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REFLECT ON YOUR EMOTIONAL INTELLIGENCE

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Assessment Submission details:

  1. Please include following details on the top of your assessment:
    1. Your Name
    1. Your Student Id
    1. Your Trainer’s name
    1. Assessment Due Date
    1. Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

  • This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:
Body textPage setup
Font: Times New RomanFont size: 12 pointLine spacing: DoubleText style: NormalTop: 2.54 cmBottom: 2.54 cmLeft: 3.17 cmRight: 3.17 cmHeader: 1.25 cmFooter: 1.25 cm
  • Do not forget to attach the Cover Sheet at the front of the assessment.
  • Make sure you have signed the Cover sheet to declare this is your own work.
  • You can e-mail this assessment to your trainer’s e-mail address with following details: In ‘subject’ mention your ‘student Id – Your name’.

Achieving Competence:

To be deemed competent in this assessment you must:

  • Correctly address all the assessment requirements as described in this task
    • Correctly address all the submission instructions
    • Successfully complete the Assessment Questions
    • Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

In this assessment task, you will demonstrate the skills and knowledge required to identify the impact of your own emotions on others in the workplace.

Assessment description:

For this assessment task, you will identify your own emotional strengths and weaknesses, reflect on actual workplace behaviour and use self-reflection and

others’ feedback to improve emotional intelligence. Candidates will submit a written reflection and supporting documentation (outlined in specifications) as evidence of competence.

Assessment Questions:

Gather content for, plan, write and submit a reflection on your own emotional intelligence in accordance with quality specifications:

  1. Use at least one appropriate tool or methods to identify your own emotional strengths and weaknesses. Options include, for example:
    1. personal SWOT analysis
    1. workplace 360° evaluation
    1. online emotional intelligence test

Note: Keep evidence (for example, worksheets and screenshots) to submit with your reflection as evidence.

  • Identify at least three instances where you have felt stressed or experienced a negative emotional state at work. For each instance, consider the precise

context, causes and your response.

  • Identify at least two causes or triggers of your own personal emotional states at work. Identify how you can use awareness of such triggers to control your responses and achieve positive outcomes, especially with respect to your impact on others and their work performance.
  • Identify at least one instance of modelling workplace behaviours that

demonstrate management of emotions as an example for others to follow.

  • Identify three actions you will take to improve your own emotional intelligence on the basis of self-reflection or feedback from others. Reflect on emotional intelligence principles and strategies to justify your proposed actions.
  • Submit your written reflection and supporting documentation in accordance with specifications set out below.

Specifications

You must provide:

  • a written reflection
  • supporting documentation, such as worksheets, emails or screenshots to provide evidence of measures used to gather information on your own

emotional intelligence.

Your assessor will be looking for the following quality specifications as demonstrated in your written reflection:

  • your reflection on personal attributes, consideration of the impact on others and modification of your approach to support your development
  • identification of the impact of your own emotions on others by identifying your emotional strengths and weaknesses, stressors, emotional states and triggers

and gathering feedback from others

  • description and examples of your modelling behaviours that demonstrate management of emotions
  • knowledge of emotional intelligence principles and strategies
  • knowledge of the relationship between emotionally effective people and the attainment of business objectives.

                                      

Assessment Task 2

RESPOND TO EMOTIONAL INTELLIGENCE CASE STUDY

Assessment Submission details:

  1. Please include following details on the top of your assessment:
    1. Your Name
    1. Your Student Id
    1. Your Trainer’s name
    1. Assessment Due Date
    1. Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

  • This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:
Body textPage setup
Font: Times New RomanFont size: 12 pointLine spacing: DoubleText style: NormalTop: 2.54 cmBottom: 2.54 cmLeft: 3.17 cmRight: 3.17 cmHeader: 1.25 cmFooter: 1.25 cm
  • Do not forget to attach the Cover Sheet at the front of the assessment.
  • Make sure you have signed the Cover sheet to declare this is your own work.
  • You can e-mail this assessment to your trainer’s e-mail address with following details: In ‘subject’ mention your ‘student Id – Your name’.

Achieving Competence:

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
    • Correctly address all of the submission instructions
    • Successfully complete the Assessment Questions
    • Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

In this task you will demonstrate the skills and knowledge required to recognise and appreciate the emotional strengths of others in the workplace.

Assessment description:

For this assessment task, you will read and respond to a case study by answering a set of written questions.

Assessment Questions:

  1. Read the case study in Appendix 1.
  2. Read the questions in Appendix 2 related to the case study.
  3. Create a document with written answers to the questions.
  4. Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below.

Specifications

You must provide:

  • written responses to case study-based questions.

