□ ‘Submitted’ entered in database (Staff initial ______ Date _________)

□ Results emailed to student (Staff initial ______ Date _______) Results entered in database (Staff initial ______ Date _______)
□ Updated results emailed to student (Staff initial ____ Date ______) □ Final results entered in database (Staff initial ______ Date_____)

ASSESSMENT COVER SHEET

QUALIFICATION: BSB50215 Diploma of Business/ BSB51918 Diploma of Leadership and Management/ BSB51415 Diploma
of Project Management (may also be used as an Elective unit for other qualifications at Advanced Diploma or Certificate IV levels)
UNIT CODE: BSBLDR511 Develop and Use Emotional Intelligence
Candidates: Submit this entire document
CANDIDATE to complete this section

Name: ENRIQUE VERA

Student ID: D3QG9R594S / PRC0008347

Email address: kikeverast@gmail.com

Trainer name: Lisa

Date submitted:
Date resubmitted (1) Date resubmitted IF ASSESSMENT TAKEN HOME BY STUDENT FOR CORRECTIONS: Signature:
(2)
I confirm that I am taking the marked assessment home to make
corrections. In case the assessment is misplaced or lost, I understand
Date:
that it is my responsibility to resubmit the assessment again.

Candidate declaration—By signing/ initialing below, I declare that no part of this assessment has been copied from another person’s work
with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by
another person. I have understood and accept the assessments

Signed: ___________________________ Date: __________________________

ASSESSOR to complete this section

RESULT IN EACH ASSESSMENT ITEM Comments

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Satisfactory
submit
Assessment 1

Assessment 2

Assessment 3

ASSESSOR to complete this section

Name of assessor: Date portfolio review

completed:

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STUDENT NAME: ___________________________________________________________ STUDENT ID: ________________

ASSESSMENT RECEIPT DATE: ________________________ RECEIVED BY: ________________________ (ACTB staff to sign)
Oral testing (if applicable)
Assessors may ask the candidate oral questions to gather further supporting
evidence, where written evidence is deemed to be incomplete or insufficient.

Comments:

ASSESSMENT GUIDELINES FOR STUDENTS

 You will receive your results in an email (or face- to-face in class) from your trainer/ assessor within 3 weeks
after submission

 In case you are not able to achieve a ‘Satisfactory’ grade in any assessment task, you will be given three (3)
attempts to resubmit your assessment. Your trainer will be available to assist you in any areas of difficulty.
Please discuss the assessment with your trainer to seek advice on how you can achieve competency in the
unit.

 Where relevant, oral questions may be asked to gather more information on your knowledge, skills and
competence in the unit.

 A holistic approach is used to assess your skills relevant to this qualification. The skills are assessed across the
different units offered within this qualification. Where a skill relevant to this unit is not assessed within this
assessment pack, please note that the skill will be assessed in another unit

 You have the right to appeal the decision. Please discuss with your trainer in the first instance. If not satisfied,
please follow the ACTB Complaints and Appeals Policy available on the website; www@actb.com.au

Required Readings
1. Emotional Intelligence- Study Guide, 2015, ACTB
2. Cherniss, C. and Goleman, D. (1998) Bringing Emotional Intelligence to the Workplace

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 Assessment 1: Theory Questions
.
Answer the following questions.

You will need to refer to:

 ACTB Study Guide
 Power Point Presentation (Class notes)

1. What are ‘emotions’?

Emotion is understood as the set of organic reactions that an individual experience when they respond to
certain external stimuli that allow them to adapt to a situation with respect to a person, object, place, among
others.
Emotions are the cause of various organic reactions that can be physiological, psychological or behavioral.

2. Explain the five primary emotions

We can usually understand 6 basic emotion:

Surprise: it is a state of emotional alteration, the result of an unexpected or unforeseen event.

Disgust: it is the name of the emotion of strong dislike and disgust towards something
Sadness: It is a kind of emotional pain or affective state caused by a spiritual decline and often expressed
through crying.
Anger: it is an emotion that is expressed through resentment or irritability.
Fear: it is an emotion characterized by an intense unpleasant sensation caused by the perception of a danger,
real or supposed, present, future or even past.
Happiness: It is a friendly emotion or a feeling of satisfaction or happiness [pleasure] of limited duration.

