BSBLDR511 Student Assessment Task-1

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Assessment Details
Qualification Code/Title BSB60215-Advanced Diploma of Business
Assessment Type Assessment -01 (Written questions) Time allowed
Due Date 22-03-2020 Location AHIC Term / Year 2020
Unit of Competency
National Code/Title BSBLDR511 Develop and use emotional intelligence
Student Details
Student Name Kesab Adhikari Student ID AHI00003K3
Student Declaration: I declare that the work submitted is my own, and Signature: ____________________________
has not been copied or plagiarised from any person or source. Date: _20____/____03__/____2020______
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
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Student Declaration: I declare that I have been assessed in Assessor Declaration: I declare that I have conducted a fair, valid,
this unit, and I have been advised of my result. I am also aware reliable and flexible assessment with this student, and I have
of my appeal rights. provided appropriate feedback.
Signature: _______________________________ Signature: ________________________________________
Date: _20_____/___03____/____2020_______ Date: ______/_______/___________
Australian Harbour International College, 114-120 Castlereagh Street, Sydney NSW 2000, Australia
|RTO NO: 41338 | CRICOS Provider Code: 03449J
File Name :BSBLDR511 Develop and use emotional intelligence Version 1.0/ February 2020 Page 1 of 27
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Instructions to the Candidates

 This assessment is to be completed according to the instructions given below in this document.
 Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge.
You will be entitled to one (1) resubmit in showing your competence with this unit.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-submission and re-sit policy for more information.
 If you have questions and other concerns that may affect your performance in the Assessment, please inform
the assessor immediately.
 To be deemed competent for this unit you must achieve a satisfactory result with tasks of this assessment
along with a satisfactory result for the other assessment (Project)
 This is an Open book assessment that you will do in your own time but complete in the time designated by
your assessor. Remember, that it must be your own work and if you use other sources then you must
reference these appropriately.
 Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit
Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the
Internet and word-processing system such as MS Word.
 Submitted document must follow the given criteria. Font must be Times New Roman; Font size need to be 12
and line spacing has to be Single line.
 This is Individual Assessments. Once you have completed the assessment, please upload the softcopy of the
Assessment into AHIC Moodle.
 Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark
of Zero.
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Assessment Information
The assessment tasks for BSBLDR511 Develop and use emotional intelligenceare included in this Student
Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.
• Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification
if you have any questions at all.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement.Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.
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
For example, BSBLDR511 AT2 Personality Test Review Joan Smith 20/10/18
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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 hardcopy, the Cover Sheet should be the first page of each task’s submission.
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
your RTO’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.
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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.
Student Assessment Agreement
Make sure you read through the assessments in this booklet before you fill out and sign the agreement below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit?  Yes  No
Do you understand the requirements of the assessments for this unit?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any specific needs that should be considered?  Yes  No
If so, explain these in the space below.
Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an assessment?  Yes  No
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Assessment Task 1: Written Questions
• Task summary
This is an open book test, to be completed in the classroom.
A time limit of 1 hour to answer the questions is provided.
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.
• Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access
• Timing
Your assessor will advise you of the due date of this assessment.
• Submit
 Answers to all questions
• Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task
satisfactorily.
• Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
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If any parts of the task are not satisfactorily completed,the assessor will explain why, and provide you written
feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-
assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part
of this task or if you have any learning issues or needs that may hinder you when attempting any part of the
assessment.
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• Written answer question guidance