Your assessor will be looking for responses to questions that demonstrate:

  • knowledge of how to communicate with a diverse workforce that has varying cultural expressions of emotion
  • your ability to apply knowledge of emotional intelligence principles and strategies:
    • description of how you would adapt your personal communication style to model

behaviours, build trust and positive working relationships and to build understanding of emotional intelligence

  • evidence of your ability to recognise and respond to the emotional states of others by being flexible and adapting as required
  • knowledge of the relationship between emotionally effective people and the attainment of business objectives
  • knowledge of legislation, regulations, policies, procedures and guidelines relating to management practices, including application of OHS/WHS requirements.

Appendix 1: Case study – Australian Hardware

Australian Hardware (a simulated business) is a large and expanding hardware and homewares retailer with approximately 140 stores located across Australia. In its vision statement, Australian Hardware states that it intends to ‘lead the hardware and home-improvement market in Australia within five

years’. In order to realise this vision, the organisation intends to:

  • build market share by focusing on the customer experience
  • control direct and indirect costs through efficient internal processes
  • establish the reputation of Australian Hardware as a socially and environmentally responsible company.

These strategic organisation-wide directions are implemented from senior management down,       in the form of performance expectations for

managers and employees at every level of the organisation.

Australian Hardware realises that the success of the business rests on its people. For this reason, the organisation insists that managers build effective teams by responding to the needs of employees.

Such needs include safety and security, fairness, flexibility, skills development and self-actualisation.

Satisfying such needs will allow employees to focus more effectively on work tasks and customer

needs. In addition, Australian Hardware encourages managers to take a flexible approach to meeting performance targets and to set goals in close collaboration with employees.

To implement strategic directions and advance Australian Hardware’s values, managers are expected to lead employees by, first of all, modelling positive behaviours and attributes – those they expect

their employees to emulate and embody in turn. To lead and inspire people, managers must

demonstrate keen emotional awareness and promote positive team-building behaviours in others.

You are the new General Operations Manager of the Wollongong, NSW, store and you are ready for a challenge. You are directly responsible for managing general sales and checkout staff, administration staff and a human resources officer. You report to the Store Manager, who is responsible for all areas of store responsibility (Timber, Plumbing & Electrical, Gardens and Homewares departments and general operations).

For more background to this assessment task, Australian Hardware simulated business information, including business and operational plans, financial information, and policies and procedures, can be located online at: <http://simulations.ibsa.org.au/>.

Appendix 2: Questions

For the following case-study-based questions, put yourself in the position of the new general operations manager and answer the questions accordingly.

Question 1

Your Store Manager has had a stressful month. It is the end of the financial year

and sales revenue in the Timber and Plumbing & Electrical departments is down on targets, almost certainly due to increased competition from smaller competitors

for trade contractors’ business.

Just this week, the Store Manager held a meeting in which she yelled at all the department managers and told you and them to work out a way to improve

revenue. Obviously, the outburst did not make much sense as the department managers, in such a large business, do not have the capability to raise much

revenue directly. Marketing and distribution innovations that could have an effect are mainly a head office responsibility. The Woollongong store’s inability to

counter the threat from smaller, more nimble trade suppliers has been the main reason for the revenue deficit.

Naturally, the atmosphere around the store and in the management team is subdued and a few managers have discussed leaving the organisation; other managers have responded by pushing unreasonable sales demands onto their sales staff.

You are now feeling pressure to do something: to act contrary to budget planning and cut costs or to increase pressure on others to offset poor performance in other areas.

In your opinion, this leadership behaviour was disrespectful to all the managers, created unnecessary concern about job security and undermined trust. There has been a clearly negative flow-on effect down through the store, which is now situation worse with poor leadership and poor emotional awareness.

affecting people at a lower level. You are justifiably angry at the manager’s

behaviour and blame her for making a bad

In your written response to the above scenario:

  • Describe what you think is the best way to respond to the Store Manager’s behaviour. Describe how you would model positive leadership behaviour.
  • Describe the principles of emotional intelligence that the Store Manager did not demonstrate.
  • Describe how the Store Manager should have acted and communicated.
  • Describe the connection between the Store Manager’s behaviour and store morale. Describe what effect the Store Manager’s behaviour could have on store performance.

Question 2

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

In your written response to the above scenario:

  • Provide at least two examples of possible misinterpretations of expressions or behaviour that may arise in the context of a diverse workforce.
  • 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.
  • Discuss how the team can raise their awareness of cultural expression and promote effective communication to avoid misunderstandings in order to resolve the differences.

Question 3

An employee that you manage really gets on your nerves.

It’s not that their performance is all that bad. For example, the employee always does what is required of them in terms of professionalism, administration tasks and dressing appropriately. They meet sales targets and their customer service

ratings on their performance scorecards are good.

On the other hand, the employee does not really respond to the team training and team-building sessions that you have initiated and that have proven so effective in sustaining team morale and driving others to success. Other team members seem to thrive on, and draw energy from, these team sessions, while this employee, if

anything, appears emotionally drained from interacting with their peers. They say that they would rather work individually and that all the team stuff is suffocating. You’ve really tried hard to build a culture of teamwork and this feels like a slap in the face.