3. How did the human brain develop?

Thinking human brain evolved from emotional instincts thus establishing a strong relationship between
thoughts and feelings.
The brain is understood as the "primitive brain" that cannot think or learn. This early part of the brain is
responsible for the preprogrammed reactions that ensure survival.
The connection between the limbic center and neocortex millions of years ago allow humans to explore
the nuances, subtlety and complexity of human life, “as the ability to have feelings about our feelings”
(Goleman, 1995).

4. Explain the role that the amygdala plays in the ‘emotional hijacking’ of humans.

Everything is due to the development of the limbic system and its interconnection with the rest of the brain
system. When the control of that organization is lost, the ability to think and rationalize is understood to be
kidnapped, although they do not happen frequently. This sequestration in the brain originates in the
"amygdala", which is a center in the limbic brain.
Therefore, in extreme situations, the amygdala will trigger a neuronal alarm and a corresponding response
very quickly, leaving no time for the neocortex to think rationally and moderate the reaction.

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 If the amygdala often acts as the emergency trigger, the prefrontal lobe acts as the off switch for the
disturbing emotion.
In short, the intense and uncontrollable moments of emotion are the product of the limbic brain that has
taken control, hijacks the reflection and makes the instinct act. This blockage originates from the Amygdala.
The amygdala is a small center in the brain in the temporal lobe behind the ear and is related to all kinds of
emotions, through our senses and various connections, which generates stored behavior.

5. What do you understand by the term ‘Emotional Intelligence’?

Emotional intelligence is a way of interacting with the world that you have regarding feelings, and in relation
to skills such as impulse control, self-awareness, motivation, enthusiasm, perseverance, empathy, mental
agility, etc . They help develop character such as self-discipline, compassion, essential for good social
adaptability.

Emotional intelligence refers to the psychological capacities and abilities that involve the feeling,
understanding, control and modification of one's own and others' emotions.

6. Can a person’s Emotional Intelligence ability be tested? How?

Yes 1995, Mayer, Salovey, and Caruso developed the Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT), which is an ability-based test designed to measure the four branches of the Mayer-Salovey model EI.
objective measure of emotional recognition that evaluated the non-verbal perception of emotions in abstract
faces, colors and patterns.

7. Do you believe ‘Emotional Intelligence’ is as important as ‘IQ’? Give reasons for your answer.

The concept of IE is younger than that of IQ, which is popularly associated with genetic conditions, but the
truth is that they are connected, I feel IE, an enhancer of the abilities that a person with a moderate IQ can
have.
A developed IE helps to understand in a more solid way the situations that surround us and can carry it out to
success. Therefore, its importance depends on the ability we want to exercise for our development, in
different areas of our disciplines.

8. What is the difference between Mayer-Salovey’s model of EI compared to Goleman’s model of EI?

There is no single approach to it, but within rpopuest theories there is a common factor that over-orienting
based on "ability" proposing that human beings have innate emotional intelligence, an ability that can be
measured and improved.
Goleman proposes that EI requires elements of both cognitive ability and personality. Mayer and Salovey's
four-limbed EI model emphasizes emotional perception, emotional assimilation, understanding, and
management.
Goleman (1998) for its part is a mixed model that focuses on emotional self-awareness, self-control, empathy,
problem solving, conflict management, leadership.

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 9. What do you understand by ‘self awareness’ according to Goleman’s model of EI? Why is it
important?

Goleman says that self-awareness is like "knowing one's internal states, preferences, resources and intuitions."
This definition places more emphasis on the ability to monitor our internal world, our thoughts and emotions
as they arise.
According to Goleman, self-awareness is the cornerstone of emotional intelligence. Managing our emotions
and thoughts in a moment is a key skill to better understand ourselves, be at peace with who we are, and
proactively manage our thoughts, emotions, and behaviors.
Add that people who have a developed self-awareness offer to act consciously instead of reacting passively, to
have good psychological health and a positive outlook on life. They also have a greater depth of life experience
and are more likely to be more compassionate to themselves and to others.