The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell
you how you should answer the question. Use the definitions below to assist you to provide the type of
response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more things are
different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a
response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one or
two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable qualities or
features. Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state information in
a list format.
Outline – when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
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Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
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Assessment Task 1 Instructions
• Provide answers to all of the questions below:
1. Explain emotional intelligence and the importance of this characteristic at work.
Answer: Emotional intelligence refers to the capability of a person to manage and control his or
her emotions and possess the ability to control the emotions of others as well. In other words, they
can influence the emotions of other people also.
As per Peter Salovey and John Mayer, as "the ability to monitor one's own and other people's
emotions, to discriminate between different emotions and label them appropriately, and to use
emotional information to guide thinking and behavior". This definition was later broken down and
refined into four proposed abilities: perceiving, using, understanding, and managing emotions.
According to Peter Salovey and John Mayer there are four different levels of emotional
intelligence:
a) Perceiving emotions
b) Reasoning with emotions
c) Understanding emotions
d) Managing emotions
These abilities are distinct yet related. Emotional intelligence also reflects abilities to join
intelligence, empathy and emotions to enhance thought and understanding of interpersonal
dynamics.
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Role of emotional intelligence in success: There is no validated psychometric test or scale for
emotional intelligence as there is for "g," the general intelligence factor—and many argue that
emotional intelligence is therefore not an actual construct, but a way of describing interpersonal
skills that go by other names.
Despite this criticism, the concept of emotional intelligence—sometimes referred to as emotional
quotient or EQ—has gained wide acceptance. In recent years, some employers have even
incorporated emotional intelligence tests into their application and interview processes, on the
theory that someone high in emotional intelligence would make a better leader or coworker.
While some studies have found a link between emotional intelligence and job performance, many
others have shown no correlation, and the lack of a scientifically valid scale makes it difficult to
truly measure or predict someone’s emotional intelligence on the job or in the home.
Importance of emotional intelligence in workplace:

Emotional intelligence is widely recognized as a valuable skill that helps improve communication,
management, problem solving and relationships within the workplace. It is also a skill that
researchers believe can be improved with training and practice.
High EQ in the Workplace

 Making better decisions and soling problems
 Keeping cool under pressure
 Resolving conflicts
 Having grater empathy
 Listening, reflecting, and responding to constructive criticism
Low EQ in the Workplace

 Playing the role of the victim or not taking personal responsibility for errors
 Having 0passive or aggressive communication styles
 Refusing to work as a team
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 Being overly critical f tother or not open to others opinions
Categories of emotional intelligence:

1. Self-awareness
2. Self-regulation
3. Social skills
4. Empathy
2. Explain each of the five essential principles of emotional intelligence as defined by Daniel
Goleman.
Goleman developed a performance-based model of EQ to assess employee levels
of emotional intelligence, as well as to identify areas of improvement. The model consists
of five components, stated below.
1. Self-awareness
Individuals with high levels 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 it.
2. Self-regulation
It is also important to be able to control and manage your impulses and emotions. Acting
rashly or without caution can lead to mistakes being made and can often damage
relationships with clients or colleagues.
3. Internal Motivation
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Being driven by only money or material rewards is not a beneficial characteristic,

according to Goleman. A passion for what you do is far better for your emotional
intelligence. This leads to sustained motivation, clear decision making and a better
understating of the organisation’s aims.
4. Empathy
Not only must you understand your own emotions, but understanding and reacting to the
emotions of others is also important. Identifying a certain mood or emotion from a
colleague or client and reacting to it can go a long way in developing your relationship.
5. Social Skill
Social skills are more than just being friendly. Goleman describes them as “friendliness
with a purpose”, meaning everyone is treated politely and with respect, yet healthy
relationships are then also used for personal and organisational benefit.
Goleman argues that individuals that adopt these characteristics give themselves a far
greater chance of being successful than individuals that do not. However, individuals are
not simply born with these skills and they can be learned. They also work in synergy with
each other and therefore developing each one of them has exponential returns. The author
has also emphasised that cognitive and emotional intelligence are not opposing attitudes,
but simply different disciplines that should be developed. He is certainly not suggesting
cognitive intelligence is irrelevant, but that interest should be shifted to focus on them both
equally.
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3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and
Salovey (2004).
Answer: According to Caruso and Salovey (2004), emotional intelligence begins with these six principles:
1. Emotion is information.
2. We can try to ignore emotion, but it doesn’t work.
3. We can try to hide emotions, but we are not as good at it as we think.
4. Decisions must incorporate emotion to be effective.
5. Emotions follow logical patterns.
6. Emotional universals exist, but so do specifics.
1. Emotion is Information
Emotions are reactions we have to personally significant interactions and situations around us each day.
Our emotional responses help us to respond, adapt and thrive in the busy environment in which we live.
Our emotions or internal responses, which may be positive and negative, can be thought of as “data” or
signals about how we perceive various situations, and if we are mindful to what an emotion is signalling,
we can consciously help bring about a positive outcome.
For example, when we feel anger, we signal to others not to approach us. Conversely, a smile conveys
happiness and approachability. The social nature of emotion is a key source of motivating information for
managers and leaders.
2. We can try to ignore emotion, but it doesn’t work

