| Details of Assessment | |||||||||
| Term and Year | 3, 2019 | Time allowed | 8 Weeks | ||||||
| Assessment No | 1 | Assessment Weighting | 100% | ||||||
| Assessment Type | Written Responses and Report (Individual Assessment) | ||||||||
| Due Date | Week 8 | Room | 611/716 | ||||||
| Details of Subject | |||||||||
| Qualification | BSB51918 Diploma of Leadership and Management | ||||||||
| Subject Name | Emotional Intelligence | ||||||||
| Details of Unit(s) of competency | |||||||||
| Unit Code (s) and Names | BSBLDR511 Develop and use emotional intelligence | ||||||||
| Details of Student | |||||||||
| Student Name | |||||||||
| College | Student ID | ||||||||
| Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me. | Student’s
Signature: ____________________ Date: _____/_____/_________ |
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| Details of Assessor | |||||||||
| Assessor’s Name | NADIA CHOWDHURY | ||||||||
| Assessment Outcome | |||||||||
| Assessment Result | Competent Not Yet Competent | Marks | / 100 | ||||||
| Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements: |
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| Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
Student attended the feedback session. Student did not attend the feedback session. |
Assessor’s
Signature: ___________________ Date: _____/_____/________ |
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| 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 stressors and own emotional states related to the workplace | ||
| 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 | ||
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| Instructions for Students | ||
| Please read the following instructions carefully
· This assessment has to be completed In class At home · The assessment is to be 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). |
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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) Demonstration of Goleman’s mixed model of EI | 5 | ||
| 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) | |||
| 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 | ||
| TOTAL 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.
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 (2 marks)
· It is an ability to monitors own or other people’s emotions. · Controlling your emotions · Understanding emotions
b. Emotionally effected people: (1 Mark ) · These are people who are highly emotional intelligence that recognize their own emotions by using their emotional information to guide c. Goleman’s model application on a business environment: (2 Marks) · helps individuals to communicate better, promote team effort and problem solve with individuals when needed and promote team effort.
|
| 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) |
| ·Allows managers to better understand and motivate people they supervise.·Importance of communicating effectively with staff members, and of treating each employee with respect. |
| 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) |
| 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 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)
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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)
(4Marks) |
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.
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 organizational 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.
Emotional Intelligence Analysis Report
- Emotional intelligence and Leadership 10 Marks
As a branch manager you are required to cooperate and connect with multiple stakeholders associated with a business environment and build and facilitate a high-level effective teamwork and productivity by understanding and managing one’s emotion to make a right decision in order to achieve a satisfactory outcome.
You are to acknowledge the two most used models, “Goleman’s mixed model of Emotional Intelligence and The Mayer and Slavey Model of Emotional Intelligence and demonstrate effective leadership while you manage APS.
a) Demonstration of Goleman’s mixed model of Emotional Intelligence 5 marks
Using the four components of emotional intelligence as stated in the “Goleman’s mixed model of EI”, state what aspects of recognition of self-awareness and social awareness, regulation of Self-management and Relationship management in terms of personal and social competence how can you demonstrate/model such behaviour? Suggested sample has been stated.
List your suggestions in the given template below: (refer to Goleman’s model to acknowledge what each component comprises of): each component should consist of at least 2 data each.
| Personal Competence | Social Competence | |
| Recognition | Self-awareness
<Example: · awareness of own emotions and how it triggers my behaviour · confidence of managing in my competence in managing the project >
|
Social awareness
<Example: · Possess empathy ability to acknowledge other’s emotion and what causes their low performance>
|
| Regulation | Self-management
<Example: · Honest and transparent about my approach · Have strong self-control to manage emotional situation>
|
Relationship management
<Example: · Open to criticism and dedicated to conflict resolution>
|
b) Demonstration of The Mayer and Salovey Model of Emotional Intelligence 5 marks
Using the four branches of emotional intelligence as stated in the “The Mayer and Salovey Model of EI”, state how your understanding of each items and their functions can be relevant to your management ability and how they can reflect in your approach and behaviour during managing your new role. Suggested sample has been stated.