10. List at least six strategies you can use to improve your self-awareness?

o Carry out intra-personal communication and reflective self-assessment at all times.

o Reflect on your emotions and think about whether you are
o Study your own behaviour in different situations
o Observe the patterns in your behaviour.
o Determine whether you respond in similar ways to different situations
o Develop relationships between your responses and the nature of different situations.

11. Why is self-regulation an important component of Emotional Intelligence?

Emotional self-regulation is the ability to experience emotions (positive or negative) in a moderate and flexible
way, as well as the ability to manage them. Possessing it implies that the person is aware of their own
emotions, expresses them appropriately and knows how to control them when they are no longer necessary.

12. What can you do to control the following:

a. Extreme anger or rage:

The specific emotion of rage or anger can be dissipated by de-escalating it and by cooling down and seeking
out distractions.
The most effective thing is to have control over Self-awareness, which allows to rationalize the triggers of
anger.

b. Feeling of anxiety:

Anxiety is extreme worry without positive resolution to the conflict, which is understood to be hijacked by
intense thoughts. it can be controlled effectively with self-awareness, and by slowing progress in its early
stages by controlling negative thoughts.

c. Melancholy (sad mood)

Controlling the Melancholy is related to aerobic exercise or special treats for themselves or doing easy tasks
that lift their spirits. Or better, face new points of view to the situation that generates the sad mood

13. Explain the three motivational competencies identified in Goleman’s EI Competency Framework?

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 I. ACHIEVEMENT DRIVE: Striving to improve or meet a standard of excellence. People with this
competence:
◦ Are results-oriented, with a high drive to meet their objectives and standards
◦ Set challenging goals and take calculated risks
◦ Pursue information to reduce uncertainty and find ways to do better
◦ Learn how to improve their performance

II. COMMITMENT: Aligning with the goals of the group or organization. People with this competence:
◦ Readily make personal or group sacrifices to meet a larger organizational goal
◦ Find a sense of purpose in the larger mission
◦ Use the group’s core values in making decisions and clarifying choices
◦ Actively seek out opportunities to fulfill the group’s mission

III. INITIATIVE: Readiness to act on opportunities. People with this competence:

◦ Are ready to seize opportunities
◦ Pursue goals beyond what’s required or expected of them
◦ Cut through red tape and bend the rules when necessary to get the job done ◦ Mobilize others through
unusual, enterprising efforts

IV. OPTIMISM: Persistence in pursuing goals despite obstacles and setbacks. People with this
competence:
◦ Persist in seeking goals despite obstacles and setbacks
◦ Operate from hope of success rather than fear of failure
◦ See setbacks as due to manageable circumstance rather than a personal flaw.

14. What can you do to develop your skills of empathy so you can read emotions accurately?

Being emotionally intelligent does not only mean identifying and managing one’s own emotions. It also
includes being able to recognise the emotions of others. This attribute requires ‘empathy’ which is the ability
of putting oneself in another person’s situation and understanding how the other person feels. This is a very
important skill as it helps individuals navigate themselves in difficult social situations.

In order to develop the skill of empathy, or recognising others’ emotions, you may carry out the following
exercises:
◦ Be highly self-aware as the knowledge of understanding one’s own emotions enable the individual to read
others.
◦ Practice empathy by regularly imagining yourself in the situation of others in your surroundings and attempt
to think the way they would.
◦ Calculate the impact of your actions on others by putting yourself in their position.
◦ Attempt to understand how an individual would react emotionally in any given situation.
◦ Do not react before giving a thought to the way the other person must be feeling.

According to Caruso & Salovey (2004), in order to read your own and others’ emotions accurately, you need to
do the following:
◦ Pay attention: attend to and accurately identify your emotions and moods, and look and listen to the person
◦ Process the verbal information:
Emotion words used Tone used Speed and pitch of words
◦ Process the non-verbal information Facial expressions Eyes and mouth Posture Gestures Words, tone, and
situation

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 ◦ Look for consistency and inconsistency Match between words and tone Match between expression, words
and tone

15. What traits would you associate with a person with strong ‘social competencies’ in the context of
Emotional Intelligence?