Emotions, thinking and judgements are exceedingly interconnected. Our emotional responses to situations,
family and co-workers can influence our relationships and job performance in both positive and negative
ways.
Research by a social-psychologist Roy Baumeister (cited in Caruso and Salovey) found individuals
remembered less information when they tried to suppress the expression of emotions. He asserts attentive
listening skills and information processing abilities were lessened in attempts to suppress emotion.
Humans need to comprehend and reframe the meaning of the information as well as the emotional
component in a constructive and adaptive manner without suppressing our personal feelings.
3. We can try to hide emotions, but we are not as good at it as we think
Conscious and unconscious attempts to mask our emotions ultimately fail. Ekman’s research on facial
expressions and lying (cited in Caruso and Salovey 2004) indicates that it is possible to identify someone
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who is not telling the truth by observing pauses in their speech, speech errors, and momentary emotional
display. Covering emotions and “surface acting” is associated with job burnout and turnover among other
issues. The desire to ignore emotions or to engage in purely rational pursuits can lead to mistrust and poor
decision-making.
4. Decisions must incorporate emotion to be effective
Effective interpersonal and management skills require integration of pertinent information and associated
emotions. Successful decision making is not comprised of avoiding conflict and making everyone happy all
the time. The western culture tends to distrust emotion as illogical, however the emotional intelligence
theory recognizes that emotions make us truly human and these feelings must be embraced and
incorporated into our lives.
Although we prefer to experience positive emotions, there is also just situations for negative emotions as
fear, anger and hurt which create a stimulus to fight for equity. Caruso and Salovey (2004) stress “it means
that there are times as a manager, a team member, an individual contributor, when one might feel hurt,
badly hurt. But if it doesn’t hurt badly at times, you’re probably not making emotionally intelligent and
effective decisions” (pg. 12).
5. Emotions follow logical patterns
Emotions are not random, but reactionary for various reasons, and follow a sequence from low to high
intensity as the event or thought which generated the emotion continues or increases.
A renowned emotions researcher Robert Plutchik (cited in Caruso and Salovey) created a model of
emotions that clearly presents emotions along an intensity continuum, depicting how emotions can
intensify. Eight primary emotions are arranged within an inner circle, with opposing emotions on opposite
sides of the circle. This model also depicts how various emotions can combine to create more complex
emotions. Understanding this complexity allows individuals to manage their emotional reactions in healthier
ways.
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4. Explain three strategies that can be used to build emotional intelligence.
Answer:
Emotionally intelligent people are confident because they know how to manage their emotions.
They also have the ability to perceive, express, and evaluate emotion in themselves and others.
They make choices in wise mind, not emotion mind.
Here are three things you can do to improve your emotional intelligence.
1. Manage your negative emotions. When you’re able to manage and reduce your negative
emotions, you’re less likely to get overwhelmed. Easier said than done, right? Try this: If
someone is upsetting you, don’t jump to conclusions. Instead, allow yourself to look at the
situation in a variety of ways. Try to look at things objectively so you don’t get riled up as
easily. Practice mindfulness at work, and notice how your perspective changes.
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2. Be mindful of your vocabulary. Focus on becoming a stronger communicator in the