List your suggestions in the given template below: (refer to Mayer and Salovey Model to acknowledge what each branch comprises of, however, some brief information have been provided, use the to assist you with your identification): each components should consist examples related to your project for each management ability and action:
| Branch | Management ability and action |
| Perceiving emotions
< The ability to perceive emotions in oneself and others as well as in objects, art, stories, music, and other stimuli> +the capacities and abilities of recognizing and identifying emotions in others, in addition to biological and physiological processes involved |
<Example: positive and healthy attitude towards individuals through understanding and valuing the diversity of emotions they bring within project e.g. team member feeling stressed due to personal issues impacting on their productivity> |
| Facilitating thought
< The ability to generate, use, and feel emotion as necessary to communicate feelings or employ them in other cognitive processes> · ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth |
|
| Understanding emotions
< The ability to understand emotional information, to understand how emotions combine and progress through relationship transitions, and to appreciate such emotional meanings> + |
|
| Managing emotions
< The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth> · The ability to realize, readily accept, as well as successfully control feelings in oneself (and sometimes others) is known as the emotion management skill. |
- Emotional Strength and Weakness 5 Marks
The association between emotional intelligence and leadership style of a positive organisational performance encourages the need of both the intellectual competencies to meet cognitive challenges and the emotional capabilities. Within a workplace that fosters strategic change, these proficiencies can influence team members to trust and commit to the manager’s decision and build interpersonal relationship to increase their capacity to the highest standard that results in maximisation of the overall business outcome.
As a manager you need acknowledge your own action and behaviour towards all stakeholders to understand how your they function and emotionally react within the project setting.
While managing the branch, identify your own emotional strength and weaknesses and list at least 3 data in the given template below, and provide your reason to choose them and justification how you think they can contribute or impact on the overall achievement of the business outcome.
You may use the following stated tools or methods to assist reflecting own emotional strengths and weaknesses.
- personal SWOT analysis
- workplace 360° evaluation
- online emotional intelligence test
Record your reflections in the following template:
| Emotional Strength | Emotional Weakness | Verify contribution/impact on achievements |
- Considering factors for project work related stressors 10 Marks
C1. Work related stressors and response 4 marks
Unforeseen changes can put any management skills to test especially if such unheralded changes occur during the implementation phase. This can lead to stress and anxiety for the Manager as well as the affected team members. Multiple aspects here can evoke such emotions.
Identifying various work-related stressors within the work environment that supports the diagnosis of the grounds of your own personal stress and appreciate that of others within your project team.
You are required to provide data indicating the linked emotional triggers, strengths, positive and negative emotional responses to Work Related Stressor within your nominated project. A suggested example is given below.
<Note: Workplace Stressors can be defined as any event or situation that take place within a workplace which can trigger the stress response in an individual or team. These stressors can raise physical, chemical or mental responses inside the body, affecting mental function and performances as well>
List at least 4 data that you considered a factor while managing your branch in the given template below:
<You are required to document at least 4 data of Work-related stressor, and provide the associated emotional triggers, strength, negative and positive emotional response.
| Work related stressor | Emotional trigger(s) | Emotional strength | Negative emotional response | Positive emotional response |
| <Example: Seeking approval from Project Sponsors for change request> | <Example: To feel valued and be in control> | <Example: Positivity and calm> | <Example: Disappointment> | <Example: Acceptance and acknowledgement of the purpose> |
C2. Reflection of stressors and emotional weaknesses 6 marks
Considering the below mentioned scenario, you are required to provide your response in the given space as stated:
Scenario 1:
Referring to the above stated example in Task C1 template, assume that you have requested your Stakeholder/Client for a change for the branch to ensure quality of the end product can be maintained, however this change can impact on the overall budget. While the Key Stakeholder/Client considers you competent, he preferred that he like an expert judgement to revise your proposal or if needed, to bring a second in charge assistant manager on board to assist you manage the branch and plans to review whether such request for change is viable or not. This will require you to discuss and consider advises from the expert or second in charge that may impact in your decision made for your team.
Answer the following based on your own reflection as a Manager as per Scenario 1 or similar:
| Q1. Reflecting on the suggestion provided by the Key Stakeholder/Client, state what you think could be the personal stressors and emotional weaknesses that may have resulted from this?
2 marks |
| Q2. Reflecting on the responses from the Key Stakeholder/Client, explain how you felt and identify your own personal stressors and emotional weaknesses that can result as on outcome of the situation.
2 marks |
| Q3. Explain what approach you would take to reduce or control any of the above stressors and emotional triggers to ensure it does not impact on your work relations and your performance to achieve the outcome?
