Student Guide-bsbpef502-Chc50121–Cycle a-V2.0 2021 (1)

Student Guide
BSBPEF502 Develop and Use Emotional Intelligence
CHC50121
Diploma of Early Childhood Education and Care
Australian Learning Group Pty Ltd

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Contents
Topic 1: Develop emotional intelligence in self................................................................................ 4
Topic 2: Develop emotional intelligence in others......................................................................... 13
Topic 3: Utilise emotional intelligence to maximise team outcomes ....................................... 26
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STUDENT GUIDE-BSBPEF502-CHC50121–CYCLE A-V2.0 2021 Page 2
Overview
Application of the unit

This unit describes the skills and knowledge required to develop and use emotional intelligence to
increase self-awareness, self-management, social awareness and relationship management in the
workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on
information from a range of sources and who deal with unpredictable problems as part of their job
role. These individuals may be responsible for leading a team or work area.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Learning goals
Learning goals include:
• The student is able to develop emotional intelligence in self.
• The student is able to develop emotional intelligence in others.
Structured Study and Self-Study requirements

As part of the course you are studying, you are required to complete the Structured Study and
Self-study components. Tasks completed will be discussed in the classroom, to form part of your
learning. For success, aim to stay on top of your online study each week. Structured Study and
Self-Study tasks can be found on Canvas.
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Topic 1: Develop emotional intelligence in self
Emotional intelligence – what is it and why do we need it?

Emotional intelligence (EI) is the ability to recognise, understand and manage emotions in others
and ourselves. It’s not linked to general intelligence (IQ); in fact, some people have a high IQ but a
very low EI and vice versa. Often, people with a high EI are more successful than those with a high
IQ.
These skills are just as important as any other skills needed for work because they will improve our
people skills and help us be more successful at work.
Emotional intelligence is also vital to being a successful leader, so being emotionally intelligent can
assist in career progression and leadership ability. Emotional intelligence can also to help us
navigate the social complexities of the workplace, lead and motivate others, and assist team
members to be more productive.
Many companies now view emotional intelligence as being as important as technical ability and
require sometime test for emotional intelligence prior to hiring staff.
High levels of emotional intelligence can also assist in achieving a range of business objectives.
Emotional intelligence theory

The term emotional intelligence is a term created by two researchers, David R. Caruso and Peter
Salavoy.
The key principles of their theory related to emotional intelligence are:
• Perceiving emotions: the ability to detect and decipher emotions in faces, pictures, voices, and
cultural artefacts, including the ability to identify one's own emotions. This is aspect of
emotional intelligence makes all other processing of emotional information possible.
• Using emotions: the ability to harness emotions to facilitate various cognitive activities, such
as thinking and problem solving. The emotionally intelligent person can capitalize fully upon
his or her changing moods in order to best fit the task at hand.
• Understanding emotions: the ability to comprehend emotion language and to appreciate

complicated relationships among emotions.
• Managing emotions: the ability to regulate emotions in both ourselves and in others. The
emotionally intelligent person can harness emotions, even negative ones, and manage them to
achieve intended goals.
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Essential principles of emotional intelligence
The term emotional intelligence was popularised by a person named Daniel Goleman. Daniel
Goleman argues that the concept of emotional intelligence originates from neurology and the
emotional centres of the brain are involved in every thought and very opinion.
The essential principles of emotional intelligence as defined by Daniel Goleman are:
• knowing one’s emotions, strengths, weaknesses, drives, values and

Self-awareness goals and recognize their impact on others while using gut feelings to
guide decisions
• managing or redirecting one’s disruptive emotions and impulses and

Self-regulation
adapting to changing circumstances
Social skill • managing other’s emotions to move people in the desired direction
• recognising, understanding, and considering other people’s feelings

Empathy
especially when making decision
• motivating oneself and being driven to achieve for the sake of

Motivation
achievement
Activity: Read
Read the following article which goes further into the principles of emotional
intelligence:
https://www.educba.com/emotional-intelligence-at-workplace/
Exploring your own emotional intelligence

Exploring your own emotional intelligence is key, as you have to understand your own emotional
strengths and weaknesses and emotional triggers before you can understand the emotions of
others.
For example, consider all of the following situations that occur at work:
• meeting deadlines
• dealing with difficult people at work
• not having enough resources
• managing change
• dealing with setbacks and failure
• giving feedback to others
• receiving feedback.
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Being emotionally intelligent will help to manage such situations, but it is also important to
understand which situations are likely to trigger you, why this and occurs and what you can do
about it. For example, deadlines cause stress to most people, but people react in different ways.
Some might manage stress by retreating into themselves and internalising it, others may become
openly difficult.
Complete the following activity to find out more about your own emotional intelligence.
Activity: Emotional intelligence testing
Visit the Emotional Intelligence Institute website and complete the following
activities:
http://www.theeiinstitute.com/ei-tests/
1. Read through the information outlining the meaning of standardised emotional
intelligence assessment.
2. Complete the tests 1 and 2 that appear on the right of the website entitled “Quick
Quizzes”.
3. Summarise the results of the test and answer the following questions:
a) Are you surprised at the results presented at the end of the quiz? Explain your
answer.
b) What changes do you think you could make to ensure that you can
professionally control your emotional feelings in a workplace?
How do I become more emotionally intelligent?