workplace. Emotionally intelligent people tend to use more specific words that can help
communicate deficiencies, and then theyimmediately work to address them. Had a bad meeting
with your boss? What made it so bad, and what can you do to fix it next time? When you can
pinpoint what’s going on, you have a higher likelihood of addressing the problem, instead of just
stewing on it.
3. Bounce back from adversity. Everyone encounters challenges. It’s how you react to these
challenges that either sets you up for success or puts you on the track to full on meltdown
mode. You already know that positive thinking will take you far. To help you bounce back
from adversity, practice optimism instead of complaining. What can you learn from this
situation? Ask constructive questions to see what you can take away from the challenge at
hand.
Emotional intelligence can evolve over time, as long as you have the desire to increase it. Every
person, challenge, or situation faced is a prime learning opportunity to test your EQ. It takes practice,
but you can start reaping the benefits immediately.
Having a high level of emotional intelligence will serve you well in your relationships in the
workplace and in all areas of your life.
5. Explain how a manager with high emotional intelligence can assist in achieve business
objectives. Provide an example to illustrate your answer.
Answer:
According to Goleman's model, those with a higher EQ have a greater ability to self-regulate, and
higher levels of motivation – which can in turn reduces their tendency to procrastinate, leads to
improved self-confidence, and enables them to focus on achieving long-term goals.
High emotional intelligence managers has understanding of the following impacts on workplace.
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Emotionally intelligent workers go further in their careers
EQ affects the everyday decisions employers make, such as promoting, hiring and firing employees.
Nearly three-quarters (71%) of hiring managers surveyed by Career Builder in 2011 said they valued
an employee’s EQ over their IQ. A further three-quarters (75%) said they would be more likely to
promote an employee with high emotional intelligence. More than half (59%) said they wouldn’t hire
a candidate with a high IQ and low EQ.
Employers may also use EQ as part of their assessment of which employees have leadership potential,
or who is next in line for a pay rise or promotion. Writing for Forbes in 2014, Travis Bradberry,
author of Emotional Intelligence 2.0, said that “Of all the people we’ve studied at work, we’ve found
that 90% of top performers are also high in emotional intelligence. On the flip side, just 20% of
bottom performers are high in emotional intelligence. You can be a top performer without emotional
intelligence, but the chances are slim.”
People with high emotional intelligence are better at motivating themselves
According to Goleman’s model, those with a higher EQ have a greater ability to self-regulate, and
higher levels of motivation – which can in turn reduces their tendency to procrastinate, leads to
improved self-confidence, and enables them to focus on achieving long-term goals.
While leaders and managers with a higher EQ can help teams to collaborate more effectively and
identify the specific drivers that motivate individual employees, teams can also develop an emotional
intelligence all of their own. A seminal 2001 study by Vanessa Urch Druskat and Steve B
Wolff found that team EQ is a significant factor in determining overall performance. Writing
in Harvard Business Review, they said: “Our research shows that, just like individuals, the most
effective teams are emotionally intelligent ones – and that any team can attain emotional
intelligence… By working to establish norms for emotional awareness and regulation at all levels of
interaction, teams can build the solid foundation of trust, group identity, and group efficacy they need
for true cooperation and collaboration – and high performance overall.”
EQ can have a major impact on mental wellbeing
Those with a high level of emotional intelligence typically have a happier outlook on life and more
positive attitude than those with a lower EQ. They are also better at identifying and empathising with
other people’s points of view – an essential trait for preventing and resolving conflicts at work. With a
better understanding of our emotions, we can communicate our feelings in a more positive manner.
We can also understand and relate to our colleagues, which can lead to better working relationships.
Emotional intelligence can also be a factor in physical health
While studies have shown links between EQ and mental resilience and wellbeing, there is less
scientific evidence of the link between emotional intelligence and physical health. But, given the
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impact of stress on, among other factors, our ability to sleep, exercise, and make healthy eating
choices, it stands to reason that being better able to cope with the strains of daily life can have a
positive impact on our physical health, too.
Benefits of high EQ in business can be viewed as:
• Better Team-Work
• Better Office Environment
• Adjustments Can Be Made Easier
• More Self-Awareness
• More Self-Control
• Compassion
• Time’s Managed Better
• There’s More Motivation
• Leadership Capabilities
• Better Professional Relationships Are Able to Form
• You Are One Step Ahead of Other Companies
6. Explain the importance of recognising cultural differences in emotional intelligence.

