Developing and Using Emotional Intelligence: Assessment Report

This document presents an assessment report on emotional intelligence, specifically focusing on the unit BSBLDR511, which covers the development and application of emotional intelligence in a business context. The assessment is divided into two parts: a written responses section and an emotional intelligence analysis report. The first part addresses key concepts such as the definition of emotional intelligence, Goleman's model, and its application in managing businesses and building workplace relationships. The second part delves deeper into the analysis of emotional intelligence, including the demonstration of different models of EI, identification of emotional strengths and weaknesses, understanding work-related stressors, self-reflection, and feedback, and adapting to cultural expressions of emotion. The report also includes role-play scenarios to assess practical application of emotional intelligence principles and strategies, aiming to improve team performance and foster a positive emotional climate within the workplace.

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Details of Assessment
Assessment No 1 Assessment Weighting 100%
Assessment Type Written Responses and
Report (Individual
Details of Subject
Subject Name Emotional Intelligence
Details of Unit(s) of
competency
Unit Code (s) and Names BSBLDR511 Develop and
use emotional intelligence
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following
learning outcomes:
Competent
(C)
Not Yet
Competent
(NYC)
1.1 Identify and use evaluation criteria to determine own emotional strengths
and weaknesses
1.2 Identify personal stress ors and own emotional states related to the
workplace
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1.3 Analyse and document potential emotional triggers in workplace situations
which may require determine appropriate emotional responses
1.4 Evaluate the impact of own workplace behaviours that demonstrate
management of emotions
1.5 Use self-reflection and feedback from others to improve development of
own emotional intelligence
2.1 Respond to the emotional states of co-workers and assess emotional cues
2.2 Develop a plan for identifying and responding appropriately to a range of
cultural expressions of emotions
2.3 Apply techniques to demonstrate flexibility and adaptability in dealing with
others
2.4 Demonstrate consideration of the emotions of others when making
decisions
3.1 Create opportunities for others to express their thoughts and feelings
3.2 Assist others to understand the effect of their behaviour and emotions on
others in the workplace
3.3 Develop and implement plans to encourage the self-management of
emotions in others
3.4 Develop and implement plans to encourage others to develop their own
emotional intelligence, to build productive relationships, and maximise
workplace outcomes
4.1 Identify opportunities to utilise emotional intelligence to increase team
performance in line with organisational objectives
4.2 Encourage a positive, inclusive emotional climate in the workplace
4.3 Use the strengths of workgroup members to achieve team and/or
organisational objectives
Assessment/evidence gathering
conditions
Each assessment component is
recorded as either Competent (C)
or Not Yet Competent (NYC). A
student can only achieve
competence when all assessment
components listed under “Purpose
of the assessment” section are
recorded as competent. Your
trainer will give you feedback after
the completion of each
assessment. A student who is
assessed as NYC (Not Yet
Competent) is eligible for re-
assessment.
Resources required for this
Assessment
 Computer with relevant
software applications and
access to internet
 Weekly eLearning notes
relevant to the
tasks/questions
Instructions for Students
Please read the following
instructions carefully
 This assessment has to be
completed In class
At home
 The assessment is to be
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completed according to the
instructions given by your
assessor.
 Feedback on each task will be
provided to enable you to
determine how your work could
be improved. You will be
provided with feedback on your
work within two weeks of the
assessment due date. All other
feedback will be provided by
the end of the term.
 Should you not answer the
questions correctly, you will be
given feedback on the results
and your gaps in knowledge.
You will be given another
opportunity to demonstrate
your knowledge and skills to be
deemed competent for this unit
of competency.
 If you are not sure about any
aspects of this assessment,
please ask for clarification from
assessor.
 Please refer to the College re-
assessment for more
information (Student
Handbook).