People who are good at handling relationships are great at managing emotional responses in other individuals.
This capability is directly related to social competence and interpersonal effectiveness. An individual with these skills
will be able to interact very smoothly with others in any given social situation. Since successful individuals and leaders
are required to undergo numerous challenging social situations, this skill can help them navigate these situations
smoothly and effectively.

People with skills:

◦ Strength in self-management and empathy.
◦ That develops social competence by showing the right emotions to the right people at the right time.
◦ Express their emotions
◦ Develop interpersonal intelligence through: organizing groups, negotiating solutions, developing personal
connection and conducting social analysis.
◦ They connect emotionally with other people talking about common interests.

16. Explain the Key elements between emotionally effective people and the attainment of business
objectives.

There is a very strong relationship between emotionally intelligent individuals and their ability to achieve
business objectives. This is because people with high EI have all the attributes required to be successful in
reaching personal goals. First of all, think about the success factors essential for attaining business goals.

Some of those may be as follows:

• Making informed decisions after considering all the available facts.
• Determining SMART objectives.
• Carrying out comprehensive and realistic planning to carry out the necessary tasks required to achieve the
ultimate objectives.
• Regularly evaluating the progress.
• Staying motivated at all times, specifically in the face of challenges.
• Not being disappointed or frustrated with setbacks and using them as a corrective feedback to develop a
better contingency plan.
• Coordinating tasks with other individuals and working with teams.
• Remaining calm and composed at all times despite the difficulties .

In light of these success factors, it can be observed that emotionally intelligent people tend to have the skills
and traits required to ensure the presence of these success factors.

People with high EI tend to respond to any situation in an appropriate manner after considering all the
available facts and they do not let emotions cloud their judgment. This is one of the most important aspects
required for determining attainable and realistic business goals.

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 17. Explain how you can use Emotional Intelligence to communicate effectively with a diverse
workforce which has varying cultural expressions of emotion.

Success in achieving the firm’s objectives cannot be realized without systematically studying and
understanding the cultural environment within which they operate- (improving your EI in terms of ‘empathy’ towards
the other cultures) Global leaders should attempt to match their leadership styles to the various cultural conditions by
using the appropriate behavior in the corresponding cultural environment EI, particularly social competence is critical
in leaders working in global environments.

With the advent of globalisation and increase in diversity in the workforce, managers come across situations
where cross-cultural management is required. In such a situation, if the manager lacks emotional intelligence, carrying
out cross-cultural management may become a very challenging task. One of the main most important domains of
emotional intelligence is social competence which requires understanding the emotions in others, and this is the skill
that becomes relevant in this case. A manager needs to understand the emotions and feelings of those under his/her
span even if they shy away from direct communication (Gunkel, Schlägel and Engle, 2014). What becomes more
challenging in a cross-cultural context is that the emotions of other individuals from a different cultural background
may be difficult to identify. This is because different cultures tend to have different emotional responses to different
factors. An individual with high emotional intelligence will be able to identify the emotions notwithstanding the
cultural background and therefore will be able to manage the workforce more effectively. To understand the culturally
charged emotions, it is important to understand the factors that make cultures different from each other. Hofstede
(1980) presented cultural dimensions which can be used to further understand the cultural expressions of emotions.
These dimensions are:
Power distance is the distance maintained by individuals between a subordinate and a position of power.
Some cultures have high power distance while others allow a low power distance.
Uncertainty avoidance is the tendency of a culture to accept risk.
Masculinity vs. femininity deals with attributes such as authoritative and competitive nature of a culture vs.
the tendency to build relationships.
Collectivism vs. individualism deals with the tendency of the culture to pursue the collective goals or individual
objectives.
Understanding these dimensions for any culture can help an individual understand that culture
comprehensively. Thus, that individual can easily understand the emotions of an individual belonging to a different
cultural group. Emotionally intelligent managers would need to demonstrate a high level of ‘empathy’ in
understanding the specifics of the cultural differences and culture within which they are operating. They would need
to manage their emotional responses to meet the cultural expectations of the people around them.