There are many ways you can build your emotional intelligence. Consider the following:
• Identifying emotions – emotionally intelligent people reflect on their own emotions and
identify how they feel about a given situation or the person they are interacting with. So
identify how you are feeling when these feeling occur.
• Managing emotions – emotionally intelligent people manage their own emotions. This means
they can control their own behaviour so as to positively enhance a relationship rather than
undermine it. This can be hard sometimes but once you have identified a feeling and recognise
why it has occurred, managing it becomes easier. It also helps you not to take criticism
personally but to manage your response when dealing with this.
• Understanding emotions – emotionally intelligent people interpret their own feelings, as well
as the feelings of others. This about understating the “why” – why you feel a certain way when
you do. When you do this, you can have a deeper and more realistic understanding of a
situation that wouldn’t be possible without taking into account.
• Self-reflecting – emotionally intelligent people reflect on their own performance. They ask,
what did I learn from this, how can I improve my performance and what can I do differently
next time?
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Activity: Watch
Watch all of the following videos, and then complete the activity.
Leading with Emotional Intelligence in the Workplace by Carolyn Stern 30 Jan
2014.
Video: https://www.youtube.com/watch?v=OoLVo3snNA0 (03:37)
Addressing a real-life issue by Emily Bennington 18/03/2015.
Video: https://www.youtube.com/watch?v=_hX08-yokc4 (05:12)
Emotional Intelligence: How Good Leaders Become Great – 2014 UC Davis
Executive Leadership Program.
Video: https://www.youtube.com/watch?v=HA15YZlF_kM (33:38)
Write a short paragraph identifying any ideas, tips, recommendations or
interesting issues that arise from watching the videos and that you may like to
use for future reference.
Emotional intelligence activities

Now that you have found out more about leading with emotional intelligence and building
emotional intelligence, let’s go back to studying your own emotional intelligence in further detail by
completing all of the activities below.
Activity: Presentations: Road to Discovery – a self-assessment
Develop a short presentation (5 minutes) that addresses each of the following

points. Be honest and provide examples in a work context if possible:
• Identify your own emotional strengths and weaknesses by providing some
examples of workplace situations experienced.
• What are your triggers for stress at work? What happens to your emotional
state when these triggers occur? Can you control these emotional states, if
so how, if not what happens? List all your own potential emotional triggers
and then next to each write down what the appropriate emotional response
would be.
• Imagine that you have had a disagreement with one of your team – the
person in question has stormed out of the office yelling of unfair treatment.
Understanding your own emotional intelligence and how you react to
situations - how would you respond emotionally to this event? In what way
do you manage your emotions?
• How do you take on board feedback from work colleagues?
• In what way can you use self-reflection to improve or develop your own
emotional intelligence?
Deliver your presentation to a group of classmates or family members/friends.
Activity: Discuss
Using references from the materials and texts provided, address the following
statement:
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“Emotional triggers in the workplace can be controlled by the management of self-
awareness and development of emotional intelligence”.
Discuss with a peer.
Activity: Research and discuss
List all your emotional strengths and weaknesses and an example of how you have
recently demonstrated emotional intelligence. Next to each include a rating 1-5
(agree to strongly disagree).
Add a comments section and then distribute this to at least 5 colleagues or
classmates for their feedback.
Analyse their responses and write a small reflection at the end of your report.
Trainer to discuss: Resources for your independent structured self-study
Watch the following YouTube video
Daniel Goleman Introduces Emotional Intelligence
Daniel Goleman Introduces Emotional Intelligence | Big Think - YouTube
Activity - Discuss in the student forum
• Emotional Intelligence (EI), is an individual's ability to identify, evaluate,

control, and express emotions.
• IQ, or intelligence quotient, is used to determine the ability to learn,
understand and apply information to skills, logical reasoning, word
comprehension, abstract and spatial thinking, filter irrelevant
information.
Reflect on the two statements above.

In the student forum, post your answer to the following:
• List two (2) advantages of individuals with high EI in the workplace.
• List two (2) advantages of individuals with high IQ in the workplace.
• What's more important to be a good leader, IQ or EI? Why?
Review the answers of other students and comment on at least two posts
from other students.
Read the following article/learning resource
When It Comes To Success In Business, EQ Eats IQ For Breakfast.
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When It Comes To Success In Business, EQ Eats IQ For Breakfast
(forbes.com)
Activity - Reflection
Reflect on the article 'When It Comes To Success In Business, EQ Eats IQ For

Breakfast.'
The article states: It turns out, success in both life and business is a matter
of emotion, relationships, and character, rather than raw intelligence.
• Describe a leader you worked with that had a high level of EI. Did EI
contribute to their leadership skills and success in the workplace? How?
• How could EI help you become a good leader in the workplace?
eBook – Leadership and Management: Theory and Practice – Read
• Chapter 5.1 Understanding yourself

• Chapter 5.4 Nurturing your emotional intelligence
• Chapter 5.5 Managing your career and professional development (up to
'How you work best')
What is Self-Awareness? - Emotional Intelligence
What is Self Awareness? - Emotional Intelligence #2 - YouTube
Self-Awareness
https://www.skillsyouneed.com/ps/self-awareness.html
1. Use the following list of feelings to describe how you felt in the past 24
hours: Practices-FeelingsSensations.pdf (hoffmaninstitute.org)
2. Review the list of feelings; pick four (4) you felt. Can you identify why
you felt like that? Note your reflection against each feeling you listed.
Feeling Reflection
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1. Read the following article about personal strengths and weaknesses

defined: Personal Strengths Defined (+ List of 92 Personal Strengths)
(positivepsychology.com)
https://www.diffen.com/difference/Category:Emotions
2. Identify five (5) personal emotional strengths and five personal
emotional weaknesses.
3. What criteria did you use to identify your strengths and weaknesses?
Strengths Weaknesses
Criteria:
Activity - Research – Bring Back to Class
Research what criteria could be used to identify emotional strengths and