STRUCTURE, MARKING ALLOCATIONS AND TABLE OF CONTENT
Content Pages Marks Marks
Achieved
Part 1 – Written
Responses (Total 25
marks for TASK 1)
Q1: a. Definition of Emotional Intelligence and model 2
b. emotionally effected people 1
c. Goleman’s Model 2
Q2. Emotional intelligence in Managing business: 3
Q3. Building workplace relationships: 3
Q4: a. Communicating effectively to diverse workforce 4
b. Understanding feeling of client 2
c. Handling Communication barriers 4
Q5. Principles and strategies 4
Total of Part 1 25
Part 2 – Emotional
Intelligence Analysis
Report (Total of 75
marks)
A. Emotional
intelligence and
Leadership
(10 marks in Total)
A.i.1.a) Demonstration of Goleman’s mixed model of
EI 5
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A.i.1.b) Demonstration of The Mayer and Salovey
Model of EI 5
B. Emotional
Strength and
Weakness (5 marks
in Total)
Emotional Strength and Weakness (5 marks) 5
C. Considering
factors for project
work related
stressors (10
marks Total)
1. Work related stressors and response 4
2. Reflection of
stressors and
emotional
weaknesses (6
marks in Total)
Written Questions
(6 marks in Total)
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Q1. Personal stressors and emotional weaknesses of others 2
Q2. Personal stressors and emotional weaknesses of own 2
Q3. Control to reduce stressors and emotional triggers 2
D. Self-Reflection
and feedback (14
marks Total)
1. Self -reflection for growth 4
2. Feedback from team member 4
3. Actions to improved Emotional intelligence 6
E. Cultural
Expressions and
positive emotional
climate (Total 15
marks)
1. Adapting to Cultural expressions 8
2. Positive emotional climate 7
F. Maslow’s hierarchy
theory for fulfilling
needs and related
emotions (Total 5
marks)
Maslow’s hierarchy theory for fulfilling needs and related
emotions 5
G. Role Play ( Total of 16 Marks)
Role Play Performance and Script 16
Total of Part 2 75
TA92109OTAL MARKS OF THE ASSESSMENT 100
The learner is required to update and adjust the page numbers and topics based on the amount of their content
and the responses made to each task.
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PART 1– KNOWLEDGE EVIDENCE WRITTEN RESPONSES
This part of assessment comprises the knowledge testing required for the unit BSBLDR511. 5
knowledge questions and you must ANSWER ALL. Use the spaces below to respond to the
questions. Weights and marking allocations are in the marking allocating table.
This assessment has been established with the aim to measure your knowledge, and attributes
emotional intelligence principles and strategies, the relationship between emotionally effective people
and the attainment of business objectives, how to communicate with a diverse workforce which has
varying cultural expressions of emotion and explain the use of emotional intelligence in the context of
building workplace relationships.
Answer the following questions in the appropriate spaces below:
All responses must:
This activity has been designed to assess your knowledge and understanding of leading and
managing a team in the context of emotional intelligence within business organisations.
Question 1: Definition, model and dimensions: Define Emotional Intelligence? Explain in
your own words. Who are emotionally effected people? Based on the Model of Emotional
Intelligence’ by Daniel Goleman’s, how can you as a leader develop the dimensions of this
model in the context of a business environment?
a. Emotional intelligence definition
A – Emotional intelligence is the ability to monitor the individual own and the other emotions
for the purpose of discriminating between the variety of the emotion and to guide the thinking
behaviour.
b. Emotionally effected people:
B - Emotionally affected person are the person who's brain changes with the happening of the
body. The thinking of the person also changes as he used to see many different aspect of the
common issue. Person start to want to behave differently than you usually behave.
c. Goleman’s model application on a business environment:
C - Goleman's emotional intelligence contains of the five element Emotional self awareness,
what one is feeling at a time. Motivation, utilizing the emotional factor to achieve the goal.
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Self regulation, controlling and directing someone emotion. Empathy, sensing others
emotion. Social Skills, managing relationships, inspiring others and inducing desired
responses from them (Mayer, Caruso, and Salovey, 2016).
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Question 2: Managing business: Business frameworks and methodologies are endlessly emerging
through best practices and ideals to progress efficiency in different organisations. It is vital to examine
emotional leadership in workplace settings to gain an inclusive understanding of the complex
emotional intelligence concepts. Based on your workplace or any other experience outline what role
emotional intelligence played in leading and managing the business? (3 Marks )
Emotional intelligence is plays a very important role in the business as it only helps the leader
in understanding the employee in better way and directing their work toward achieving the
organisational goal. Self awareness feature of the emotional intelligence helps the employee
in understanding the owns need and their by they are able to find the alternative solution.