18. How can you use Emotional Intelligence to build effective workplace relationships? Refer to
Goleman’s Emotional Competencies model in your response.

The most important domain of emotional intelligence is its management in social competence. Identifying
situations with your work group, with colleagues who are periodically isolated from the rest of their colleagues. You
can't form a meaningful relationship simply by having conversations on random topics. You need to understand the
other individual and act in a way that strengthens the bond between the other individual and yourself. You must act in
accordance with the mood of your partner and show sincere empathy towards the person. This show of heartfelt
emotion will create an instant bond.
Goleman states that "an emotional competence is" a learned ability based on emotional intelligence that
results in outstanding performance at work. "For this, it is essential to learn to differentiate how to effectively manage
empathy, you must be able to understand that Building relationships in the workplace requires a high degree of social
competence.
Although our emotional intelligence determines our potential to learn the practical skills that underlie the four
EI groups, our emotional competence shows how much of that potential we have achieved by learning and mastering
skills and translating intelligence into skills on the job. "

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 Assessment 2- Know Thyself (Practical Activity)
Complete the activities below:

1. COMPLETE THE EQ SELF-ASSESSMENT QUIZ BELOW

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BSBLDR511- Develop and Use Emotional Intelligence- Assessment Pack -Version March 2021 Page 10 of 19
Anwser:

A)

1-4, 2-5, 3-5, 4-3, 5-4 , 6-3, 7-4, 8-3, 9-3, 10-4, 11-4, 12-3, 13-4, 14-4, 15-3, 16-4, 17-5, 18-4, 19-5, 20-4, 21-3, 22-5, 23-
5, 24-4, 25-3, 26-5, 27-4, 28-4, 29-4, 30-3.

B)

Self Awareness: 20

Self Confidence: 21

Self Control: 16

Empathy : 20

Motivation : 22

Social Competency : 17

2. SELF-AWARENESS AND SELF-CONTROL EXERCISE

Think of TWO upsetting situations you experienced in the last month or so. Read the example given in the
table below. Complete the table with your own situations describing your emotional state in the respective
columns below:

COLUMN A COLUMN B COLUMN C COLUMN D COLUMN E

Describe the What was the ‘self- How did you feel? Dispute your ‘self How would you
upsetting event talk’ that went on talk’. Ask yourself react differently
(What happened?- in your mind after AND for evidence that next time, if the
state only the facts) the event? supports your same situation re-
How did you negative self talk in occurred?
behave/ react? Column B
Example: I would present the facts
My son was angry with me My son may not love me Sad, upset My son actually loves me a to my son about why I
because I shouted at him anymore lot needed him to contribute
and told him that he should My son always has a bad My son occasionally gets rent towards the house.
get a job and start paying temper I cried and felt that I had a angry if he is challenged
rent to me I should have been more headache I was reasonably firm in the I would respect his
strict from the very way I brought up my son. I response and not engage
beginning. I am a bad don’t need to beat up in negative self-talk. I
mother myself for this incident would remain calm and
make rational decisions
about a way forward
Event 1
The responsibility or There is an
The death of an not to travel, due to I felt calm, sad and aphorism: "nobody I would react
uncle, being away an event about my tried to is obliged to the differently,
from my family, parents communicate with physically understanding that
waking up to go to my cousins, in the impossible." the news would be

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 work. time before starting But, I do not resolve delivered to me in
work. said future fact. a different way,
I think of different but I would remain
moral views. calm and
communicate
again.

Event 2 How can I be more very frustrated, I I think I am right i have reacted in
specific about my stopped the after many months different ways in
dislike in a language behavior abruptly, trying to different
Arguing with a co- that is not my making it clear that understand my situations, but my
worker who was native language it was enough partner's annoying partner's abilities
being very annoying behavior, from are limited, I think
various points of that I will continue
view to strengthen
communication

(Adapted from Stein, S. J. (2011) The EQ Edge: Emotional Intelligence and Your Success, 3ed. Jossey-Bass

3. Based on your scores in the quiz above, develop an Emotional Intelligence Development Plan for
7 yourself.
Use the questions in the model below to guide your plan.