weaknesses.
Identify 2-3 criteria and bring them back to class for discussion.
Managing Stress: Good for Your Health
https://www.YouTube.com/watch?v=15GaKTP0gFE
Simon Sinek on Seeking Honest Feedback to Get Better

https://www.YouTube.com/watch?v=0iGYp3vTabU
Stress at Work
https://www.helpguide.org/articles/stress/stress-in-the-workplace.htm
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Review the type of stressors listed on Types of Stressors (healthylife.com)
(listed in the table below), and think about an example of each stressor in your
personal life.
Stressor Example
Ripple Effect Stressors: These are stressors
that, like a stone thrown into the water,
ripple off in response to a change or life
event. One occurrence can continue to
cause other daily stressors. Example:
Divorce.
What is your example?
Chronic Stressors: These are long-term
stressful situations that have no resolution
in sight. Example: Constant deadlines,
overcrowded working conditions. What is
your Example?
Acute Stressors: These are short-term
stressful situations that will soon be
resolved. Example: Car runs out of gas;
short term illness.
Not Knowing Stressors: These stressors are
due to not knowing the who, what, when,
where, or how of a situation. Example:
Traveling in an unfamiliar city; being new on
the job or project.
Personal or Non-Personal Stressors: These
stressors are caused by things that cannot
be controlled. Example: Being stuck in a
snowstorm.
Trigger Stressors: These are reminders of
past stress that produce a renewed stress
response. Example: Watching workers on a
tall building reminds you of your fear of
heights.
What is your Example?
Daily Hassles: Those minor annoyances that
happen daily can add up to become a big
part of your stress load. Example: Concern
about health, weight, or fitness; money;
wasting time; being lonely; performance
anxiety.
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Self-Regulation | Self-management
Self-Regulation | Self-Management | SkillsYouNeed
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Topic 2: Develop emotional intelligence in others
The previous topic focussed on identifying one’s own emotional intelligence and how it can impact
others at work. This topic focuses on the emotional intelligence of others i.e. recognising other’s
strengths and weaknesses and being able to manage this.
Emotional cues
Recognising emotional cues will assist in identifying the emotional states of others, which in turn
will help towards managing your team.
Emotional cues can be provided through speech, facial expressions or situational cues.
Differences in emotional cues can also result from:
Cultural Generational A person’s well-

Age
differences differences being
Activity: Read
Read the following article:

https://m.wikihow.com/Read-Others%27-Emotions
Take any notes to summarise what you have read and keep for future reference.
Individually complete this body language quiz to test your emotional intelligence
for how well you read other people:
http://greatergood.berkeley.edu/ei_quiz/
Do you agree with the outcome of the test about yourself?
Activity: Reflect
Thinking about a past work situation or your ideas about the workplace – make
notes about the following questions:
1. How aware are you of the impact of your emotional behaviour on others in
your workplace? Provide examples.
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2. What signals may you be giving, which prevent colleagues/team members
from expressing their feelings?
3. Do you keep the emotional problems of others at a distance?
4. How would you respond to a co-worker who was constantly aggressive in
their behaviour toward you in situations where you were requesting work
from them?
5. Is there any gender bias in your emotional behaviour when dealing with team
members? Provide examples of ways you do or alternatively how you make
considerations.
6. List 4 of the most important positive emotions, which leaders should develop
in order to motivate and influence staff.
7. Provide an example of a situation whereby you found it difficult to regulate
your emotions. Looking back at this situation, what do you think you could
have done to avoid it?
8. Do you provide positive feedback to staff/team members or fellow workers?
If so, why do you? What form does the feedback take? How did the recipients
respond?
9. Are you prepared to receive feedback from staff/team members or fellow
workers?
10. Assume you have to provide feedback to a member of staff, which requires
them to change their emotional behaviour at work. How would you provide
this feedback? What qualities and skills do you need in order to handle this in
a sensitive and productive manner?
Take any notes on your reflection and keep for future reference.
Emotional Intelligence – develop a plan

Development plans provide goals with actions and targets that can be used to support employees
in their workplace development.
An emotional intelligence development plan, for example, could have identified areas of emotional
intelligence development that has been identified with actions for improvement.
Area of emotional intelligence development: To improve self-awareness of emotions
Action: Keep a journal to reflect on feelings, reactions, emotions and why these may occur.
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Cultural differences
Emotions vary tremendously across cultures both in terms of expression and meaning. For
example, a blank stare in one culture may not necessarily translate into lack of interest as it would
in a Western culture. Similarly, self-control and modesty are considered to be important
characteristics in some cultures and so to show too much enthusiasm in front of a superior may be
seen as showing off.
Activity: Watch
Watch the following video on displays of emotion.

Video: https://www.youtube.com/watch?v=RwDDb_h2i0A (02:16)
Activity: Group work
Divide into pairs for this activity.