2 marks |
- Self-Reflection and feedback 14 Marks
You will be required to use the following scenario given below for self-reflection and seeking feedback responses from your team member to improve growth of your own emotional intelligence. The development of these skills is to be recorded in the given templates below through analysing the situation and reflecting self as well as other’s emotional status.
Scenario 2:
Consider a situation when you encountered an event when one of your team members failed to perform his/her responsibility to order supplies (e.g. raw materials or equipment of a major task) that was scheduled to be delivered the day after for a task to be completed as per the planned project schedule (suggested reason: failure of team member could be, due being under pressure with other tasks that was due to be completed at the similar time frame and had forgotten, or was unaware of the due date of delivery, or was not confirmed his responsibility). You only came to learn this situation when you communicated with that team member whilst the Sponsor/Client was physically present during conversation. Your anger was evident, and you commented negatively to the team member and departed the scenario.
You may consider for your responses for Task D1 – D3; personal attributes, influence on others, adjustments of approach for development, impression of own emotions on others, gathering feedback from others, role modelling behaviours to emotions, acquaintance of emotional intelligence principles and strategies and association of emotionally effective people of the achievement of both the business and project objectives.
You are encouraged to complete Task D1 and D2 by interacting with a classmate and stage a real-life work environment to brainstorm and generate an understanding on the emotions that may exist at a situation as stated on Scenario 2 or similar.
D1. Self -reflection for growth 4 marks
Self-reflection: state your answers to the stated questions based on your experience while dealing with similar situation as stated in the Scenario 2:
| Question | Response |
| 1. How did you feel at the time? And why do you think you felt like that? | |
| 2. What was your emotional response? | |
| 3. How did that affect the situation? | |
| 4. How did it affect you and the others? | |
| 5. Do you think you could have responded? differently? How? | |
| 6. How do you feel currently when you recall back the scenario? Why? | |
| 7. What else did you do to put it right? | |
| 8. What was your expectation from the team members to put it right? |
D2. Feedback from team member 4 marks
For the reflection of the feedback, you may conduct this task by interacting with a classmate and stage a real-life work environment to brainstorm and generate an understanding on the emotions that may exist at a situation as stated on Scenario 2 or similar and what the team member may give the feedback. You may take the role of the Branch Manager and allow your classmate to act as the team member.
You are to brainstorm and discuss what the responses could be of the team member and record your findings in the given template below.
| Question | Response |
| 1. How did he/she feel at the time? And why do you think he/she felt like that? | |
| 2. What was his/her emotional response? | |
| 3. How did that affect the situation? | |
| 4. How did it affect him/her and the others? | |
| 5. Do you think he/she could have responded?
6. differently? How? |
|
| 7. How do you think he/she could feel currently if he/she recalls back the scenario? Why? | |
| 8. What else did he/she could do to put it right? | |
| 9. What do you think was his/her expectation from the Project Manager to put it right? |
D3. Actions to improved Emotional intelligence 6 marks
As a Manager, you should establish certain feedback to generate dispute resolution, both in formal and informal structure that is fair and open and that aligns with the project/organisational policies and procedures.
Considering the various ways to elicit feedback (e.g. 360 degrees feedback), state at least three (3) actions that you took to improve your own emotional intelligence on the basis of the self-reflection and feedback from the team member, as stated in Task D2. Contemplate emotional intelligence principles and strategies to justify your proposed actions.
List at least three (3) data and record your findings in the given template below:
<You are required to document at least 3 data of actions and associated improvement information
| Actions | Improvement your own emotional intelligence |
- Cultural Expressions and positive emotional climate 15 Marks
E1. Adapting to Cultural expressions 8 marks
In relation to Task E1, decisions made, when dealing with the emotions with the project workplace you need to allow your team members to share their views without any judgment or disdain to create a sense of belonging. Application of good listening techniques to their apprehension support upholding their high morale. However, it must not be dismissed that not every individual can be confident to express and so Project managers must become aware of these forms of diversity and support them by identifying any personal barriers to acceptance.
A Manager should also be flexible to accustom any encounters and be prompting to fine-tune organisational change and be open in own thinking process to innovative tactics.
In order for you to complete this task, you are required to assume the following scenario and demonstrate your capability to deal with multiple aspects of cultural expressions of emotions and respond appropriately.
Scenario 3:
Identify a situation, during the execution of the business operations, when one of your team members had some emotional issues that was impacting their performance in the workplace.