Provide two examples example to illustrate your answer.
Answer:
Research on the relationship between culture and emotions dates back to 1872 when
Darwin[2] argued that emotions and the expression of emotions are universal. Since that time, the
universality of the seven basic emotions[3] (i.e., happiness, sadness, anger, contempt, fear, disgust,
and surprise) has ignited a discussion amongst psychologists, anthropologists, and sociologists.
While emotions themselves are universal phenomena, they are always influenced by culture. How
emotions are experienced, expressed, perceived, and regulated varies as a function of culturally
normative behavior by the surrounding society. Therefore, it can be said that culture is a necessary
framework for researchers to understand variations in emotions
For example, some years ago I was the Chair of an executive management committee of twelve.
Six were the executive and six were general managers. It was a multicultural committee
comprising a diverse range of backgrounds in a multicultural organisation. The cultures included
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Australian of English, Burmese, German, Sri Lankan and Chinese descent, for example. I learnt
many things in terms of emotions. Here are some of them:
 Some emotions are common to all of us, e.g. anger, anxiety and contentment.
 How we express these emotions differs.
 What triggers these emotions differs.
 How we respond to such emotions differs. For example, one culture may consider anger as an
acceptable emotion to be expressed, another may consider it a failure and try to keep it hidden.
 How we judge others' emotions differs.
 What may cause feelings of offence in one person may not in another.
 How people react emotionally to my behavior varies enormously. One may feel excited or
inspired by something I said, another may feel offended or disappointed. These emotional responses
lead to assessments being made of my behaviour. While one may have thought I was bossy, another
thought I showed visionary inspiring leadership! Yes, the same behaviour was judged completely
differently by different members of the executive. Why? Because of different emotional responses.
Why? Because of different cultural expectations, beliefs, values and conditioning. Did this matter?
Yes. If I wanted the respect of my team I had to be very sensitive to emotional and cultural diversity
in terms of their emotions. Needless to say I found it very difficult and would have liked much higher
emotional intelligence skills in this area.
Emotional intelligence has gained widespread popularity over the past few decades.
Whether applied to relationships, academics, or the workplace, EI is often promoted as a very
important—if not the most important—skill to achieve success within a given domain. This is
especially the case in schools and within the workplace. Numerous consulting and coaching
firms now provide testing of and training on EI for top corporations, promising financial success,
“turbocharged” careers, more effective leadership, more fulfilling lives, and better relationships
to those who improve their EI skills (e.g., Bell, 2012; Bradberry, 2016; Doran-Smith, 2013;
Fletcher, 2012; Segal & Smith, 2016). Despite its widespread popularity, however, we believe
that both public and academic understanding of EI is incomplete. Currently, our understanding of
EI does not reflect the fundamental role of culture for emotion appraisals, recognition, and
regulation, nor does it reflect the consequences of these emotion processes for people’s well-
being. As our societies become increasingly multicultural, the importance of considering and
understanding cultural differences grows exponentially. In the present chapter, we systematically
evaluate the role of culture for various EI-related processes and highlight ways in which we can
begin to incorporate cultural sensitivity into EI applications and assessments.
In summary, I want to quote Paul Ekman. He says, "There isn't anything about emotions that you can
think of where you won't find individual differences. Even though we have the same emotions, we
experience them differently; we have different attitudes about them; we have different awareness of
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them. Even within a culture or family we don't all feel the emotions in the same way, people feel them
more or less intensely."
7. Explain two ways of communicating effectively with a diverse workforce with varying
cultural expressions of emotions.
Answer:
David Cane is a manager at a U.S.-based scientific publishing house. Recently, when he needed to
hire three new programmers, he ended up filling the slots with people who were born and
educated in China.
The new programmers had the right skill sets, but Cane was concerned about how they would fit
in at the company. So he set about devising ways to ensure that cultural differences—and the
communications problems that can follow from them—didn't get in the way.
One of the first steps he took was to use reflective listening around business objectives and goals.
"I have implemented a policy where any projects that I assign should be reverse-specified by the
assignee, meaning that they will write specifications for the assignment and we will review these
together before the actual project is embarked upon," he explains. "In this way, everyone is clear what
the requirements are and what the results should be."
This is but one example of steps managers are taking today to get the best out of a diverse group of
employees. Immigrants have always been an important part of the U.S. workforce, and their
contribution is growing. They bring with them a wealth of knowledge and expertise that is invaluable
to businesses.
The challenge is to ensure that communication problems don't keep these sources of business benefit
from being tapped effectively. Here are seven steps managers can take to meet that challenge.
1. Learn how the source culture best receives communications. Deborah Valentine, of the
Management Communication Department at Emory University's Goizueta Business School in
Atlanta, advises managers to analyze their audience to find the best way to communicate a message.
"Different cultures like to receive information—and trust information they receive from different
sources—in different ways," she says.
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People from some cultures don't trust information that comes directly from a manager, for example,
preferring that the word comes instead from a leader of the employee group, a headman, or shop
foreman.
Some workers don't feel comfortable being singled out for praise in front of the entire employee
group—a typical way to dish out praise in the U.S. For these workers, quiet praise in a private office
is much preferred.
2. Train international employees early and often. Many of the pitfalls of misunderstanding and
cultural confusion can be prevented with early and ongoing training.
"It's very important that incoming employees be taught in orientation sessions and in ongoing training
what the company's expectations are, that they be acculturated to the way that company does things,"
Valentine says.
Henry Miller, an executive search consultant with the Philadelphia office of Heidrick & Struggles
International, points out that many misconceptions about conduct in the workplace can be avoided by
ensuring that rules are defined and observed even during the interview process.
"It is also important to state with no ambiguity the policies and procedures adhered to in the U.S.," he
says. "Addressing this area prior to coming on board will avoid pain on both sides later. Accepting
some cultural nuances is important, but be careful not to adversely affect your existing culture by
'customizing' what is acceptable or appropriate behavior by individuals."
8. Explain two ways of using emotional intelligence to build effective workplace

