trainers for accredited training
Summary of duties: accredited and non-accredited training and assessment;
learning material and assessment development and validation; support with
compliance monitoring; pastoral care.
 IT services: outsourced to an external company
Summary of duties: network service; database administration (inventory and staff
files); maintenance and update of communication system including CRM (Customer
Relationship management system); data management and security.
Note: in loco computer maintenance is performed by the maintenance officer who has
some IT knowledge
Company Ownership structure
The company structure is a Pty Ltd:
 Chairman Andrew White holds 51% of the shares
 40% of the shares are held by an external corporation since late 2017, as a silent
business partner
 The remaining 9% is owned by other members of the Brown's family
Vision
Our vision is to develop outstanding individuals through quality business training that
encompasses personal and professional growth.
Mission
o We create successful careers in business to advance business growth and to
positively impact on the broader community.
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o We strive to provide exceptional business training that focuses on quality of
teaching, practical learning, and successful outcomes
Values
Our core values are:
 Quality
 Integrity
 Accountability
 Respect for diversity
 Innovation
MMI quality standards
 Australian Skills Quality Authority
(ASQA) standards
 ISO9001 – Quality Management Systems
 ISO 27001 Information Security
 ISO 31000 Risk Management
 Australian Business Excellence Framework
MMI – Boards' of Director expectation
 Quality of practices
 Innovative solutions for business growth based on hard data and extensive
research
 Build an innovative and agile company that can respond to the challenges of an
ever-changing business environment
 Become market leader
 Increase value for shareholders and clients
Industry, market, and strategic business direction
MMI Professional Education is a Registered Training Provider (RTO) based in Melbourne,
Australia, that offers business accredited and non-accredited courses to corporate clients
and local clients.
Strategic Objectives:
 To expand the basis of the operation to Sydney, where the company has
experienced a high increase in demand for corporate training
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 To increase revenue by 10% annually for the next 3 years
 To increase profits by 10% annually for the next 3 years
 To position the company as a leader for quality business education in Australia
within the next three years
 To expand the course offering by adding new qualifications to the scope of
registration: the Diploma of Leadership and Management and the Advanced
Diploma of Program Management
 To increase the base of local clients attending accredited courses
 To implement sustainability to work practices: social, financial, and environmental
 To expand the offering to international students by repackaging accredited
business courses to add an internship component during the course
Current positioning
 MMI enjoys a good reputation in the industry as a quality provider of business
courses for corporate clients
 Courses are marketed as hands-on, with trainers that currently work in the
industry, providing current and cutting-edge skills to business professionals
 MMI currently holds 15% of the corporate business training in Australia
 MMI does not currently deliver business courses to international clients
 MMI does not currently deliver courses overseas
 The company is financially stable and sustainable
Operational overview
 State of the art facility in Melbourne to be replicated in Sydney
 Systems in use:
o Student Management System (MMI system)
o Learning Management System (Moodle)
o Accounting Management System (MYOB) – does not interface with MMI system
o Share drive
o Share points
o Zoom
o Project Management Application for remote teamwork (trainers): Wrike
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 Trainers work both on-site in Melbourne and around Australia
 Senior management to stay in Melbourne: campus director and team leaders to be
employed to manage and supervise Sydney's operations
 Staff to be employed for the Sydney Campus
 Administrative tasks such as enrolments will be undertaken by Melbourne's
campus
 Virtual teamwork practices to be implemented between Melbourne and Sydney
 Website tailored to international students to be developed
 Develop and implement sustainability policy and practices across the organisation,
and sustainability has not been on the top five priorities of the company so far
 All trainers are based in Melbourne; this impacts financial costs when moving
trainers to other Australian capitals to conduct corporate training. Trainers who
deliver corporate training receive a generous daily allowance when outside
Melbourne ($250/day); all travel and accommodation expenses are paid for by
MMI. This generous package impacts an average of 20% on the profit margin for
each corporate course that is sold
Organisational culture
The organisational culture experienced at MMI is a mix of market and hierarchy culture.
 The Market Culture: This culture is built upon the dynamics of competition and
achieving concrete results. The focus is goal-oriented, with leaders who are tough
and demanding. The organisation is united by a common goal to succeed and beat
all rivals. The main value drivers are market share and profitability.
 The Hierarchy Culture: This culture is founded on structure and control. The work
environment is formal, with strict institutional procedures in place for guidance.
Leadership is based on organised coordination and monitoring, with a culture
emphasising efficiency and predictability. The values include consistency and
uniformity.
