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BSBLDR501 Develop and Use Emotional Intelligence

 

BSBLDR511 Student Assessment Tasks Answers

 

Assessment Plan

 

Assessment Task Method of Assessment
1.       Written questions Written activities
2.       Emotional intelligence assessment and improvement project Project
3.       Managing workplace issues with emotional intelligence – meeting Project/observation

 

Assessment Preparation

 

Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.

 

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

 

Assessment appeals

 

If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s assessment appeals process.

 

You have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

 

Naming electronic documents

 

It is important that you name the documents that you create for this Assessment Task in a logical manner.

 

Each should include:

  • Course identification code
  • Assessment Task number
  • Document title (if appropriate)
  • Student name
  • Date it was created

 

Assessment Instructions

 

Each assessment task in this booklet consists of the following:

 

Assessment Task Cover Sheet

 

This must be filled out, signed and submitted together with your assessment responses.

 

If you are submitting hard copy, the Cover Sheet should be the first page of the completed assessment.

 

If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit the file.

 

The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per.

 

IBMA’s re-assessment policy.

 

Depending on the task, this may include resubmitting incorrect answers to questions (such as short answer questions and case studies) resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task redoing a role play after being provided with appropriate feedback about your performance being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

 

Assessment Task Information

 

This gives you: a summary of the assessment task information on the resources to be used submission requirements re-submission opportunities if required.

 

Assessment Task Instructions

 

These give questions to answer or tasks which are to be completed.

 

Your answers need to be typed up using software as indicated in the Assessment Task Instructions.

 

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment task submission. Include this document’s header and footer.

 

If you are submitting electronically, give the document a file name that includes the unit identification number, the task number, your name and the date.

 

Checklist

 

This will be used by your assessor to mark your assessment. Read through this as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses.

 

Assessment Task 1 – Written Questions

 

Resources required

 

  • Office Writer or Microsoft Word

 

Context and conditions of assessment

 

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

 

Instructions to student

 

The written questions will be completed in the classroom on the date specified by the assessor.

 

  1. Define emotional intelligence.

Emotional Intelligence has been defined by Peter Salovey and John Mayer. As the ability to monitor one’s own and other people emotion, to discriminate between different emotions and label them appropriately,and to use emotional information to guide thinking and behavior, and manage or adjust emotions to adapt to environtments or archieve one goal.

 

  1. List the five elements of emotional intelligence as defined by Daniel Goleman.

Self Awareness, Self Regulation, Internal Motivation, Empathy, Social Skill

 

  1. Briefly discuss the concept of self-awareness.

Individual with high level of emotional intelligence our comfortable with their own thoughts and emotions and understand how they impact on others. Understanding and accepting the way you feel is often the first step to overcoming.

 

  1. List one reason why self- management is an important quality for a manager?

Self management skill are important in the work place because they help you contribute to better work environment for yourself an coworkers.

 

  1. Discuss each of the four types of abilities as identified in the Emotional Intelligence Theory developed by Caruso and Salovey (2004).
  • The ability to perceive emotions in one self and other accurately.
  • The ability to use emotions to facilitate thinking.
  • The ability to understand emotions, emotional language, and the signals conveyed by emotions.
  • The ability to manage emotions so as to attain specific goals.
  1. Discuss in a sentence or two why emotional intelligence is important in relation to performance at work.
    – at work, we don’t have the ties of love to motivate you to get along with others as you do at home.we don’t have the benefit of a shared history to help we understand what moves those around you. That makes it all the more important that you have a way to tune in to what
    – We already have that facility it’s active awareness and the empathy that flow from it using those element of your EQ can help achieve success and solve problem on the job.

 

  1. List at least three characteristics of workers who have high emotional intelligence.
  • They’re Empthetic – They’re Self- Ware –They’re balanced.

 

  1. Discuss in a sentence or two why emotional intelligence is important in relation to managing stress and physical health.

 

  1. Discuss in a sentence or two why emotional intelligence is important in relation to managing workplace relationships.

 

  1. Why might Chinese people typically not show enthusiasm in front of a superior?

 

  1. Why is it important to recognise cultural differences in emotional intelligence? Give an example to illustrate your answers.

 

  1. What bodily symptoms may show that a person is stressed? List at least five.

 

  1. List two factors that are important in cross-cultural communication.

 

Assessment Task 2 – Emotional intelligence assessment and improvement project

 

Resources required

  • Computer and Microsoft Office
  • Access to the internet for research
  • Space for a meeting

 

Context and conditions of assessment

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

 

Instructions for students

 

Part A: Emotional intelligence assessment

 

This assessment task requires you to complete a personality test to assist in identifying your emotional strengths and weakness.  You will be required to provide a written document to your assessor as described below and you will also need to discuss this task and the document you have developed in Part B of this assessment.

 

Complete the personality test at the following link.

 

https://www.123test.com/p0ersonality-test/

 

When you have completed the test, answer all of the questions below. Each question should be answered in approximately a paragraph.

 

You should copy the questions onto a separate sheet of paper and submit your answers in writing via email to your assessor.  You should also attach a screen shot of the results page of the personality test.

 

To be assessed as having satisfactorily completed the task you will need to answer all of the questions in clear and concise English in around a paragraph.