Compare two different cultures (for example, Australia and Japan)
You will need to use the Internet to research emotional cues that would differ
between the two.
List at least 5 and provide a comparison.
Communication in a diverse workforce

There are a range of techniques that should be borne in mind when communicating with a diverse
workforce:
• Using active listening techniques will assist in clarifying information provided especially where
the communication appears irrelevant or unclear.
• Keeping messages simple and concise is important when giving instructions. It is also
important to check that the person has understood the information by asking them to repeat
key points.
• Develop an understanding of other cultures to assist in understanding cultural differences and
how these may affect communication. Then understanding can be used to inform
communication.
Read through the main points of the following document:

https://www.oxfam.org.au/wp-content/uploads/2015/11/2015-74-ATSI-
Cultural-Protocols-update_WEB.pdf
Were you aware of the cultural protocols synonymous with Indigenous
Australians?
Are you originally from another country? Do you know your cultural heritage?
Write a brief background of your country of birth, the Indigenous culture of that
country and what the protocols are for that culture.
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Read the following case study and consider the questions that follow:
Steve was an enthusiastic and committed member of the leadership team. When
he returned to work, after a holiday, he seemed withdrawn and preoccupied.
Recently he has been contributing very little to team meetings. Members of the
team are expressing concern about Steve’s behaviour, which is beginning to
affect the morale of the team. A number of people have mentioned that Karen
may have something to do with it.
1. You approach Karen and ask if she knew anything about Steve’s situation.
She replied, “He has a problem with me calling him Steve “The Greek”, but I
think it’s cute.
2. As the leader of the team how would you deal with this situation? Write
down some guidelines, which may help to resolve the problem. Consider
how you would approach Steve, discuss the problem, acknowledge his
feelings, promote diversity, encourage him to discuss his feelings, come to a
solution, provide feedback to the team.
3. What are the likely consequences of failing to take action?
Read the following article on helping someone develop emotional intelligence:

https://hbr.org/2015/04/how-to-help-someone-develop-emotional-
intelligence
Refer back to the case study Steve “the Greek” Papadopoulos.
Karen has sent you an email saying she doesn’t understand his problem.
Create an Emotional Intelligence development plan for Karen.
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Building effective workplace relationships
All of the following strategies assist with building effective workplace relationships and allow
flexibility and adaptability in dealing with others, as well as ensuring consideration of the emotion
of others when making decisions:
• Providing opportunities for others to express thoughts and feelings – giving others the
opportunity to express their thoughts and feelings is a key principle of emotional intelligence.
Gives others this opportunity to assist you to understand others’ point of view and also
minimising the chance of misinterpretation of others’ thoughts and feelings. Allowing this also
assists in building trust, which will strengthen workplace relationships,
• Encouraging others to develop their emotional intelligence – when all of the team, has high
emotional intelligence the team works more efficiently and is more cohesive. Thus, fostering
this quality in others is important. This can be done in a number of ways, such as through
mentoring, shadowing or coaching.
• Asking for input – asking for input assists in building a positive emotional climate and is a sign
of an emotionally intelligent manger. Input from the team can assist in developing new and
innovative ideas, as well as promoting cooperative workplace relationships.
• Delegating tasks – an emotionally intelligent manager will delegate tasks to the team. These
skills will also assist the manager to identify which tasks to delegate to which members of the
team, as the Manager will recognise the strengths of each team member.
For this activity divide into pairs.

Each member is to role play an emotional situation in the workplace. For
example, an argument, someone being bullied, a person who lacks social skills, a
situation where two work colleagues constantly upset each other. Each person
in the team should role-play a certain emotion.
Write out the situation.
Role play the situation.
Now each independently consider the role play:
• List down techniques that could be used to demonstrate flexibility and
adaptability in dealing with others in a situation such as this.
• What were the emotional cues?
• Identify how you would respond to a situation such as this.
Now re-play the role-play, taking into consideration the emotions of the other
person and apply the techniques identified earlier.
Review the second role play and summarise your responses in a typed
document. Submit this, along with your role play and your responses to your
trainer/assessor for feedback.
Submit all work as professionally written documents within the timeframe
allocated. Your trainer/assessor will provide your group with feedback.
Activity: Watch
Watch the following video by Rosemarie Perla on positivity in the workplace.

Video: https://www.youtube.com/watch?v=HSSrVW_zYK4 (03:19)
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Managers can promote emotional intelligence in others in a number of ways:
• creating opportunities for others to express their thoughts and feelings
• assisting others to understand the effect of their behaviour and emotions on others in the
workplace
• developing and implementing plans to encourage the self-management of emotions in others
• developing and implementing plans to encourage others to develop their own emotional
intelligence, to build productive relationships, and maximise workplace outcomes.
All of these ways are explored below.
Creating opportunities for others to express their thoughts and

feelings
Creating opportunities for others to express their thoughts and feelings can be done in a number
of ways such as through meetings, one to one meetings or survey. However, the underlying
important skill here is effective communication.
Understanding communication in order to effectively communicate is also important.
Verbal communication is mainly the spoken word but can also cover the use of written words as
well as signage and graphics.
Non-verbal communication is anything you do that surrounds and supplements your verbal
communication.
It is vital to be aware of the presence of non-verbal communication and learn how to control it and
interpret it as the spoken word does not occur in isolation when communicating.
Non-verbal communication is the reason for the phrase “It’s not what you say that counts, but how
you say it”. Non-verbal communication is also referred to as ‘body language’.
Elements of verbal communication to be aware of and that can influence the way your
communications are received and interpreted are:
• the choice of tongue – that is, whether or not English or another language is used.
• the level of formality or familiarity used.
• The choice of individual words.
• whether or not abbreviations are used.
• the use of colloquialisms.
• the use of jargon or industry terms.
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Non-verbal communication is anything other than speaking that relates to the spoken word.
When communicating you need to be aware of
these background factors that have an
enormous on how messages are interpreted
and whether or not the other party believes
what you are saying.
• The rate at which you speak.
• Your tone of voice and any intonations.
• The pauses you take.
• The emphasis you give to certain words.
• The pitch of your voice.
• How loudly or softly you speak.
• Gestures used.
• Facial expressions.
• How close you stand to people when you
talk.
• Amount of eye contact.
It is vital to understand the following:
• For verbal communication to be believed,
there needs to be alignment between the
words used and the non-verbal Image by Jessica Da Rosa on Unsplash
communication displayed.
• Where there is no alignment between the verbal and non-verbal communication the other
party will usually believe what they have gleaned from the non-verbal communication and not
the spoken word.
Activity: Read
Difference between verbal and nonverbal communication:

