Formative Assessment 1

Unit of Competency BSBLDR501 Develop and use emotional intelligence

Student’s name Suny Gurung

Satisfactory response
To be submitted as advised by your trainer/assessor Assessor use only
4 typed lines = 50 words, or 5 lines of handwritten text
Short Answer Yes No
As a minimum
1 Explain why emotional intelligence is, an important quality for a manager. ☐ ☐

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.

Quality for a manager are:

1. Leaders will have greater control over their emotions.

2. Employer/Employee relations will improve as managerial skills such as
effective communication and empathy work their magic.
3. Leadership will see positive changes in both engagement and production
among staff.
4. Employees will experience an emotionally healthier and more satisfying
work experience.
5. The work culture will become more inspirational as employees work
together successfully towards common goals.

Explain the five key principles of emotional intelligence as defined by

2 ☐ ☐
Daniel Goleman.

The five key principles of emotional intelligence as defined by Daniel Goleman are:
 1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your
emotions and your actions can affect the people around you. Being self-aware
when you're in a leadership position also means having a clear picture of
your strengths and weaknesses, and it means behaving with humility.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or
emotional decisions, stereotype people, or compromise their values. Self-regulation is all about
staying in control.

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high
standards for the quality of their work.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders
with empathy have the ability to put themselves in someone else's situation. They help develop
the people on their team, challenge others who are acting unfairly, give constructive feedback,
and listen to those who need it.
5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great
communicators. They're just as open to hearing bad news as good news, and they're expert at
getting their team to support them and be excited about a new mission or project. Leaders who
have good social skills are also good at managing change and resolving conflicts diplomatically.
They're rarely satisfied with leaving things as they are, but they don't sit back and make
everyone else do the work: they set an example with their own behavior.

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Formative Assessment 2
Unit of Competency BSBLDR501 Develop and use emotional intelligence

Student’s name
Satisfactory response
To be submitted as advised by your trainer/assessor Assessor use only
4 typed lines = 50 words, or 5 lines of handwritten text
Short Answer Yes No
As a minimum

Discuss each of the branches in The Four Branch Model of Emotional

1 ☐ ☐
Intelligence developed by Mayer and Salovey (1997).

The Four Branch Model of Emotional Intelligence developed by Mayer and Salovey (1997).
PERCEIVING EMOTION

1. Identify deceptive or dishonest emotional expressions.

2. Perceive emotions in other people through their vocal cues, facial expression, language, and behaviour.
3. Identify emotions in one’s own physical states, feelings, and thoughts.

 FACILITATING THOUGHT USING EMOTION

1. Select problems based on how one’s ongoing emotional state might facilitate cognition.
2. Leverage mood swings to generate different cognitive perspectives.
3. Prioritize thinking by directing attention according to present feeling

UNDERSTANDING EMOTIONS

1. Recognize cultural differences in the evaluation of emotions.

2. Understand how a person might feel in the future or under certain conditions (affective forecasting).
3. Recognize likely transitions among emotions such as from anger to satisfaction.

 MANAGING EMOTIONS

1. Effectively manage others’ emotions to achieve a desired outcome.

2. Effectively manage one’s own emotions to achieve a desired outcome.
3. Evaluate strategies to maintain, reduce, or intensify an emotional response.

Discuss the concept of emotional intelligence and its importance at work.

2 Address how emotional intelligence can be used to meet business objectives ☐ ☐
and build relationships in the workplace in your response.
Emotional intelligence is the capacity to understand and manage your emotions.
The skills involved in emotional intelligence are self-awareness, self-regulation,
motivation, empathy, and social skills. Recently, it has become a bit of a buzz
word in human resources departments across the globe but researchers are
saying that it is time emotional intelligence be taken seriously. 
Every day we make emotionally charged decisions. We feel plan A is better than
plan B and we sometimes make choices based on our emotions or gut feelings.
When we understand the origin and source of these emotions, especially when
working in a team, we are more at attuned to each other. With globalization,
emotional intelligence is more significant than ever when teams are cross-cultural
and global, increasing the complexity of interactions of emotions and how they
are expressed. Essentially, emotional intelligence in the workplaces comes down
to understanding, expressing and managing, good relationships and solving
problems under pressure

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Formative Assessment 3
Unit of Competency BSBLDR501 Develop and use emotional intelligence

Student’s name
Satisfactory response
To be submitted as advised by your trainer/assessor Assessor use only
4 typed lines = 50 words, or 5 lines of handwritten text
Short Answer Yes No
As a minimum

The Genos model of emotional intelligence involves six core skills.Summarise

1 ☐ ☐
the six core skills.