Emotional intelligence also helps the employee in the organization in building the good
relationship between each other which creates the clarity of the mind (Carson, Carson and
Birkenmeier, 2016).
Question 3: Building workplace relationships: Business are unpredictable that fosters a lot of
interpersonal actions and the need for cognitive ability of team members. Researches state that
emotional intelligence can reinforces a business through improving the job performance of its team
members and in equipping those in ways with the emotional tools that support them be much happier
during work Explain the use of emotional intelligence in the context of building workplace relationships
with team member Provide an example to state your answer. (3 Marks)
Relationship is the mutual understanding between the two party at the work place, Emotional
intelligence helps the employee in understanding the other party thoughts and the need which
eventually creates the bond between the two party which helps the employee in creating the
working relationship. It also helps the member in the team to glitches out any issue which is
faced at the work place. The main benefit which is brought by the Emotional intelligence is
the communication which build the good relationship among the employee (Crowne And
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et.al., 2017).
Question 4: Case Study: Communicating effectively to diverse workforce (10 marks)
Read the case study below and answer the questions that follow. Enter your response into the text
boxes provided.
Natasha, a middle-aged woman of Eastern European appearance, approached the receptionist of a
community centre. She spoke with a very strong accent. The receptionist then asked for her name by
speaking very slowly and in a loud voice. The receptionist repeated the request three times, drawing
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the attention of the whole centre. Natasha looked very unhappy and went away.
Q1: Would speaking loudly and slowly help the communication problem? Why/why not? (4 marks)
Q2: How might the client be feeling after being spoken to in this way? (2 marks)
Q3: What would you do to break the communication barrier if you were the receptionist? (4 marks)
a.
A – In my thought the speaking loudly or slowly was not the big problem of the
communication in the above the real problem was the different in the understanding the
ascent of each other and the receptionist was trying to match the same ascent but that does not
sound that well in the organisation which was the big reason of the communication problem
in between the both the party.
b.
B – In my thought the client will be feeling the dis respected by the receptionist as in the
client thought the receptionist was making the fun of own so he left the organization. The
client was also be feeling the anger as all the client expect a some sort of the respect from the
organization who they are paying for the services or the product which is provided by them.
c.
C – If I was at the place of the receptionist then I would have used the different way of asking
the name other than just lauding the voice. I would also have taken the help of the other
colleague and asked the same to have a discussion with the client so that she understand the
question very easily.
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Question 5: Principles and strategies: Considering the reflection of your personal attributes,
impact on others and/or adjustment of your tactics to support your development, outline a situation
from your workplace or any other experience , when you exemplified model of workplace behaviour
signifying management of emotions as an illustration for your team members/workmates/classmates
to follow. (You may refer to emotional principles and strategies and/or impact of your own emotions on
others and their feedback in your response)
(4 Marks)
From the basis of my personal experience from my workplace environment. Being as a
branch manager at APS is the very big opportunity to work. I gained many good experience
with my teammates that motivates me in my decision and helps me to implement in better
way. I am very calm and polite person that better understand the situations and also analyse
what is best for the company. I observed the most important thing in the business that team
members and their support is the most important thing within the organisation that makes the
person more reliable and productive. My emotional strength is my confidence and positivity
that makes the teammates more motivated and happy. On the other side, my emotional
weaknesses is to get anger in some certain situation when work is not been completing as per
the planned manner. Suc anger makes everyone scared and difficulty. However, I need to
work upon my anger and should take some good practices to reduce my consciousness.
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PART 2 - WORKPLACE SCENARIO BASED ON A CASE
ORGANISATION- PORTFOLIO OF EVIDENCE
SIMULATED WORK ORGANISATION:
The portfolio of evidence comprises the assessment of the application of your emotional
intelligence usage knowledge whilst managing a project and its team. You will use the given case
study below and will need to demonstrate your emotional intelligence to increase self-awareness,
self-management, social awareness and relationship management as well as identifying the impact
of own emotions on others whilst managing your team applied to any workplace.