It is suitable to refer to Task E1, as a continuation of the event as stated in Scenario 3. You are to assume that, during the discussion for decision making to adjust work schedule, you have identified one team member’s emotional cues of presenting strong dislike through his facial expression and body language.
Team member’s emotion:
The team member is disappointed that the adjustment will impact on his personal plans of celebrating a traditional festival. However, being a very reserved person, he feels uncomfortable to express any discontent whenever issues raise that impacts on his work, due to the fear of being dismissed and left unemployed. But this result, making errors in his work and meeting his targets. So, he puts a lot of pressure on himself to complete his work with least number of blunders.
As per the original plan, he had organised his own work plans and priorities that would allow him to complete all his obligations before the festival, leaving him stress free to enjoy his time with his family during that occasion. He was initially unhappy that team members had requested to the Manager for change, but knowing that the change request was disapproved by the Key Stakeholder/Client, resulted making him feel convinced that the team will have to stick to the original plan with no changes made to the work schedule, which will allow him to finish his work as planned and join the festival. However, frustration triggered his emotions, when he attended the discussion and learned that, even though the original schedule plan will not change, but some adjustments have been decided and required, to be done by the team members to facilitate the issue raised by the team. This decision will not only support to maintain the budgetary requirements, but also keep the overall team content. The work adjustments had impacted his own work plan and he is apprehensive that the new work schedule will not allow him to complete his task before the traditional festival.
As a Branch Manager, you are required to use emotional intelligence to recognise, understand the cultural differences in emotional behaviour that team brings and should be well prepared to respond accordingly that fosters a workplace environment of trust, customary invention and risk-taking.
To complete this task, you are required to analyse the Scenario 4 or similar and respond to the items stated. Record your finding in the given spaces below:
| 1. Approach
< state your approach to the situation including understanding of your emotion > |
|
| 2. Identified emotional state and cues
< identified emotional behaviour presented> |
|
| 3. Cause of emotion
< what caused the emotion to evoke> |
|
| 4. Influence of emotion towards self-performance
<how did it affect personally> |
|
| 5. Impact of emotion towards work-performance
<how did it affect professionally> |
|
| 6. Effect of emotion towards overall team and project objective
<how did it affect overall outcome> |
|
| 7. Support strategy
<how did you address and resolve this matter to ensure embracing diversity and working relationship between all team members > |
|
| 8. Expected Outcome
< what do you expect from your resolution and team members > |
E2. Positive emotional climate 7 marks
It is vital for a Branch manager to generate an environment that fosters a positive environment supporting employee engagement with encouraging innovate and creative ideas. This results collaboration with team members in order to achieve a resilient result. Teams learn to collaborate by using their emotional and social intelligence to recognize and manage your own emotions and to recognize and respond effectively to those of others
A good source to comprehend the need of collaboration and embracing teams and organizations to operate successfully has been stated in the emotionally intelligent team, Hughes and Terrell (2007), which describes the seven skills required of a team operating with emotional and social intelligence.
Incorporating these skills within your project team can significantly contribute in attaining a positive emotional climate within your project setting, while concurrently emerging emotional intelligence competences of others as well. A suggested sample is given for your understanding.
Using the following seven (7) skills as stated below, reflect to your team identify how you cater the following listed:
| 1. Team identity | <Example: Achieved through building a sense of team purpose
Accepting and valuing differences> |
| 2. Motivation | <Example: Encouraged to work in coloration, acknowledge individual talent and support to use them appropriately> |
| 3. Emotional awareness | <Example: Increased emotional awareness to improve performance> |
| 4. Communication | <Example: Open communication policy> |
| 5. Stress tolerance | <Example: Support to cope with uncertainty>
|
| 6. Conflict resolution | <Example: Active listening techniques> |
| 7. Positive mood | <Example: Sense of ownership and value, initiatives introduced successfully with appropriate planning and response to the changes> |
- Maslow’s hierarchy theory for fulfilling needs and related emotions 5 Marks
Emotional intelligence has an association with feelings of self-satisfaction which support to evaluate self and acknowledge accomplishments as well as barriers to limitations. Self-actualisation can define the endeavour to reach personal goals and self-improvement.
At times, to meet your professional needs, you need to reflect on your personal needs which is balanced by human behaviour that influences the urge to improve quality of life.
Abraham Maslow (1943) produced a model with a hierarchy of needs, that tends to support individuals to comprehend what inspires people to escalate and be successful. The model states that there is a need to fulfil your basic needs prior focusing on the higher level of needs.
