Develop and use emotional intelligence- Activity 2

TASK 2 

 

 

 

BSBLDR501 – Develop and use emotional intelligence

ASSESSMENT ACTIVITY 2

BSB51915 Diploma of Leadership and Management

 

ASSESSMENT ACTIVITY 2COVER SHEET

Please ensure this form is fully completed prior to submitting.

This page should be on the front of your assessment and needs to be easily accessible.

 

Student Number:

 

Student Name:

 

Subject:

 

Course:

 

 

STUDENT DECLARATION

I hereby certify that:

  1. This assessment task is my own work based on my personal study/research and not the work of another student and/or source.
  2. I have acknowledged all material and sources used to prepare this assessment task.
  3. I have not plagiarised or copied any part of this assessment task from the work of any other student or source either.
  4. This assessment task has not previously been submitted.
  5. I am aware of the requirements set by my Trainer & Assessor.
  6. I have retained a copy of this assessment task for my own records.
  7. I have completed all my assessments, tasks & activities (on moodle®) successfully.

 

 

Student’s Signature: _______________________________  Date: _________________

 

Wentworth Institute RTO Code: 91178        November 2017 Version: 1.0

 

 

 

Student instructions

This assessment must be based on where you work (or have worked most recently).

This Assessment is designed to test the knowledge that you have acquired throughout the unit. Use the following tips to help you answer the questions:

Read each question carefully. Check with your trainer or assessor if you are not sure what the question is asking.

HINT: Use these questions as subheadings to create a business style report to answer your assessment

Your response to each question should aim to provide enough information to answer the question. In most cases, this can be done with just a few paragraphs. Don’t forget to refer to attachments under the heading (question) applicable, e.g. ‘See attached email’.

Important: Your assessment must contain this coversheet and your own coversheet (for your “report”)

Your answers & assessment submission must professional in style (Business), content and format. Maximum font size 11 points: Font Arial or Times New Roman; single spacing; clear paragraphswith appropriate punctuation, spellchecking and final submission will need to be proof-read. (i.e. few missing words or typo’s)

In particular:

- Use clear, non-discriminatory language

- Avoid the use of jargon

- Write clearly using plain English

- Consider your target audience

- Ensure that your responses meet the needs of the target audience (in this case your trainer or assessor).

All of your work must be original.

Performance Evidence

  • identify own emotional strengths, weaknesses, stressors, emotional states and triggers through self-reflection and feedback from others
  • model behaviours that demonstrate management of emotions
  • recognise and respond to the emotional states of others
  • promote the development of emotional intelligence in others.

 

Knowledge Evidence

 

To complete the unit requirements safely and effectively, the individual must:

 

  • explain emotional intelligence principles and strategies
  • describe the relationship between emotionally effective people and the attainment of business objectives
  • explain how to communicate with a diverse workforce which has varying cultural expressions of emotion
  • explain the use of emotional intelligence in the context of building workplace relationships.

 

 

 

 

 

Marking and Criteria guide:  

 

Assessor and student must read this carefully before assessment. 

A 75% demonstrated competence in the answers is the benchmark only and students & assessors must note that professionally critical aspects/concepts must be included (e.g. Coaching, SWOT analysis)

All parts (criteria) in the marking guide must be completed successfully for the student to achieve competence in this unit

 

EDUCATOR to complete 

 

Observation/assessment 

Satisfactory/not Satisfactory 

(If resubmission required) 

Competent/ 

NYC 

Comments 

Pre-assessment work completed

All assessments, tasks & activities (on moodle®) successfully

 

 

 

ACTIVITY 2 – Understand people behaviour (social skills)

1.        

 

 

 

a.   Two examples of possible misinterpretations of expressions or behaviour that may arise in the context of a diverse workforce

   
b.   Issue how cultural expressions may be misinterpreted

   
c.   Team awareness of cultural expression and effective communication to avoid misunderstandings

 

 

 

2.      

 

 

 

a.   Describe the relationship between emotionally effective people and the attainment of business objectives.

 

 

 

b.   Emotional impact of decision-making leading to better decision-making

 

 

 

c.   Process of decision-making takes into accountemotional impact

 

 

 

d.   Policies, procedures, or legislation that will need to be adhered to in order to satisfy internal and external requirements related to managing emotions in the workplace.

 

 

 

 

 

Practical Checklist 

 

Assessor to complete:(circle) 

 

Did you observe the student?YesNo 

  

Further comments required 

 

Assessor Comments 

 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

 

 

Resubmission requiredYes_________ No___________ 

 

Date resubmission must be handed in:  ________________________ 

 

Assessor’s name and signature:  _______________________________ 

 

Date:  _________________________ 

 

 

 

 

Activity 2 –Understand people behaviour (social skills)

 

1.

An employee has come to you with an issue involving a co-worker. In general, the sales team is a pretty cohesive team, but now a relatively new member of the team is rubbing people the wrong way.

She never participates in drinks or other social occasions outside work. She never involves herself in normal, day-to-day conversations about family, popular movies or culture. The team is beginning to form the opinion that she is too aloof and doesn’t like the other team members and is quite upset about it. On the sales team, it’s really important to be able to feel a connection with other team members. When you feel this connection, you know you’re able to rely on them – to relieve you when you need some personal time, feed you information as you need it and help you serve customers.

You happen to know that the sales staff member in question is a valuable staff member with good customer skills and product knowledge; however, as a foreign-born, conservative, religious woman, she is having trouble relating to the other team members. Many team-bonding opportunities involve activities that she cannot participate in, such as out-of-hours parties, alcohol or confusing cultural references. She is in a bind because she would like to be accepted as a member of the team, but when all avenues to team-bonding are closed off, she feels stigmatised and perceived by others as an unfriendly person.

In your written response to the above scenario:

  1. Provide at least two examples of possible misinterpretations of expressions or behaviour that may arise in the context of a diverse workforce.
  2. Describe how you would explain to the employee who came to you with the issue how cultural expressions may be misinterpreted – and have been in this case.
  3. Discuss how the team can raise their awareness of cultural expression and promote effective communication to avoid misunderstandings in order to resolve the differences.

 



It is the end of the financial year and sales revenue at the Wollongong store in the Timber and Plumbing & Electrical departments is down on targets. This issue is almost certainly due to increased competition from smaller competitors for trade contractors’ business; nevertheless some action should be taken by management to mitigate the effect of this issue on the store overall.

As a result of managerial discussions, it has been decided that some employee performance targets will be increased where capacity exists and some programs, such as training, will be delayed. These measures will have the effect of potentially increasing revenue and reducing costs to compensate for overall poorer-than-expected performance in the Wollongong store.

Each manager will have responsibility for implementing this group decision in their particular area of responsibility. It will be important to consider the emotional impact on staff and any consequential impact on health, safety and wellbeing as well as the impact on performance and the achievement of organisational goals.

In your written response to the above scenario:

  1. Describe the relationship between emotionally effective people and the attainment of business objectives.
  2. Describe how considering the emotional impact of decision-making could lead to better decision-making (with respect to business objectives).
  3. Describe what a possible process of decision-making that takes into accountemotional impactcould look like. Decisions in this case include, for example, setting particular performance targets, or selecting what programs can be delayed.
  4. Identify policies, procedures, or legislation that will need to be adhered to in order to satisfy internal and external requirements related to managing emotions in the workplace.

 

 

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