relationships.
Answer: When Daniel Goleman released “Emotional Intelligence” in 1995, did anyone think
that this best-selling book would transform the role of leadership?
After selling more than 5,000,000 copies and being dubbed “a revolutionary, paradigm-shattering
idea” by the Harvard Business Review, it’s clear that Goleman struck a chord with business leaders.
But, is it possible to create emotionally intelligent teams?
In their landmark research findings published in “Building the Emotional Intelligence of Groups”,
Vanessa Urch Druskat and Steven B. Wolff assert that emotional intelligence underlies the effective
processes of successful teams and that such resulting processes cannot be imitated; they must
originate from genuine emotional intelligence at the team level. Druskat and Wolff use the following
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analogy to back-up their point: “a piano student can be taught to play Minuet in G, but he won’t
become a modern-day Bach without knowing music theory and being able to play with heart.”
While creating successful teams isn’t as simple as mimicking the processes of emotionally intelligent
groups of people, what you can do is create the necessary conditions in which team members can
develop their emotional intelligence. Those three conditions are: trust among members, a sense of
group identity and a sense of group efficacy.
Here are the seven things you can do to foster these three conditions that constitute emotionally
intelligent teams:
• 1. Have a ring leader
Before you can start improving your team’s EI, you have to work on yourself by cultivating:
 Self-awareness - leaders aren’t only self-aware; they also know how to recognize their
emotions.
 Emotional management - leaders are able to maintain their cool.
 Effective communication - leaders are able to clearly express their thoughts.
 Social awareness - leaders can realize what’s going on and give valuable feedback.
 Conflict resolution - leaders can effectively handle conflicts and offer a resolution.
On top of these EI traits, leaders should also be respected by their team members. That can be
accomplished by working on these five traits of business leaders who are respected:
 Act polite and respectful - leaders treat everyone with common courtesy.
 Show a willingness to change - leaders learn from their mistakes and failures so that you can
grow.
 Listen - leaders don’t just listen, they ask their employees what’s going on and leaders ask for
employee feedback.
 Avoid excuses - leaders own up to their own mistakes.
 Help others - leaders are always willing to lend a helping hand whenever someone needs it.
Remember, if you want your team to become more emotionally intelligent, then you must first work
on building your own personal EI and becoming a leader that your team can respect and someone
they can rally behind.
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• 2. Identify team members’ strengths and weaknesses
Your team members are more than just employees or a job title. They’re unique individuals who have
great stories to tell. Your employees also have diverse skills, talents, and knowledge that could be
beneficial to your overall goals.
If you want to make the most of every team member, then start by getting to know them better.
Preferably, you should learn to know more about them outside of a project so that you can see what
they can bring to the table outside of their traditional job role or title. Hewlett-Packard, according to
Druskat and Wolff, likes to have each of their employees work at cross-training. This means team
members see, “if each member could pinch-hit on everyone else’s job.”
Additionally, you want to look beyond first impressions, encourage innovation, let your team
members do the teaching, and offer rewards and recognition.
When a team member does make a mistake, offer useful feedback so that the leader shows the person
that they are more important than the process of merely being reprimanded.
• 3. Spark passion
First, as a leader, make sure that you hire the right team members. I’m not just talking about people
with the skills or experience. I’m talking about individuals who fit into your company’s culture and
are passionate about their work and your business.
Even though you’ve hired the right individuals, this doesn’t mean that they won't run out of passion
from time-to-time. To prevent sagging energy from occurring, you can spark passion by doing the
following:
 Recognizing the accomplishments and hard work of your team members
 Having a flexible and engaging work environment where teamwork is valued
 Making sure that your company has a mission that you are working toward so that everyone
has a sense of purpose
• 4. Build team norms
As Druskat and Wolff state in “Building the Emotional Intelligence of Groups”:

“Group emotional intelligence is about small acts that make a big difference. It is not about a team
member working all night to meet a deadline; it is about saying thank you for doing so. It is not about
an in-depth discussion of ideas; it is about asking a quiet member for his thoughts. It is not about
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harmony, lack of tension, and all members liking each other; it is about acknowledging when
harmony is false, tension is unexpressed, and treating others with respect.”
Remember, when you do establish rules, make sure that they connect to your values. When these
guidelines support both your business and your team members beliefs, they’ll be more inclined to
jump to support and back these rules.
• 5. Develop creative ways to manage stress
Stress can lead to your employees getting burned out, as well as harm their overall health. Because of
this, your team should be able to handle situations such as deadlines and grievances with other
coworkers in a healthy way.
To help keep the stress levels of your employees down, try some of the following tactics:
 Stick to schedules: Rushing and extending projects can affect your team’s time management
habits and skills.
 Encourage team members to disconnect from work and take breaks: Give everyone a
chance to rejuvenate by giving them some time to focus on activities that can help them relax.
 Discourage multitasking: The multitasking technique does not work. In fact, it can double
the amount of time it takes to complete a task. Encourage employees to focus on one task at a
time.
 Resolve conflicts: Not everyone in the workplace is going to get along. However, addressing
any issues before they disrupt the office is a great stress reducer.
 Be empathetic: You should be aware of what motivates your team, as well as any challenges,
that you’re team may be experiencing. For example, if a team member has lost a loved one,
then you should be compassionate and understand that their mind is elsewhere and ask how
you can be supportive of them.
• 6. Allow team members to have a voice
Having excellent communication skills is an absolute must. You can help your team members
develop stronger communication skills by having them work on active listening, gaining a better
understanding of body language, and giving them a channel to vent their frustrations or concerns.
However, don’t let those negative emotions drag the entire team down. Instead, use it constructively
so that your team can solve a problem together and figure out how to way to address the problem.
Additionally, you should also give your team the opportunity to share their ideas. The Hay Group, a
consulting firm, uses a ‘storyboarding’ technique where team members create a small poster that
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represents their ideas. And, make sure that you even ask and encourage your quiet team members
what they think.
• 7. Encourage employees to work and play together
While there can be disadvantages to spending every waking moment together, having employees who
spend time with each other outside of the workplace can actually be beneficial to the workplace.
Assessment Task 1 Checklist
Student’s name:
Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No
Question 1
Question 2
Question 3
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Student’s name:
Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No
Question 4
Question 5
Question 6
Question 7
Question 8
Task Outcome: Satisfactory  Not Satisfactory 