In your written response to the above scenario:

  • Describe how you would set aside your own emotions to focus on and identify how the employee (probably) feels. Refer to relevant principles of emotional intelligence.
  • Describe how knowledge of, for example, learning styles, personality types or communication styles, might be able to help you relate to and understand the employee better and adapt your response.
  • Describe how you could use your awareness of your own feelings and those of the employee to adapt your response so that the following needs are satisfied:
    • your needs (emotional needs, need for team cohesiveness, need to meet performance standards)
    • employee’s needs (emotional needs, need to develop and perform within a team environment).

Refer to relevant principles of emotional intelligence where applicable.

Question 4

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 impl

In your written response to the above scenario:

  • Describe the relationship between emotionally effective people and the attainment of business objectives.
  • Describe how considering the emotional impact of decision-making could lead to better decision- making (with respect to business objectives).
  • Describe what a possible process of decision-making that takes into account emotional impact

could look like. Decisions in this case include, for example, setting particular performance targets, or selecting what programs can be delayed.

  • 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.
  • Describe how OHS/WHS legislation is relevant to how managers implement business decisions.

                                 Assessment Task 3

COACH EMOTIONAL INTELLIGENCE

A ssessment Submission details:

  1. Please include following details on the top of your assessment:
    1. Your Name
    1. Your Student Id
    1. Your Trainer’s name
    1. Assessment Due Date
    1. Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

  • This assessment must be in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:
Body textPage setup
Font: Times New RomanFont size: 12 pointLine spacing: DoubleText style: NormalTop: 2.54 cmBottom: 2.54 cmLeft: 3.17 cmRight: 3.17 cmHeader: 1.25 cmFooter: 1.25 cm
  • Do not forget to attach the Cover Sheet at the front of the assessment.
  • Make sure you have signed the Cover sheet to declare this is your own work.
  • You can e-mail this assessment to your trainer’s e-mail address with following details: In ‘subject’ mention your ‘student Id – Your name’.

Achieving Competence:

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
    • Correctly address all of the submission instructions
    • Successfully complete the Assessment Questions
    • Submit assessment on or before the due date with an assessment cover sheet

Performance objective:

You will demonstrate skills and knowledge required to promote the development of emotional intelligence in others and use others’

emotional strengths and weaknesses to maximise workplace outcomes.

Assessment description:

You will respond to a simulated workplace scenario by planning and participating in a workplace coaching role-play.

Assessment Questions:

  1. Read the role-play scenario in Appendix 1.
  2. Plan to lead a role-played coaching session with an underperforming employee (with your assessor acting as Pat) in response to the scenario. Use the Coaching Planner Template in Appendix 2.
  3. Arrange time and place with your assessor to perform your coaching role-play.
  4. Perform your role-play in accordance with the specifications set out below.
  5. Submit your completed coaching plan within the agreed timeframe.

Specifications

You must:

  • participate in a coaching role-play
  • submit a completed coaching plan.

Your assessor will be looking for evidence of:

  • demonstration of leadership and communication skills in your role-play to take a collaborative approach; use of inquiring and inclusive techniques to develop understanding, and skills that enhance individuals’ emotional intelligence
  • leadership skills to advance organisational goals, monitoring performance, planning interventions and implementing coaching to achieve organisational goals
  • modelling of behaviours that demonstrate management of emotions during your role-play
  • recognition and response to the emotional states of others by being flexible and adapting your approach to coaching as required
  • promotion of the development of emotional intelligence in others by providing them with opportunities to express thoughts and feelings, and to understand and manage their own emotions
  • ability to explain emotional intelligence principles and strategies
  • ability to convince people of the relationship between

emotionally effective people and the attainment of business objectives.

Appendix 1: Role-play scenario

Background

Australian Hardware (a simulated business) is a large and expanding hardware and homewares retailer with approximately 140 stores located across Australia. In its vision statement, Australian Hardware states that it intends to ‘lead the hardware and home-improvement market in Australia within five

years’. In order to realise this vision, the organisation intends to:

  • build market share by focusing on the customer experience
  • control direct and indirect costs through efficient internal processes
  • establish the reputation of Australian Hardware as a socially and environmentally responsible company.

These strategic organisation-wide directions are implemented from senior management down, in the form of performance expectations for

managers and employees at every level of the organisation.

Australian Hardware realises that the success of the business rests on its people. For this reason, the organisation insists that managers build effective teams by responding to the needs of employees.

Such needs include safety and security, fairness, flexibility, skills development and self-actualisation.

Satisfying such needs will allow employees to focus more effectively on work tasks and customer

needs. In addition, Australian Hardware encourages managers to take a flexible approach to meeting performance targets and to set goals in close collaboration with employees.