The Genos model of emotional intelligence involves six core skills are:
1. Emotional self-awareness
2. Emotional expression
3. Emotional awareness of others
4. Emotional reasoning
5. Emotional self-management
 Read the case study and answer the question below.
Case study of emotional intelligence: Why did her staff member leave?

The General Manager, Kimberley, told the other managers in a meeting that one
her staff members had left. Kimberley told them that the employee was valuable,
2 and she depended on her greatly. When Kimberley asked her why she was ☐ ☐
leaving she said, 'I don't feel appreciated'. Kimberley was dumbfounded. ‘Did
you ever tell her?’ one manager asked. ‘No’, she said. ‘I thought it was obvious.’

What could Kimberley have said to her employee? Discuss your response in
relation to the Genos model and the core skill the case study relates to.

Kimberley have to said the right things to their employee about the left staff. Suppose if I was a general
manager than I will ask to my staff about their problem and reason of leaving, If their response of leaving
like I don’t feel appreciated then I will try to convince them and try to make them happy. As being a
manager I have to appreciate every employee work and should motivate to them. Manager has to
supervise all the problem and solution in the workplace.

Read the case study and answer the question below.

A company director, John, needed to provide one of his senior managers with
feedback on his poor performance. The previous director had failed to approach
this manager on his poor performance, and it had been allowed to continue and
become entrenched.
John felt anxious about doing this as he was concerned his manager would get
upset and start blaming him, or worse still, get angry and undermine him later by
3 spreading malicious gossip. He was heard to say, ‘He is a senior manager, I ☐ ☐
shouldn't have to give him feedback; he should be self-motivated’. He felt
uncomfortable with strong displays of emotions and wasn't sure he had the skills
to handle them. He preferred to avoid conflict.

• Describe how a person with low emotional intelligence would respond to

this situation.
• Describe how a person with high emotional intelligence would respond to
this situation.
Low emotional intelligence refers to the inability to accurately perceive emotions (in both
 yourself and others) and to use that information to guide your thinking and actions.
Those people who have low intelligence emotion can not deal with this type of situition.
They cannot express their feeling to other people.

Emotionally intelligent people don't just understand emotions; they know what they're

good at and what they're terrible at. Having a high EQ means you know your strengths
and you know how to lean into them and use them to your full advantage while keeping
your weaknesses from holding you back. Those people who have high emotional
intelliegence can deal with this type of problem because they know what is the benefits after
giving the feedback. if the manager is not working actively then it may harm to the company and
the company will be in loss so as a being a company director we should not be scare to give the
feedback of our

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Formative Assessment 4
Unit of Competency BSBLDR501 Develop and use emotional intelligence

Student’s name
Satisfactory response
To be submitted as advised by your trainer/assessor Assessor use only
4 typed lines = 50 words, or 5 lines of handwritten text
Short Answer Yes No
As a minimum

Discuss how you can communicate effectively in a diverse workplace with

people from varying cultural backgrounds that express emotions differently to
1 you. Select three cultures and give an example for each of how a person from ☐ ☐
that culture may respond emotionally if a manager were to give them
outstanding feedback.

We have to follow this things when working in a diverse workplace with people from varying cultural
background.
1. 1. Speak slowly and clearly.
2. 2. Use short and simple sentences.
3. 3. Maintain normal volume.
4. 4. Use different words to express the same idea.
5. 5. Prioritise and sequence your instructions.
6. 6. Avoid jargon.
7. 7. Respond to expressed emotions.
 2 List four factors that are important in cross-cultural communication. ☐ ☐
Cross-cultural communication in an organization deals with understanding different
business customs, beliefs and communication strategies. Language differences, high-
context vs. low-context cultures, nonverbal differences, and power distance are major
factors that can affect cross-cultural communication.
 Below are some common situations in which employees feel anxious, scared,
3 angry or sad. Enter a response that is likely to trigger fear and a response that is ☐ ☐
less likely to trigger fear:

Response less likely to trigger

Situation Response likely to trigger fear
fear

Lisa makes a costly mistake at

work
Trigger to fear

Katie is about to make a

presentation to the senior
management team and is worried
Trigger to fear
it won’t go well.

It’s Melisa’s second month on the

job and she seems to have a
hard time learning and
Trigger to fear
remembering the job.

Wayne reports to you that a

fellow worker has been bullying Trigger to fear
him about his sexuality.

Marissa just ended a call with a

customer and seems very Trigger to fear
frustrated and angry.