https://difference.guru/difference-between-verbal-and-nonverbal-
communication/
Managing nonverbal communication in the workplace:
https://roubler.com/au/nonverbal-communication-workplace/
Nonverbal communication in the workplace:
https://www.thebalancecareers.com/nonverbal-communication-in-the-
workplace-1918470.
Look at the person sitting next to you – what is their body language – are they
listening to the trainer/assessor, are they interested?
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Effective listening techniques
Active listening skills are essential skills in life today! Active listening means paying attention to the
speaker – both to verbal and non-verbal cues.
We are often distracted by our own thoughts, feelings and opinions and so tend to hear what we
want to hear or expect to hear. Active listening requires us to suspend our internal thoughts and
give your full attention to the speaker. If we are in a conversation with someone and we let our
minds wander, we may miss an important piece of information, which can be embarrassing later or
even damaging for the business.
Active listening skills include:
• Facing the other person – so they can read your facial expressions and you can see and read
theirs.
• Paying attention to the other person and avoiding distractions and interruptions – focussing
on what is being said.
• Asking questions to show you are engaged, encourage the other person to continue talking
and obtain more information.
• Encouraging them to keep talking through a variety of strategies – such as smiling, nodding,
saying “I see”, “Interesting” or “Go on”.
• Taking notes to demonstrate you are paying attention.
• Leaning slightly forward and making eye contact to show interest.
• Paraphrasing what the other person says to prove you have heard and understood.
• Not interrupting.
• Empathising with the other person – factoring in how they are feeling as well as what they are
saying.
• Not being judgemental about what the other person is saying.
• Forming visualisations of what they are talking about.
• Looking for emphasis they pace on certain words – or how they state certain facts or phrases.
• Factoring in their body language.
• Reading between the lines.
Activity: Watch
Watch the following vidoes on ffective listening skills.

Video: https://www.youtube.com/watch?v=IwWj_SfDpzg (05:26)
Video: https://www.bbc.co.uk/teach/skillswise/listening-for-specifics/zrfqrj6
(01:13)
Complete the following in pairs:

Student A gives the following information to Student B:
A short description of a favourite holiday destination
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A short description of a favourite film
Student B is required to listen carefully so they can recall the information later
and tell the class.
Then Student B gives their information to Student A.
When all students have exchanged information in pairs, they share their
partner’s information to the whole group.
Discuss if all information was heard correctly and therefore if active listening
skills were applied.
Assist others to understand the effect they have on others

As a manager or team leader you can promote emotional intelligence by helping your team to
understand how their behaviour and emotions impact on others.
The best way to do this would be to discuss case studies at, for example, a training session. This
depersonalises the issues and is easier for people to take on board. For example, at work you may
have a team member is constantly angry and this impacts the people around them negatively.
Instead of talking directly about this behaviour, a manager could hold a training session about the
impact of such behaviour. Of course, there may be times that there is no other way than to talk to
the person directly.
Developing and implementing plans

It is important for a manger to develop and implement plans to encourage the self-management of
emotions in others and to encourage others to develop their own emotional intelligence, to build
productive relationships, and maximise workplace outcomes.
Plans can be varied such as:
Carrying out motivational teamwork

exercises that help promote
communication and motivation Conducting training sessions
among workers can encourage
positive workplace interactions.
Holding regular meeting to discuss

Organising social events
well being
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The trainer/assessor will provide you with a sheet of paper and some
instructions.
Activity: Watch
Watch this short clip after the exercise, which demonstrates a team building
exercise.
Video: https://www.youtube.com/watch?v=C4Q_s0_txrQ (01:54)
Divide into pairs.

Refer back to the activity Steve “the Greek” Papadopoulos.
You are to both consider the Emotional Intelligence development plan for Karen
that you wrote.
The following email was received from Karen.
“I received your “EI ‘development’ plan” and I think this is a joke!!! I was only
being friendly and don’t understand why this is so important to Steve, I mean he
is the ONLY Greek guy working here. I’m so annoyed, he always wants attention,
it’s all about him wanting to have my job!”
Karen has been showing resentment toward Steve and on many occasions is
being rude and argumentative. This is affecting the team and a number of staff
have complained that Karen is “not being empathetic to Steve’s cultural
background”.
Develop a plan that will enable Karen to self-manage her emotions and develop
her own emotional intelligence so that she can have a productive relationship
with Steve. Think about how you can create an opportunity for Karen to express
her thoughts and feelings in a better way.
Write an email to Karen, outlining what you have decided to implement and why.
Arrange to meet with Karen to discuss. Ensure that your email encourages her to
understand the effect of her behaviour and emotions on others in the workplace.
RTO 91165 CRICOS 03071E ACN 112 741 723

eBook – Leadership and Management: Theory and Practice – Read
• Chapter 6.2 Gathering good information

• Chapter 6.3 Giving good information
• Chapter 6.4 Managing your metacommunications
Develop four (4) questions that you could use to seek feedback from others to
identify and confirm how to respond to emotional stressors in the workplace.
Post your questions in the student forum.
Review the answers of at least one other student and provide them with
feedback about their questions: Would they support the organisation in
understanding what stressors are experienced in the workplace? Why? Would
you change anything in the way the questions were formulated? Be
constructive when providing feedback.
How To Master Your Emotions - Emotional Intelligence

https://www.YouTube.com/watch?v=4D9RCuU-wqo
Read the following article
Emotional Intelligence Has 12 Elements. Which Do You Need to Work On?