 

  1. How did you rate on the five factors as identified in the personality test results?
  2. Reflecting on the results, what stood out for you in terms of what it tells you about yourself as a person?
  3. Thinking about the questions asked as part of the personality test and your learning as part of this unit, discuss five of your emotional strengths?
  4. Thinking about the questions asked as part of the personality test and your learning as part of this unit, discuss five of your emotional weaknesses?
  5. Discuss how you believe your emotional strengths will help you in the workplace.
  6. Discuss how you believe your emotional weaknesses could hinder your workplace performance and/or relationships.
  7. What stresses you and how do you believe this would affect your workplace performance and/or relationships
  8. Discuss at least five ways that you could improve your emotional intelligence to assist in effective workplace relationships.

 

Part B: Emotional intelligence assessment planning

 

Following completion of Part A of this assessment task, you will be required to meet with your assessor to discuss your self-assessment of your emotional intelligence and for your assessor to provide you with some feedback which you will need to incorporate into your emotional intelligence development planning.

 

Your assessor will have received your document and screen shot of your results from the personality test. Your assessor will advise you of a meeting time and discuss answers to the questions in your document with you.

 

Your assessor will provide you with at least 2 additional strategies for improving emotional intelligence based on their discussion with you and a review of the document you submitted.

 

Following the discussion, the final part of this assessment requires you to email your assessor with the following information based on your self-assessment and feedback from your assessor:

 

  • At least two areas of emotional intelligence that you plan to work on
  • Your time frame for working on these areas
  • The techniques you plan to use to develop your emotional intelligence.

 

Assessment Task 3– Managing workplace issues with emotional intelligence project

 

Resources required

  • Computer and Microsoft Office
  • Access to the internet for research
  • Space for a meeting

 

Context and conditions of assessment

 

This assessment should be completed in the classroom as part of the simulated work environment. The assessor will advise dates for submission.

 

Instructions to student

 

Imagine that you are the Manager of a team of telemarketing staff for an on-line rental property business.  The business specializes in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants.

 

Beryl is the Team Leader of the telemarketing group responsible for:

  • supervision and mentoring of a telemarketing team of 8;
  • outbound sales calls to real estate agents, property managers and landlords;
  • appointment setting for field sales teams;
  • inbound query resolution and customer service;
  • maintenance of all customer contacts in the Customer Relationship management system

 

Beryl, aged 62, has been with the company for 3 years. She was born in Australia. She has worked in sales most of her life.  Beryl was hoping to retire at 60 but personal circumstances have meant she is continuing to work. Beryl is a very hard worker and achieves above the required results for signing up tenants and landlords.

 

One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in Australia for 2 years.  She speaks good English and is popular with all of the staff.

 

As the Operations Manager of the company and the overall manager of the team, you have noticed recently that there is tension between Beryl and Yuko.

 

You have noticed that Beryl often ignores Yuko or addresses her though another member of the team.  You have noticed that Yuko’s work performance is suffering and she is not making the required amount of daily calls.

 

You have heard through another member of staff that Yuko feels that Beryl is racist and that Beryl complains that she can’t understand Yuko’s accent and that she feels Yuko is never very enthusiastic about her work.

 

Answer the following questions in relation to the case study.  Each of your answers should be approximately 1 paragraph. You should provide your answers in a word document attached to an email and by the date specified by your assessor.

 

  1. Based on a review of the scenario, what do you think could be possible range of emotions that Yuko could be feeling? List at least five possibilities.
  2. Based on a review of the scenario, what are the possible ranges of emotions that Beryl could be feeling? List at least five possibilities.
  3. Would you expect any cultural differences in emotions? Research any differences between Australian and Japanese expressions of emotions.
  4. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to express their thoughts and feelings?
  5. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to reflect on the effect of their behaviour and emotions?
  6. During a meeting, what advice would you Beryl and Yuko have the opportunity to self- manage their emotions.
  7. Discuss the actions you will take for resolving the workplace situation.

 

Part B: Workplace meeting

 

This part of the assessment task requires to you conduct a meeting with both Yuko and Beryl individually. Your assessor will play the role of Yuko and Beryl and will advise you of the meeting times.

 

Your preparation for the meeting will include completion of Part A of this assessment task. You will also need to prepare a number of questions to ask Beryl and Yuko at the meeting in order to find out more about the situation and their thoughts and emotions. You should consider appropriate strategies for addressing the issue before the meeting, bearing in mind that there may be further information that you will need to consider at the meeting.

 

At the meeting you will need to:

 

  • Explain the purpose of meeting
  • Find out more about each staff member’s side of the story
  • Provide opportunities for Beryl/Yuko to express their thoughts and feelings through open questions and active listening.
  • Acknowledge each staff member’s perspective
  • Demonstrate non-verbal communication skills including nodding and smiling as appropriate.
  • Explain the impact of each staff member’s behaviour and emotions on the other staff member.
  • Discuss appropriate emotional intelligence techniques for managing behaviour and for building effective workplace relationships.
  • Discuss each staff member’s strengths and their contribution to the workplace.
  • Decide on a strategy for addressing the issue taking into account both staff members’ needs and emotions.

 

Note at the meeting your assessor in the role of both of the staff members will give you some further information that you were unaware of and you will be expected to take this information into account in dealing with both staff members.

 

You will be assessed on whether you have conducted the meeting to address requirements as indicated above, as well as your demonstration of emotional intelligence, including empathy, and acknowledgement of others’ perspectives, as well as active listening.

 

 

Reference ID: #getanswers2001086

 

 

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