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Assessment Method One – Emotional Intelligence Assessment

Application suggestions:
1. This assessment method is designed as a summative assessment method to be issued at the completion of training
delivery and due at a date to be determined, by your assessor, after the completion of the training delivery.
1. The submission must include an Assessment Cover Sheet and the date will be advised by your assessor.

2,000 words = Four (4) page typed report

A Substantial Submission 200 lines of handwritten text = 6 x A4 handwritten pages
As a minimum

Task Summary

There are two parts to this project.

• In Part A, you will need to identify aspects of your own emotional intelligence by completing a
personality test and a self-assessment.

In Part B of the assessment, you will need to develop an emotional intelligence development plan,
which you will develop based on your own self-assessment, as well as feedback from your assessor
provided to you in a meeting.

What do I need in order to complete this assessment?

• Access to textbooks and other learning materials (for Part A)

• A computer with Internet access and Microsoft Office (for Part A).
• Completed self-assessment (for Part B)
• Emotional intelligence development planning template (for Part B, refer to separate Word document)
When do I do this task?

• You will do this task in the classroom or as homework – your assessor will advise.

• Write in your due date as advised by your assessor: ……………………………………

What do I need to do if I get something wrong?

If your assessor sees that you have not completed all or part of the task correctly or marks any of your answers
as incorrect, they will talk to you about resubmission. You will only need to redo the parts of the task that are
incorrect, however you will need to resubmit the entire assessment.
 Part A: Emotional Intelligence Assessment

Instructions

Complete the personality test at the following link: Personality Test (www.123teat.com/personality-test)

Take a screen shot of the final results page of the test to send to your assessor.

Answer all of the questions below using the results of the test to guide your answers. Each question should be
answered within a paragraph or two and should be written in clear and concise English.

You are to use a word processing program to complete the questions.

1. Discuss your ratings for each of the five factors as identified in the personality test results. The discussion
should include your score for each of the factors and how you rate on each factor, as well as your strongest
personality trait as shown by your highest score.
2. Reflecting on the results, what stood out for you in terms of what it tells you about yourself as a person?
3. Thinking about the questions asked as part of the personality test and your learnings as part of this unit,
discuss five of your emotional strengths.
4. Thinking about the questions asked as part of the personality test and your learning as part of this unit,
discuss five of your emotional weaknesses.
5. Discuss how you believe the emotional strengths you have identified above will help your workplace
performance and relationships.
6. Discuss how you believe your emotional weaknesses could hinder your workplace performance and
relationships.

ANSWER
The five factors as identified in the personality test results are as followed:

Describing a low
The Big Five Percentil Describing a high range
range scoring Range
Factors e scoring person...
person...

Traditionalist • down-
to-earth • practical • Imaginative • open-
conservative • minded • experimental •
Openness to
experience prefers traditional 30 Low prefers creative
outlooks and conceptual problem-
technical problem- solving
solving

Conscientiousness Spontaneous • 65 Middl Conscientious •

 disciplined • efficient • well
disorganised • organised • likes precise

(Work Ethic) prefers flexible plans detail • strong sense of

e
• dislikes precise duty • (Very High scorers
details could be described as
workaholics)

Reserved • formal •
Outgoing • friendly •
serious • quiet •
Extraversion Middl assertive • likes working
prefers working 47
e with others • enjoys direct
alone • avoids direct
leadership roles
leadership roles

Hard-headed •
Compassionate • eager to
sceptical •
Agreeableness please • good natured •
competitive • proud • 73 High
prefers co-operation over
prefers competition
competition and conflict
over co-operation

Not easily upset in Experiences negative

Natural reactions stressful situations • Middl emotional reactions and

57
relaxed • resilient • e feelings of anxiety • prone
calm to worry • easily upset

The strongest personality trait as shown by my highest score is agreeableness its means that I am aperson
with a high level of agreeableness in a personality test is usually warm friendly and tactful. They generally
have an optimistic view of human and get along well with others.

Emotional strengths helps us to stay in our upper brain so that we can think more clearly and
decisively, feel less stressed, and experience greater calm. Other kinds of emotional
strengths are patience, confidence, optimism, and resilience.

five of your emotional strengths are:

Curiosity: The analytical skills they develop through their own sense of curiosity can be applied in other
contexts in our workplace and elsewhere. employers who ask questions are proactively engaged in their
environments and learn to anticipate both problems and solutions. Employer must show their interest while
performing the task.