Fig ure 1. Bo yatzis ’ The o ry o f S e lf-Dire c te d Le arning (Go le man, Bo yatzis , and Mc Ke e , 2002)

#1: My Ideal Self-

Who do I want to be?
What do I want out of life
and work?

#4: Practicing the new #2: My Real Self-

behavior, building new How do I act?
neural pathways through
to mastery
#5: Developing Trusting
Relationships, like coaches
that help, support, & encourage #2: My Strengths-
each step in the process Where my deal
and Real Self
overlap
#4: Experimenting
with new behavior,
thoughts, & feelings

#2: My Gaps- where

my Ideal & and
#3: My Learning Agenda-
Real Self Differ
Building on my Strengths
while reducing Gaps

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 a. My Ideal Self
i. Am I content at work?
ii. Am I happy at home?
iii. Am I a happy person?
iv. Who do I want to be?

I am happy at work and at home. I feel like a happy and lucky person.
"I am crowds" as Heminwey says so I am always enjoying my learning and curiosity of new
things.

v. What do I want out of life and work? What are my dreams and aspirations?

Discover and experience new trades, and better understand what I already do. I wish I can
work traveling

b. My real self.
i. How do I act at work?

Always trying to do my best, although energies may be low.

ii. How do I can with people at home or with my friends?

Not judging people, everyone has and manages their problems according to their life stories.

c. Where do my Ideal Self and my Real Self overlap? (What are my strengths?)

It overlaps with systematic thinking, where I find more than one alternative to linear thinking.
Curiosity and awareness are my greatest strengths

d. What are the gaps? Where do my Ideal Self and Real Self differ?

In the duality about being extroverted in situations similar to those, I am also a shy or shameful
person.

e. My EI Learning Plan for Specific Emotional Tipping Points.

i. Complete the first three columns to plan areas for improvement.

ii. Practice the changes you have noted in Column C for two weeks at your workplace or home.
iii. After two weeks, complete Column D and see if there is any change in your Emotional
Competence.

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 COLUMN A COLUMN B COLUMN C COLUMN D
List 5 events/ List your current Write down how you Result of my experiment
people/ emotions and will modify/ change/
personality/ behaviours to the control your emotional (What happened AFTER
trigger that causes events listed in reactions and you tried your new
an undesired Column A behaviours for the next approach?)
emotional two weeks
reaction from you
(This is how I will try to
(This is how I tend react over the next two
to react at present) weeks)
Example: X
When I give instructions I get hot under the collar. I will listen carefully to what she is
to one of my staff, she My voice becomes a bit saying. I will summarise her point
doesn’t listen carefully. shrill. I can see that I get of view. I will explain the reasons
She starts looking for impatient and start talking for my new instructions calmly. I
excuses so she doesn’t over her will help her to see my point of
need to take on the extra view by remaining calm and
work composed
x

When I give I think that I have to I will be attentive to

instructions to push for situations
people who don't that should not be
like to receive complicated, nor
them offend anyone and it
bothers me.
certain points where I
can make you notice
that it is about
teamwork

x
feel to waste time,
When they give waiting to hear I will take care of my
me automatic expressions so that you
excuses and they do not understand that
only complicate you should give me an
the situation excuse

when people do
not take care of I usually understand Keep practicing by
common space that I must be example
hygiene tolerant and control
what is essentially
important

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 Assessment 3: Build EI in Teams

What you need to do:

1. Read the article- Cheniss, C and Goleman, D. (1998) ‘Bringing emotional intelligence to the
workplace’.
2. Read the scenario below and answer the questions that follow.

Case Study: MICA PTY LTD

MICA Pty Ltd is an engineering company with a staff comprising a CEO, 5 executive managers, 40 engineers, 20
administration staff. The company has had an average annual turnover of $40 million over the last 5 years, however
sales are declining rapidly. The main reasons for the decline in sales are as follows:
 High staff turnover
 Staff have extremely high IQ, but often are not willing to accept ideas from other team members. This causes a
lot of conflict amongst staff
 The culture of the company is not very good. People feel intimidated by senior management as they often feel
bullied and threatened
 The engineers are always competing against each other for promotions
 People often shout at each other. Senior management tolerates tantrums by their favorite staff.