Although Maslow’s hierarchy is usually used as a personal psychology tool, this also can be adopted to a project management setting, where an individual team member or the whole project team working on the project tends to channel their way towards satisfying the succeeding needs with the determination to surpass whatever impedes their work fulfilment.
The following diagram shows the how Maslow’s hierarchy is structured.
As a Manager, supporting your team members with opportunities to express their thoughts and feelings is a step in the right direction towards fulfilling their fundamental needs in the workplace.
To be able to support your team achieve such fulfillments you too, as an individual, need to identify internal factors that motivate your behavior to have a much happier life and feel accomplished. Only then you can create a highly motivated and productive workforce.
Using the five levels in Maslow’s hierarchy of needs, outline how you have applied or can apply them to fulfil your personal need as well as professional needs and state your related emotions for each need:
| Needs of Hierarchy | Fulfilling your need |
| Physiological Needs
<basic issues of survival, could be employment as well> |
|
| Security Needs
<stable physical and emotional environment> |
|
| Belongingness and love Need
<social acceptance> |
|
| Esteem Needs
<positive self-image and respect and recognition> |
|
| Self-Actualisation Needs <achievements> |
- ROLE PLAY: Emotions in decision making and effect on other
You are required to conduct a role play as the Branch Manager with your team members.
You must use the Scenario 4 (as given below) to stage a real-life work environment with considering the situation stated. You will conduct the role play with at least two of your classmates, who will take the role of your team members. Your classmates will not be assessed for this task.
You must also submit the script of the role play as a part of this assessment.
Please refer to Appendix 1 for the marking guide as your reference. Your Assessor will observe and assess your role play based on the information given in Appendix 1.
Scenario 4:
Referring to the stated Scenario 1 and data provided in Task C2, assume your requested change has been reviewed by an expert, hired by the Key Stakeholder/Client that has resulted to stick to the original plan and advised to make adjustments within the work plan in order to meet the budgetary expectations. This will require you to discuss and consult with team members on modifications to work schedule, so that they can predict the effect the decision may have on them. This could result additional workload for a few team members. You must be open to flexibility and adaptability in dealing with the team, however you must remain objective and balanced in your considerations.
As a Manager, you realise the importance to consider the emotions of the team members in decision making and have sought formal feedback from your team members to support you make a decision based upon their emotions. You will play the role of the Branch Manager and the other person plays the role of subordinate employee as team member. The other person will not be marked or assessed. You will have to demonstrate appropriate leadership and emotional behaviour to the other person during the meeting. Prepare a role-play scenario script for approximately 5 minutes where you should include the following:
You must consider the following to complete your role play:
- Analysing the above stated Scenario 4, you must include the following statements within your discussion, during the role play with your team members:
- decision on how to handle the situation based upon the emotions of the victimized team members.
- taking account of your team members when making a decision.
- responses to emotional states of team members and their evaluate emotional cues.
- offering opportunities for the team members to express their thoughts and feelings within the project environment (encourage flexibility and adapting to offer)
- seeking feedback on decision.
- providing support to your team to ensure their understanding of the effect of their behaviour and emotions on others.
- encouraging team members to self -manage their emotions to develop and excavate perceptions into what they did, how they felt and why they felt or behaved in a certain way while they executed their roles.
- mutual agreement methods on actions from all team members to resolve the situation.
- apply effective communication to instigate team that allows growth of their own emotional intelligence to shape productive associations maximise the outcome.
- Appendix 1 must be printed and handed over to your Assessor during your role play.
Appendix 1 – Student MUST print and submit this with submission if the assessment
ROLE-PLAY ASSESSING GUIDE for Task 2G (for Trainer use only)
The Trainer is to assess the learner’s performance using the Assessment Checklist provided below.
| DID THE CANDIDATE’S ASSESSMENT SATISFACTORILY ADDRESS THE FOLLOWING?
|
Pages | C | NYC | Marks allocated | |
| Emotions of others into consideration | q | q | 4/ | ||
| Understanding effect of emotion on others | q | q | 4/ | ||
| Self-managing emotions | q | q | 2/ | ||
| Influence to develop emotional intelligence | q | q | 2/ | ||
| Role-Play Script | q | q | 4/ | ||
| Total | q | q | 16/ | ||
|
THE OVERALL PERFORMANCE WAS |
COMPETENT
|
NOT YET COMPETENT
|
|||