Emotional Intelligence Has 12 Elements. Which Do You Need to Work On?
(hbr.org)
Activity – Bring Back to Class
Reflect on the article 'Emotional Intelligence Has 12 Elements. Which Do You

Need to Work On?'
The article talks about EI emotional domains and competencies.
• Rank the EI competencies in order of importance for effective leadership.

• In class, present your ranking and discuss it in a group.
• Would you change your ranking after listening to the work of other
students?
RTO 91165 CRICOS 03071E ACN 112 741 723

Test your EI at Emotional Intelligence Test - Global Leadership Foundation
Reflect on the outcome of the test and identify improvement areas for your EI.
Improvements:
Fill the blanks
• Emotional Intelligence (EI), is an individual's ability to ______, evaluate,

_____, and express _______.
• IQ, or intelligence quotient, is used to determine the ______ to learn,
understand and apply information to skills, logical _______, word
comprehension, ______and spatial thinking, filter irrelevant _______.
True or False?
1. The four areas of self-awareness, according to the Johari Window, are:

• Big area, Blind Area, Closed area, Unknown area.
2. The unknown area in the Johari Window is the vast area of the
unconscious.
3. Saying one thing and doing another indicates poor self-awareness and
makes people difficult to work with.
4. People with high EI cannot monitor their own and other people's emotions
and cannot use that information to guide their thinking and actions.
5. When the physical responses to stress aren't dealt with, nothing happens.
6. Learn to recognise your own physical, emotional and behavioural

responses to stress. These alert you to the presence of a stressor so you
can deal with it.
Match the definition with its explanation
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About understanding emotions
Perceiving How well you manage what you feel

and others.
Understanding Ability to recognise different feelings.
Regulating emotions Ability to identify the causes and
consequences of different feelings.
About stressor
Ripple Effect Stressors These are reminders of past stress that produce a
renewed stress response.
Chronic Stressors These stressors are due to not knowing the who,
what, when, where, or how of a situation.
Acute Stressors These are long-term stressful situations that have
no resolution in sight.
Not Knowing Stressors These are stressors that, like a stone thrown into
the water, ripple off in response to a change or life
event. One occurrence can continue to cause other
daily stressors.
Personal or Non- Those minor annoyances that happen daily can add
Personal Stressors up to become a big part of your stress load.
Trigger Stressors These are short-term stressful situations that will
soon be resolved.
Daily Hassles These stressors are due to not knowing the who,
what, when, where, or how of a situation
Short Answers
1. Name two (2) possible physical responses to stress.
2. How can you avoid burnout? List two (2) ways.
3. How can managers or employers reduce stress at work? List two ways.
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Topic 3: Utilise emotional intelligence to maximise team
outcomes
As a manager an important role will be to create a positive, inclusive emotional climate in the
workplace.
Creating positivity in the workplace

Building a positive workplace can:
create a positive culture boost employee well-being produce better results
allow the organisation to

become an employer of increase productivity
choice
Promoting positivity in the workplace can be through:

• using positive messages
• being thankful toward employee’s performance
• appreciating little wins
• developing relationships
• smiling and being positive about your work.
Team building
Team building is an important aspect to developing emotional intelligence and positivity in the
workplace. They are recognised as having a positive effect, energising teams and building
relationships.
Team building can be carried out through:
• team meetings held in unusual places, such as having a breakfast meeting in a cafe
• quotes placed around the office promoting positivity
• away days to adventure parks
• fun days
• competitions such as softball/rounders
• team building exercises.
•
Activity: Read
See the following team building activities used to develop a positive workplace:
https://www.proofhub.com/articles/team-building-activities-for-workplace
RTO 91165 CRICOS 03071E ACN 112 741 723

There are also some specific strategies that can be used to maximise team outcomes and pass on
emotional intelligence tips. These include mentoring and coaching.
Mentoring
Mentoring in the context of a workplace is where a mentor assists a mentee to achieve their goals
through passing on their own knowledge, skills and experience according to a structured
mentoring approach.
Mentoring is a good way to assist staff in developing skills at little or no cost as it focuses on using
existing staff to develop skills and can also assist in employee retention.
For example, mentoring could work well in relation to developing the skills of a team member where
the manager works with the staff member through a mentoring arrangement to develop the skills
required and that are also specific to the organisation’s needs (which formal accredited or non-
accredited training may not be).
Activity: Read
There are numerous sources of excellent information about mentoring. Here are two
sources of information that you could review:
https://www.business.qld.gov.au/running-business/employing/staff-
development/mentoring
https://www1.health.gov.au/internet/publications/publishing.nsf/Content/drugtreat
-pubs-front1-wk-toc~drugtreat-pubs-front1-wk-secb~drugtreat-pubs-front1-wk-
secb-3~drugtreat-pubs-front1-wk-secb-3-3
Coaching
Coaching differs to mentoring in that it tends to be task based and therefore focussing on specific
issues that a staff member may need assistance on. An expert coach is required who can teach
the coachee to develop the required skills. This can be another staff member. Once the coachee
successfully acquires the skills, the coach is no longer needed. Therefore, again this differs from
mentoring which is usually long term.
Coaching can be an approach easily adopted within an RTO. For example, if a staff member needs
to be trained in managing staff, coaching could be the best approach rather than sending the staff
member off to formal training.
Activity: Watch
Watch this short video about the coaching and mentoring and the
differences.
Video: https://www.youtube.com/watch?v=3fFQiLOtDkc (02:58)
RTO 91165 CRICOS 03071E ACN 112 741 723

Divide into pairs.