ORGANISATIONAL BACKGROUND
(Information partly sourced from various similar organisational sources and other external source. The
information contexts have been significantly modified and re-written.)
APS (Australian Parcel Service) is Australian based cargo organisation with over 5,000 employees
moving one million packages each month through the use of air, rail, sea and land transportation
systems. For the last decade, the organisation has been one of the most successful cargo and parcel
enterprises of Australia. This is due to innovation with their digital technologies and also human
management system.
While founder Joe Burns was focused on logistics and speed, from the start he believed that people
were the key to business, and that leadership and human management is about continuous growth:
“Leaders get out in front and stay there by raising the standards by which they judge themselves –
and by which they are willing to be judged.” This vision has translated to the “PSP Philosophy” –
People-Service-Profit – which drives APS today.
The company identifies that the human-side of leadership has grown more complex, and looking to
the future, is committed to developing leadership capabilities to manage the changing nature of
workforce. The goal is leaders who are better at emotional intelligence, influence, make decisions
that are both quick and accurate, and are able to build a culture where people feel the dedication and
drive for exceptional performance in a way that’s sustainable and creates real value for all
stakeholders.
To measure leadership and Emotional Intelligence performance, APS administers an annual survey
where every employee can provide feedback about managers. The survey themes include respect,
fairness, listening, and trust – leadership responsibilities that are all about relationships and emotions.
This commitment to people-first leadership created an interest in “emotional intelligence” as a
learnable skillset that would equip managers to deliver the APS way.
Even though the leadership training was state of the art — among the top ten in the world – the APS
Global Leadership Institute is charged with continuously updating and innovating in keeping with that
Joe Burns call for continuously “raising the standards.” Located near the company’s primary hub, the
Leadership Institute (TLI) serves as the leadership university for APS Express.
ORGANISATIONAL VALUES
The success of human management and leadership at APS offers several insights to us. Firstly, the
organisation has not only placed some moral values but also implemented them with appropriate
projects and process. One good example is the INTELLIGENCE LEGACY training program for new
leaders and managers. Below exhibit the three major values of the organisation.
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Link to what matters. At APS, concepts like “discretionary effort” and the leadership requirements
from the annual survey create an internal “case” for emotional intelligence. The champions of this
project have helped leaders see that the learnable skills of emotional intelligence are building blocks
to create the kind of people-first leadership the company wants – which, in turn, increases economic
value. This recognition has built support of the initiative at very senior levels.
Build internal capacity. By developing an internal team of emotional intelligence practitioners, the
company has been able to assimilate the concepts and skills of EQ and “translate” them to work
within the company culture. Having a large, strong team of emotional intelligence coaches and
trainers means this program can be delivered at a large scale, creating a new “strand of DNA” to
support the desired organisational culture.
Walk the Talk. The company tells managers to put people first, so the company puts people first. By
supporting new managers to be good people and investing in their growth right at the start of their
management careers, APS senior leadership is providing a powerful role model.
In 2018, APS implemented a new training program for new managers to consider the impact they
wished to have as leaders – the intelligence legacy they were creating. A core component of the
INTELLIGENCE LEGACY course was a module on emotional intelligence using the organisational
Emotional Intelligence situations. The results were very positive, in part because the course was very
realistic and practical with scenarios from previous organisational situations.
Recently the organisation had a recruitment drive and you have been hired as one of the branch
managers of this company. As part of the induction and training, you have also completed the
INTELLIGENCE LEGACY course and ready to move to your regional branch as the new branch
manager. As a branch manager you will lead a team that consists of several employees and as well
as team leaders.
Your task is to create a report on “Emotional Intelligence Analysis”, assuming you are the newly
hired/appointed Branch Manager of APS Company.
The report comprises of completing all the tasks from Task A-Task G, as given below. This aims on
demonstrating your ability on how you can implement and utilise the information you adopted through
attending the course.
To generate the report, you must complete all tasks from Task A - Task G by following the
instructions as stated for each. Ensure to provide details of the front cover page template of the report
as given in the next page.
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