Confidence
Thinking independently and expressing ideas with assurance are important characteristics that we hope to build
in workplace. Confident people are able to approach any situation knowing that they have the tools for success
within themselves. Confidence can be practiced in small and daily ways in a praise-centric and inclusive
environment.

Courage

Courage can be practiced, and courage can be learned. It is far different from the popular idea of “grit” which
sometimes seems to assume that if only a child will get tough, that child can overcome obstacles. Encourage
employers to apply those lessons in their own lives, knowing that if we have the courage to take risks, to make
ourselves vulnerable, it will pay off tenfold in positive results.

Hope

There is so much value optimism thinking, and believing that today’s efforts will produce good things for
yourself and for the world.

friendship

Knowing how to cultivate and nurture relationships is key to a successful future. Friendship is an equal playing
field where two people share a connection that fosters in them a deeper understanding of themselves. In
workplace we need to have good friendship relation with our co worker.

Kindness

Kindness is often underrated. And yet, it prevents bulying, fortifies every single human, and powers us forward
in the most challenging of times. It means being tender toward others in the world who are in need, both near
and far.

emotional weaknesses in workplace are listed below:

1. Frustration and irritation
2. Worry or nervousness
3. Anger or aggrVtion
4. Dislike
5. Disappointment or unhappiness
6. Fear, embarrassment or guilt
7. Pride
8. Being non-confrontational
9. Being condescending or belittling others
Emotional strength is the most important in our workplace because it help us to build more confident and can
perform the task easily. In workplace we need to maintain our relationship with our colleague because having a
good relationship can help us to perform the task easily and can work in team.

Knowing your own strengths and weaknesses gives you a better understanding of yourself and how

you function in your workplace. Also, Knowing your weaknesses gives you a clearer understanding of
things that may be holding you back, and you can then work around finding ways to not let your
weaknesses pull you behind.
7. Complete the following table about personal stressors at work. Identify sources of stress most likely to
result in workplace stress for you, your stress response and actions that you can take (or have taken) to
manage stress. (You will need to recreate this table in the word processor.)

What is your stress response

Personal stressor Actions to address
(emotional, physical, behavioural)?

bad management physical with the manager

practice

discrimination behavioural with the boss

poor relationship with emotional with the supervisor

colleagues and boss

job insecurity emotional with the manager

boring work physical

8. Review the following list of needs and choose at least three from the list that most trigger your emotions
when you don’t get these needs met. Consider this question in the context of the workplace.

 Acceptance  Respect  Be loved/liked

 Be understood  Be needed  Be valued
 Be in control  Be right  Be treated fairly
 Attention  Comfort  Freedom
 Peacefulness  Balance  Consistency
 Order  Variety  Included
 Safety  Predictability  Autonomy
 Fun  New challenges

Now create and complete the table below in Microsoft Word. Write down each need you have chosen and
why this need is important to you at work, an outline of the emotions triggered in you when you don’t get
these needs met and ways that you can control your emotions in the face of not having your needs met.

What is your emotional

Need and why this need is
response when this need is Emotional control mechanism
important to you at work
not met?

attention: attention can interpret when this need is not met then we need to share our problem
our ability to analyse and solve we cannot solve our problem. with the supervisor.
problems, particularly during
small issues.

respect: every staff need to if this is not me then we cannot need to be respectful with
respect each other in workplace promote teamwork and everyone.
increase productivity

safety: safety environment is workers can have injuried if this organisation should maintain
most needed in workplace. thing are not met. safe work environment.
 Assessment Method Two – Case Study
Application suggestions:
2. This assessment method is designed as a summative assessment method to be issued at the commencement of
training delivery and due at a date to be determined after the completion of the training delivery.
3. The submission must include an Assessment Cover Sheet and the date will be advised by your assessor.

1,000 words = Two (2) page typed report

Mid Submission 100 lines of handwritten text = 3 x A4 handwritten pages
As a minimum

Task Summary

You will need to review the case study below and answer a series of questions to show you can
recognise and respond to emotional states in others.

What do I need in order to complete this assessment?

• Case study information

• A computer with Internet access
• Access to Microsoft Office (or similar program).

When do I do this task?

• You will do this task in the classroom or as homework – your assessor will advise.
• Write in your due date as advised by your assessor: ………………………………………..

What do I need to do if I get something wrong?

If your assessor marks any part of your report as incorrect, you will need to rewrite the required sections.
Instructions
Review the following case study. 