(Source: https://popinnow.com/four-types-organizational-culture/ )
 The organisation is top-heavy, and there are concerns that this may not suit the
strategic objectives for growth and the opening of a second campus in Sydney.
 The Board of Directors is invested in the change process; however, intervention is
needed to bring departmental managers and teams on board.
 It is recommended that an organisational culture more suitable for innovation,
sustainability, agility, and progressive growth is developed and implemented.
Operational issues
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The following operational issues have been identified internally:
 The increased number of complaints due to lack of cultural sensibility of trainers
and client service personnel when dealing with students from the non-Australian
background (15% increase in the last 6 months alone)
 All trainers are based in Melbourne; this impacts financial costs when moving
trainers to other Australian capitals to conduct corporate training. Trainers who
deliver corporate training receive a generous daily allowance when outside
Melbourne ($250/day); all travel and accommodation expenses are paid for by
MMI. This generous package impacts an average of 20% on the profit margin for
each corporate course that is sold
 An increasing number of Melbourne's enrolments projected student population to
rise from 205 to 450 by mid-2021. Current facilities are not sufficient to
accommodate the increase in numbers (current facilities can accommodate max
350 students)
 Delays in achieving marketing objectives due to the composition of the team (2
part-timers and one contractor) that cannot sustain the increased amount of
marketing tasks (corporate events to enhance networking and identify potential
corporate clients have increased by 30% in the past 6 months)
 A new student management system has been developed in-house. The system was
recommended by the Client Services and the Academic Managers for the seamless
integration of the student management and the learning management system.
However, the two managers failed to perform due diligence, and they did not
consider that the new system does not interface with the finance management
system. This will cause operational disruptions to the workflow as finance records
(mainly revenues) will have to be manually inputted based on the new system's
reports on enrolment.
 Covid19 has decreased sales by 20%, the company has managed to deliver
existing courses and still maintain a reasonable margin of new enrolments online
Marketing
 MMI has not heavily invested in marketing activities, relying mainly on word of
mouth.
 The company has a website:
o Old fashioned look, quite austere
o Not responsive
o In the mobile version, after you have clicked in a few pages, the navigation
becomes daunting
o Heavy use of text
o Infrequent updates
 Social Media: there is a FB page that is rarely updated, the LinkedIn Page is not in
use
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 Print advertisement: Industry magazine
 Referrals: education agents are paid 15% commission for referring students
 Discounts: twice/year MMI offers 10% for new enrolments to attract more students
 Yearly marketing budget: $75,000
 The marketing team is small and not experienced in digital and social media
marketing
Pricing
Product Target Market Price
Corporate Training
Topics:
 Operational
Management
 Leadership
 Project Management
 Emotional Intelligence
 Change Management
 Management
 Individuals looking for
upskilling to advance
their career
Face to Face classroom
(average of 10 participants)
$ 2,000/participant
Online $ 800/participant
Individual coaching $
150/hour
Diploma of Business Domestic students Blended learning:
$ 4,000/student
Diploma of Project
Management
Domestic students Blended learning:
$ 6,000/student
Workforce Overview
The following has been reported:
 Turnover rates are high in the academic department (30% yearly) due to some of
the roles' contractual nature. Ongoing training staff is steady; however, there is a
need to invest more in their professional development to keep industry currency
when teaching.
 Need for a succession plan for management roles
 Gender unbalanced
 Recruitment is done externally, few opportunities for advancement are offered to
existing staff
 A recent staff survey outlined the following:
o Lack of opportunities for advancement
o Top-heavy management
o Silo mentality
o Not enough room for innovation and improvement
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o Lack of well-defined sustainability policy
o Diversity policy is very generic
 HR practices are mainly focused on administrative duties. The Board of
Directors has identified the need to embrace HR practices as an essential
strategic tool for business advancement.
 Training on HR practice is required for management
 Staff lament a lack of communication from the top
 Sense of working in silos
Remuneration (average) for each role is as followed:
 Board of Director – 25-50 k/year
 CEO – 250 k/year
 CFO – 180 k/year
 Managers – 120k/year
 Receptionist $ 52k/year
 Officers (including team members in the Marketing dept) $ 65k/year
 Team Leader $ 78k/year
 Trainer (ongoing) $ 85k/year
 Trainer (contractor): $ 80/hour. Trainers who deliver corporate training receive a
generous daily allowance when outside Melbourne ($250/day), all travel and
accommodation expenses are paid for by MMI.
Note:
 The above remuneration must be considered pro-rata for part-time staff.
 Superannuation is excluded and should be added at 10% to employee's ordinary
earnings
 Superannuation is paid to contractors (business trainers)
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