Refer back to the activity Steve “the Greek” Papadopoulos.
Discuss: How can you promote a positive emotional climate in the workplace?
What emotional strengths would you look for in this team?
List ways that you could encourage the team to be emotionally positive.
Divide into groups of 3 or 4. Each group should undertake the following tasks:
Part One: Promoting a positive emotional climate
1. Each group member to list down their emotional strengths used in workplace
situations.
2. Using the table provided, and the list of emotional strengths identified in ii),
each team member should consider the workplace outcomes listed, then
provide an example or situation of how this could be undertaken and by
whom. This will require the group to discuss the best person for each
outcome.
3. List some slogans that could be used for posters, which could be displayed in
the workplace to promote a positive emotional climate in the workplace.
4. Research a team building exercise that will encourage positivity in the
workplace.
Part two: Prepare the team building exercise researched, so that it can be
undertaken in the classroom (allow 10-15mins).
Each member of the team should have a part in preparing/delivering the team
building exercise prepared earlier, dependent on his or her own skills.
The team therefore will need to spend time discussing the role for each team
member and the approach that they will take to deliver the activity to the rest of
the class.
Each team should present their team building exercise to the class.
RTO 91165 CRICOS 03071E ACN 112 741 723

E-book – Leadership and Management: Theory and Practice – Read
• Chapter 13.1 Understanding teams

• Chapter 13.4 Building and maintaining your team
7 Ways To Read Other People's Energy And Emotions
https://www.YouTube.com/watch?v=msYwWr5twUY
Research how EI can support team development.

Summarise the key points of your research (50-100 words) and bring it back to
class for discussion.
Brené Brown on Empathy

https://www.YouTube.com/watch?v=1Evwgu369Jw&t=4s
Logic Vs Emotion: How To Win The Battle And Make Better Decisions Every Day
https://www.YouTube.com/watch?v=3CZgF9h6Lys
Reflect on the video 'Brene' Brown on empathy.'
• Think about a time when you displayed empathy and a time when you
demonstrated sympathy.
• What could you improve when managing others with empathy?
Empathy Sympathy
Improvements:
Read the following article/learning resources
RTO 91165 CRICOS 03071E ACN 112 741 723

Recognising and Managing Emotions
https://www.skillsyouneed.com/ps/managing-emotions.html
Managing emotions in the workplace (employees' and yours)

https://officevibe.com/blog/managing-emotions-in-the-workplace
Activities That Improve Empathetic Responding in the Workplace

https://smallbusiness.chron.com/activities-improve-empathetic-responding-
workplace-23966.html
Activity - Scenario
Scenario:
One of your team members has just received bad news from home. They are
crying and refuse/ are unable to talk about it.
How would you manage the situation?
Summarise actions.
Decision-Making in Organizations
https://www.YouTube.com/watch?v=w9Cg3_5Bfuw
Simon Sinek - Leaders should have Empathy and Perspective

https://www.YouTube.com/watch?v=j0rN73zXcfI
Assume that you are working on a class project with three other students.

• List two (2) methods you can use to analyse and document the emotional
responses of the other students in the group.
• List two (2) techniques that you could use to apply flexibility and
adaptability in group work.
• List two (2) techniques that you could use to consider the emotions of
others when making decisions for the group.
feedback about their answers, for example: would they be effective working in
a group? Why? Have they listed methods and techniques relevant to EI? What
could they improve?
Be constructive when providing feedback.
RTO 91165 CRICOS 03071E ACN 112 741 723

Empathy Is An Essential Leadership Skill -- And There's Nothing Soft About It
https://www.forbes.com/sites/prudygourguechon/2017/12/26/empathy-is-
an-essential-leadership-skill-and-theres-nothing-soft-about-
it/?sh=420fdf6f2b9d
6 Important Workplace Adaptability Skills

https://www.indeed.com/career-advice/career-development/adaptability-
skills
Social skills in Emotional Intelligence

https://www.skillsyouneed.com/ips/social-skills-emotional-intelligence.html
E-book – Leadership and Management: Theory and Practice – Read
• Chapter 13.5 Supporting your team

• Chapter 29.1 Establishing a learning environment
• Chapter 29.2 Identify learning needs and plan to meet them – except career
pathing, prepare a business case when needed
• Chapter 29.3 Helping people learn
• Chapter 29.4 Delivering training
Leading with Emotional Intelligence in the Workplace

https://www.youtube.com/watch?v=OoLVo3snNA0
Spotlight on Leadership: Emotional Intelligence

https://www.youtube.com/watch?v=Yosh5o64uj0
7 ways to create emotional intelligent teams

https://execed.economist.com/blog/guest-post/7-ways-create-emotionally-
intelligent-teams
How to Help Someone Develop Emotional Intelligence

https://hbr.org/2015/04/how-to-help-someone-develop-emotional-
intelligence
Reflect on the article ' 7 ways to create emotional intelligent teams'.

• Share your experience working with a team with low EI.
• Was the team effective? Was the leader encouraging the development of EI
in the team? What could have been improved?
RTO 91165 CRICOS 03071E ACN 112 741 723

feedback about their answers, for example: have they fully considered the
impact of EI on team effectiveness? Have they reflected on the role of the
leader in improving EI in the team? Can you relate your own experience to the
answer of the other student? How?
Assume that you are working on a class project with three other students.