To implement strategic directions and advance Australian Hardware’s values, managers are expected to lead employees by, first of all, modelling positive behaviours and attributes – those they expect

their employees to emulate and embody in turn. To lead and inspire people, managers must

demonstrate keen emotional awareness and promote positive team-building behaviours in others.

You are the new General Operations Manager of the Wollongong, NSW, store and you are ready for a challenge. You are directly responsible for managing general sales and checkout staff, administration staff and a human resources officer. You report to the Store Manager, who is responsible for all areas of store responsibility (Timber, Plumbing & Electrical, Gardens and Homewares departments and general operations).

For more background to this assessment task, Australian Hardware simulated business information, including business and operational plans, financial information, and policies and procedures, can be located online at: <http://simulations.ibsa.org.au/>.

Scenario

You have a performance issue with Pat, one of your star employees on the sales team. Although Pat consistently achieves sales targets and has an excellent customer service rating, recently Pat has

become a drag on overall team performance. The reason is that the team has not been able to rely on Pat for expertise when required to help serve customers.

Pat has been stand-offish and preoccupied with something. This situation is seriously affecting other employees’ ability to focus on customers effectively and, perhaps worse, is negatively affecting the work climate. Pat had been looked up to as a model employee and an informal leader. Now, newer

employees are beginning to feel that they are personally disliked and disrespected; that teamwork is not a value promoted by the team; that they can’t rely on senior, skilled staff; and that, effectively,

they’re on their own. This situation can only hurt overall team sales performance into the future – as well as performance on other metrics.

Part of the problem could be that you have not been pro-active enough in understanding Pat’s motivations and strengths and in providing leadership development opportunities. Perhaps you have taken Pat for granted. This is easy enough to do, when you have other, perhaps more serious,

personnel problems to deal with. You know that Pat could use some training in emotional intelligence in areas where of weakness, such as self-awareness and empathy. You also know that Pat, who is

committed and goal-driven, has the potential to be a future leader in the organisation.

Balanced scorecard

Australian Hardware uses a balanced scorecard system to integrate

performance across the organisation and align each employee’s work with the strategic aims of the business. Pat has the following personal balanced scorecard information. Underperformance is bolded.

Pat’s balanced scorecard
PerspectiveKPITargetResults
FinancialRevenue generated by personal sales Revenue generated through sales assists$15,000 $15,000$16,000 $10,000
Customer360°evauation: Manager evaluation, rating/10Customer evaluation, rating/10Peer evaluation, rating/10  
focus8/10 = 80%80%
 8/10 = 80%90%
 8/10 = 80%50%
Internal processCompletion of sales and related expense reportingCompletionCompletion
EmployeeTraining/self-development hours 360° evaluation: Manager and peer evaluations combined, rating/10 (Contribution to high-performance climate and employee satisfaction)100 hours   8/10 = 80%7 hours   60%

Task

You need to intervene effectively to solve this performance issue. You will need to plan and conduct a coaching session with Pat to get both Pat’s and the team’s performance back on track.

In the session ensure you:

  • Introduce the session positively by establishing why the coaching is occurring and ask Pat for input:

  • Ask Pat to describe own performance, personal situation, obstacles to performance, feelings and job satisfaction.
  • Model emotional intelligence through empathy and listening skills.
  • Build Pat’s awareness of emotional intelligence weaknesses and strengths – make sure you focus on Pat’s strengths.
  • Using the GROW model, establish Pat’s goals and performance gaps (reality):
  • Build Pat’s awareness of performance shortcomings and how emotional self-awareness and empathy can help identify personal obstacles to success with Pat’s goals, peer

relationships and help the whole team and organisation to succeed.

  • Continuing with the GROW model, establish and discuss reasonable options:
  • Allow Pat to provide most of the options for reaching personal, professional and team goals.

Continuing with the GROW model, establish Pat’s willingness to perform (and increase EI) in measurable and observable ways:

  • Establish a firm commitment from Pat to improve performance and help build a better team climate.

Appendix 2: Coaching planner (GROW model)

Coaching phaseActivities/questions
IntroductionSummarise the reasons for the coaching session from your point of view: ?? Ask Pat for input, to describe own perspective: ??
GoalAsk questions to establish Pat’s understanding of performance expectations, personal goals and aspirations: ??
RealityAsk questions to establish understanding of:
 the real gap between Pat’s performance and
 expectations/ performance goals:
 ?
 ?
 potential obstacles to achievement, such as Pat’s EI skills
 and personal/work situation:
 ?
 ?
Options/ opportunitiesAsk questions to help Pat generate options or opportunities to help achieve goals and close performance gaps: ??
WillAsk questions to establish Pat’s willingness to agree to concrete and time-bound measures to improve performance: ??

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