The CEO understand that having emotional intelligence does lead to more productivity and higher achievements
despite the state of technical aptitude or personality type of people.

The CEO believes that staff should demonstrate two workplace competencies- Social competencies and Personality
competencies, as he believes that both these are considered desirable for maximum success at MICA Pty Ltd

The following emotional intelligence scorecard for the two competencies shows how staff are contributing or
harming the work environment at MICA

MICA EI SCORECARD

 Social Competencies

Social competencies explain how MICA staff handles interactions with others in the work space.

Intuition and Empathy

 Most staff at MICA does not understand each other well. Very few staff show concern or interest in
other’s lives
 Customers are often not treated well. Very often staff doesn’t know to appropriately address customer
needs?
 In general, staff cannot sense what others are feeling or thinking

Political Perspicacity

 Only 3-4 staff are capable of influencing others

 Most staff do not communicate clearly and effectively with others

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  Everyone is in it for themselves. They don’t inspire each other to succeed as there is too much
competition.
 Most staff are not adept at negotiating conflict
 Very few staff are team players and help reach mutual company goals

Personality Competencies

Personality competencies explain how MICA staff perceive themselves and consequently how they perceive their
role, and act on that role, in the workplace.

Self-Awareness

 Most people do not recognize the effect their mood and behaviour has on those around them?
 Most people have low self-regard and low self confidence
 Most people do not acknowledge and accept their strengths and weaknesses

Regulation

 A number of staff are not trustworthy? They do not uphold the values of honesty and integrity of the
company
 A number of staff are not able to properly control their emotions. They often lash out under stress
 A number of staff, especially senior management are not conscious of their actions.
 Most staff don’t accept change well

Expectations

 Very few staff strive to be better and better at their job every day
 Very few staff work on strengthening their weaknesses
 Most staff’s personal goals and values do not align with those of the company
o Most staff do not care about reaching goals

Answer the questions below:

1. Based on the information presented in the article, is it possible for MICA Staff to become more
socially and emotionally competent? Give reasons for your answer

A growing body of research on emotional learning and behavior change suggests that it is possible to
help people of any age to become more emotionally intelligent at work.
Emotional incompetence often results from habits deeply learned early in life.
These automatic habits are set in place as a normal part of living, as experience shapes the brain.As
people acquire their habitual repertoire of thought, feeling, and action, the neural connections that
support these are strengthened, becoming dominant pathways for nerve impulses. Connections that
are unused become weakened, while those that people use over and over grow increasingly strong.

therefore, constantly and continuously reinforce the behaviors that improve their behaviors
emotional, necessarily results in acquiring a habit, which will strengthen the behavior and their
reactions, even if it is not 100% achieved, what matters is strengthen the competencies of the
individual, which ultimately result in an efficient and better harmony at work.

Changing habits such as learning to approach people positively instead of avoiding them, to listen
better, or to give feedback skillfully, is a more challenging task than simply adding new information to
old.

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 What this means for social and emotional learning is that one must first unlearn old habits and then
develop new ones.

So there is a staff rotation in MICA, but there are senior staff and a couple of people who are listened
to by the rest of the workers, so they can gain more confidence for all the workers. have a better
understanding of behaviors related to culture, being positive and improving acceptance. finally look
for a leadership figure in the manager to control favoritism and work on the merits

2. What is the difference between ‘cognitive learning’ and ‘emotional learning’ that can be applied at
MICA?

Emotional capacities like empathy or flexibility differ from cognitive abilities because they draw on
different brain areas. Purely cognitive abilities are based in the neocortex. But with social and
emotional competencies, additional brain areas are involved, mainly the circuitry that runs from the
emotional centers particularly the amygdala ñ deep in the center of the brain up to the prefrontal
lobes, the brainís executive center. Effective learning for emotional competence has to re-tune these
circuits.