• List two (2) methods you could use to identify EI development needs.
• Assuming that all group members require EI training, develop a brief
learning plan for the group.
Template for the learning plan.
Topic Training Expected Resources

option/activity outcome
(Skills and
knowledge)
feedback; for example: are the methods to identify learning needs effective?
Why? Is the learning plan feasible? What would you change? What would you
consider best practice?
Strategies to become more emotional intelligent | Daniel Goleman | WOBI

https://www.youtube.com/watch?v=pt74vK9pgIA
Research three (3) training opportunities to develop EI, for example, online
learning.
Bring your list of opportunities back to class for discussion.
Questions
True or False?
RTO 91165 CRICOS 03071E ACN 112 741 723

1. To communicate effectively, someone – a receiver – needs to deliver a
message so that someone else – a sender – grasps it in the same way.
2. Open questions encourage elaboration and help you draw out the whole
story.
3. When the speaker expresses several feelings, reflect on the first one
because that's usually the most accurate.
4. Confidence in a team is about recognising team members' care and

concern for each other and faith in each other's honesty and ability to
deliver results and honour their other commitments.
5. When building individual team members' emotional intelligence, you could

conduct a gap analysis and encourage the team member to develop a plan
for bridging the gap.
6. You don't need to know what hurdles are and how to hurdle them before
creating learning opportunities for EI in a team.
7. The question is not whether how to train but to train.
8. The more you involve employees in identifying their own learning needs
about EI, the more readily they accept the need and look forward to
extending their knowledge and skills in emotional intelligence.
Match the definition with its explanation.
Communication
Interorganisational Communication between groups within an

organisation
Intraorganisational Communication between individuals
Intergroup Communication between organisations
Intragroup Communication with yourself
RTO 91165 CRICOS 03071E ACN 112 741 723

Interpersonal Communication within a group or team
Intrapersonal Communication within organisation
Learning style.
Activists They learn well from concepts, models and

theories.
Pragmatists They prefer to listen and observe others
before having a go themselves.
Reflectors They need to know how to apply what they
learn
Theorists They learn by doing.
Short Answers
1. List three (3) communication barriers.
2. What are the three critical ingredients of a team's EI?
3. What are the three groups of roles managers play?
4. What are the three (3) critical ingredients of a team's EI?
5. List three (3) actions you could take to develop your team's EI.
6. What are the steps to undertake when a team is in crisis?
7. How can you pinpoint EI learning needs in team members?
8. List three (3) training methods you could use to help a team member
develop EI.
RTO 91165 CRICOS 03071E ACN 112 741 723

9. List three (3) tips for effective EI coaching and mentoring.
RTO 91165 CRICOS 03071E ACN 112 741 723


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Student Guide

BSBPEF502 Develop and Use Emotional Intelligence

Australian Learning Group Pty Ltd

RTO 91165 CRICOS 03071E ACN 112 741 723

Application of the unit

• The student is able to develop emotional intelligence in self.

• The student is able to develop emotional intelligence in others.

Structured Study and Self-Study requirements

RTO 91165 CRICOS 03071E ACN 112 741 723

Emotional intelligence – what is it and why do we need it?

Emotional intelligence theory

The key principles of their theory related to emotional intelligence are:

• Understanding emotions: the ability to comprehend emotion language and to appreciate

RTO 91165 CRICOS 03071E ACN 112 741 723

The essential principles of emotional intelligence as defined by Daniel Goleman are:

• knowing one’s emotions, strengths, weaknesses, drives, values and

• managing or redirecting one’s disruptive emotions and impulses and

• recognising, understanding, and considering other people’s feelings

• motivating oneself and being driven to achieve for the sake of

Exploring your own emotional intelligence

• dealing with difficult people at work

• not having enough resources

• dealing with setbacks and failure

• giving feedback to others

RTO 91165 CRICOS 03071E ACN 112 741 723

Activity: Emotional intelligence testing

How do I become more emotionally intelligent?

RTO 91165 CRICOS 03071E ACN 112 741 723

Emotional intelligence activities

Activity: Presentations: Road to Discovery – a self-assessment

Develop a short presentation (5 minutes) that addresses each of the following

RTO 91165 CRICOS 03071E ACN 112 741 723

Activity: Research and discuss

Trainer to discuss: Resources for your independent structured self-study

Watch the following YouTube video

Daniel Goleman Introduces Emotional Intelligence

Daniel Goleman Introduces Emotional Intelligence | Big Think - YouTube

Activity - Discuss in the student forum

• Emotional Intelligence (EI), is an individual's ability to identify, evaluate,

Reflect on the two statements above.

Read the following article/learning resource

When It Comes To Success In Business, EQ Eats IQ For Breakfast.

RTO 91165 CRICOS 03071E ACN 112 741 723

Reflect on the article 'When It Comes To Success In Business, EQ Eats IQ For

eBook – Leadership and Management: Theory and Practice – Read

• Chapter 5.1 Understanding yourself

Watch the following YouTube video

What is Self-Awareness? - Emotional Intelligence

What is Self Awareness? - Emotional Intelligence #2 - YouTube

Read the following article/learning resource

RTO 91165 CRICOS 03071E ACN 112 741 723

1. Read the following article about personal strengths and weaknesses

Activity - Research – Bring Back to Class

Research what criteria could be used to identify emotional strengths and

Watch the following YouTube video

Managing Stress: Good for Your Health

Simon Sinek on Seeking Honest Feedback to Get Better

Read the following article/learning resource

RTO 91165 CRICOS 03071E ACN 112 741 723

Read the following article/learning resource

RTO 91165 CRICOS 03071E ACN 112 741 723

Self-Regulation | Self-Management | SkillsYouNeed

RTO 91165 CRICOS 03071E ACN 112 741 723

Cultural Generational A person’s well-