Case Study: Beryl and Yuko

You are the Manager of a team of telemarketing staff for an online rental property business. The
business specialises in finding both commercial and residential tenants for landlords, as well as
matching landlords with tenants.
All staff work an eight-hour day from 9am to 5.30 pm, with 30 minutes for lunch.
Beryl is the Team Leader of the telemarketing group responsible for:
• supervision and mentoring of a telemarketing team of 8
• outbound sales calls to real estate agents, property managers and landlords
• appointment setting for field sales teams
• inbound query resolution and customer service
• maintenance of all customer contacts in the Customer Relationship Management system.
Beryl, aged 62, has been with the company for 3 years. She was born in Australia and she has
worked in sales most of her life. Beryl was hoping to retire at 60, but personal circumstances
have meant she is continuing to work. Beryl is a very hard worker and achieves above the
required results for signing up tenants and landlords.
One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has
been in Australia for 2 years. She speaks good English and although she is generally quiet she
gets on with her team members. She has always been very reliable with her attendance at work.
As the Operations Manager of the company and the overall manager of the team, you have
noticed recently that there is tension between Beryl and Yuko.
You have noticed that Beryl often ignores Yuko or addresses her through another member of
the team. You have also noticed Beryl whispering to other workers and you sense that this is in
relation to Yuko.
Yuko’s work performance is suffering and she is not making the required amount of daily calls to
sign up new tenants and landlords. Yuko has also become more withdrawn recently and tends
not to sit in the staff room anymore or attend staff social functions.
This situation is stressful for you as the Manager, as the team’s performance targets are not
being met and the situation seems to be having an effect on other staff members.
You have heard through another member of staff that Yuko feels that Beryl is racist and that
Beryl complains that she can’t understand Yuko’s accent and she feels Yuko is never very
enthusiastic about her work.
You would like to resolve this situation by getting Beryl and Yuko to understand each other’s
perspectives and to manage their emotions at work. At this stage there are no options for
moving either member of staff to another team.

You will need to answer all of the following questions in preparation for the meeting role play in Assessment
Task 4.
1. Based on a review of the scenario, what do you think could be possible range of emotions that Yuko
could be feeling? List at least five possibilities.
Answer
She is being ignore by beryl
She is being alone
She is being more stress
She cannot focus on her work
She cannot perform her task easily and she is being racist
9. Based on a review of the scenario, what are the possible ranges of emotions that Beryl could be feeling?
List at least five possibilities.

Answer
She is angry with yuko
She is in frusatation
She dislike her
She want to make her down
She is doing gossiping with other

10. Would you expect any cultural differences in emotions? Research differences between Australian and
Japanese expressions of emotions and describe differences you identify. List at least two.
Answer
In this scenario there is cultural difference between beryl and yuko because both of this worker belongs
from different countries whereas yuko is from japan. So, she in getting hard to understand English
language. So beryl is being irritates by her language.
11. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the opportunity to
express their thoughts and feelings? List at least two.
Answer
helping and encouraging them to be an expert or pro at what they do setting goals for individuals that are unique to that
person and reflect their abilities and personal aspirations using collaborative techniques that give team members some
control over the way things are done and a sense of ownership in the process coming up with new, different and better ways
of doing things and having an open mind when suggestions are made (and encouraging team members to do the same).

1. During a meeting, what techniques would you use to ensure that Beryl and Yuko have the
opportunity to reflect on the effect of their behaviour and emotions? List at least two.
Answer
using collaborative techniques that give team members some control over the way things are done and a sense of
ownership in the process coming up with new, different and better ways of doing things and having an open mind when
suggestions are made (and encouraging team members to do the same

12. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions?
Answer
self-control - Self-control is the ability to refrain from knee-jerk reactions in response to your emotions.
Trustworthiness- in the simplest terms, it means acting in a way that is aligned with your values.

13. Document a step-by-step approach for resolving the workplace situation.

Clarify what the disagreement is.
Clarifying involves getting to the heart of the conflict. The goal of this step is to get both sides to agree on
what the disagreement is. To do this, you need to discuss what needs are not being met on both sides of the
conflict and ensure mutual understanding. During the process, obtain as much information as possible on
each side’s point of view. Continue to ask questions until you are certain that all parties involved (you and those
on either side of the conflict) understand the issue. Establish a common goal for both parties.
14. In this step of the process, both sides agree on the desired outcome of the conflict. “When people know that
they’re working towards the same goal, then they’re more apt to participate truthfully to make sure that they
reach that end goal together.
Submit your word-processed answers to your assessor.

What do I need to hand in for this role play? Have I completed this?

Your answers to the questions (in an email) ☐

Version 1 Page 20 of 20 August 2018
Australian Institute of Science and Technology RTO # 30645 CRICOS # 03677G