Cognitive learning involves fitting new data and insights into existing frameworks of association and
understanding, extending and enriching the corresponding neural circuitry. But emotional learning
involves that and more it requires that we also engage the neural circuitry where our social and
emotional habit repertoire is stored.
Motivational factors also make social and emotional learning more difficult and complex than purely
cognitive learning.

Some of the previous thinking about training, based largely on cognitive learning, is valid for social
and emotional learning as well. However, the principles for social and emotional learning differ
greatly from those that apply to purely cognitive abilities.

3. Describe the detailed step-by-step processes/ guidelines you would use to develop emotional
intelligence at MICA Pty Ltd

Phase One: Preparation for Change.

MOTIVATION

1. Assess the Organizations Needs: Understand how necessary it is to implement training for
workers and what methods or points are necessary that particularly influence the company.
The manager of the company must manage his intention to evaluate the skills of the workers and
develop a training plan for the skills of his employees in Self-Management, teamwork and
interpersonal skills..

2. Assess Personal Strengths and Limits: Communicate the evaluation process and its benefits to
the staff. This is by meeting by areas to explain the objectives and what results to expect. The
most important thing is to sow motivation in employees, to create their evaluation methods.
Having a better "work environment" is a good way of looking at it globally.
The evaluations will be for everyone and not for some.

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 3. Provide Feedback with Care: Motivation for change can be improved when people receive
feedback on evaluation results. MICA has a group of workers who are esteemed by all. These
workers may be role models and communicators in their respective work areas.
You can have an external agent who can be present for these comments that can constantly
reinforce those who have doubts.

4. Maximize Learner Choice: People generally are more motivated to change when they freely
choose to do so. They will be less motivated to learn than those who were given no choice.
There may be more than one evaluation or part of them, which are related to different cultural
settings.
Understand that the benefit of training is not only for the company but also on a personal level.

Phase Two: Training

LEARNING

Motivation is still essential, to keep learning over time. It is important to constantly monitor the
motivation of the participants. important the bond relationship between the trainer and the learner.

9. Foster a Positive Relationship Between the Trainer and Learner: Trust relationship, from their
own history and experience in the process for the coaches.
Confidence in the process, relating the effort of the company with the expected result not only at
the level of the Company, but also with the intention of improving the quality of life of its workers,
will make rethink those who do not have values of trust with the company.

10. Maximize Self-Directed Change: he skills are particular, so they are taught different approaches
to address the same problem, multiple alternatives. From cultural approaches, where everyone can
understand the different personalities they work with on a daily basis.

11. Set clear goals: improving behavioral goals over particular ones.
The objectives are multiple and possibly there are no particular objectives for some, but the clarity of
the general objective will chart a path for those who are not always committed

12. Break Goals into Manageable Steps: This allows to manage the motivation and the scalability of
the process.
Individual work to group work and interactions, builds confidence in the next steps to take. Avoid
frustrations with solid previous steps, make each area a team and work together. With activities
outside the office or during work hours.

13. Maximize Opportunities to Practice: "Practice makes perfect" - repetition for a long time until
stable habits and behaviors are formed, there must be more than one learning seminar or workshop,
the intention is to get rid of old habits, and give feedback.

Phase Three: Transfer and Maintenance:

Understand that people will return to their natural environment and there will be a leak or fragility
in everything learned, therefore it must be constantly reinforced.

20. Encourage Use of Skills on the Job: Develop role play, with interaction in different points of view
from time to time, thus developing empathy and self-knowledge at different levels, which will
help maintain motivation.

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 21. Provide an Organizational Culture that Supports Learning: Soft skill set, strengthen skills that are
not job specific. Improve the work environment, learning from their colleagues through work in
pairs.

Phase Four: Evaluating Change

22. Conduct on-going evaluation research: Evaluation is essential for promoting

effective training.
Optimal results or not, should be used to follow stimulation. See weak points and work with them.
Evaluations according to type of problem, such as lack of confidence, demotivation, or unwanted
level of IQ, or according to cultural behavior, can help group solutions, or the different segments of
participants.

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