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Australian Harbour International College

RTO ID: 41338 CRICOS Provider Code: 03449J

Due Date 22-03-2020 Location AHIC Term / Year 2020

Instructions to the Candidates

• Naming electronic documents

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

Depending on the task, this may include

Assessment Task Information

Assessment Task Instructions

Student Assessment Agreement

Do you understand your rights to re-assessment?  Yes  No

Assessment Task 1: Written Questions

• Written answer question guidance

Assessment Task 1 Instructions

• Provide answers to all of the questions below:

1. Explain emotional intelligence and the importance of this characteristic at work.

Importance of emotional intelligence in workplace:

High EQ in the Workplace

Low EQ in the Workplace

 Being overly critical f tother or not open to others opinions

Categories of emotional intelligence:

Being driven by only money or material rewards is not a beneficial characteristic,

2. We can try to ignore emotion, but it doesn’t work

3. We can try to hide emotions, but we are not as good at it as we think

4. Decisions must incorporate emotion to be effective

5. Emotions follow logical patterns

4. Explain three strategies that can be used to build emotional intelligence.

2. Be mindful of your vocabulary. Focus on becoming a stronger communicator in the

Emotionally intelligent workers go further in their careers

EQ affects the everyday decisions employers make, such as promoting, hiring and firing employees.

People with high emotional intelligence are better at motivating themselves

EQ can have a major impact on mental wellbeing

Emotional intelligence can also be a factor in physical health

Benefits of high EQ in business can be viewed as:

6. Explain the importance of recognising cultural differences in emotional intelligence.

8. Explain two ways of using emotional intelligence to build effective workplace

• 1. Have a ring leader

 Emotional management - leaders are able to maintain their cool.

 Effective communication - leaders are able to clearly express their thoughts.

 Avoid excuses - leaders own up to their own mistakes.

• 2. Identify team members’ strengths and weaknesses

 Recognizing the accomplishments and hard work of your team members

 Having a flexible and engaging work environment where teamwork is valued

• 4. Build team norms

As Druskat and Wolff state in “Building the Emotional Intelligence of Groups”:

• 5. Develop creative ways to manage stress

• 6. Allow team members to have a voice

• 7. Encourage employees to work and play together

Assessment Task 1 Checklist

Did the student provide a sufficient and Satisfactory

Did the student provide a sufficient and Satisfactory

Task Outcome: Satisfactory  Not Satisfactory 

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