Posted: September 1st, 2023

BSBLDR511 Develop and Use Emotional Intelligence

BSBLDR511
Develop and Use Emotional Intelligence

Table of Contents

Table of Contents 2
Assessment Information 3
Assessment Instructions 5
Assessment Task 3 Cover Sheet 6
Assessment Task 3: Staff emotional intelligence project 7
Assessment Task 3 Instructions 8
Assessment Task 3 Checklist 11

Assessment Information

The assessment tasks for BSBLDR511 Develop and use emotional intelligence are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment Plan
Assessment Task Overview
1. Written questions You must correctly answer all questions.
2. Emotional intelligence self-assessment project You must assess your own emotional intelligence and develop an emotional intelligence plan.
3. Staff emotional intelligence project You must review case study information, answer questions and participate in two roleplay meetings.

Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions at all.

When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it, and hand it to your assessor, who will countersign it and then keep it on file.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s assessment appeals process.

You have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.

Naming electronic documents
It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
• Course identification code
• Assessment Task number
• Document title (if appropriate)
• Student name
• Date it was created
For example, BSBLDR511 AT2 Personality Test Review Joan Smith 20/10/18

Additional Resources
You will be provided with the following resources before you begin each Assessment Task.

Assessment Task 2
• Emotional Intelligence Development Plan Template
• Personality Test Review Template

Assessment Task 3
• Staff Emotional Intelligence Report Template

Assessment Instructions

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet
This must be filled out, signed and submitted together with your assessment responses.
If you are submitting hardcopy, the Cover Sheet should be the first page of each task’s submission.
If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this and submit the file.

The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor will include written feedback in the Assessment Task Cover Sheet giving reasons why. Your assessor will also discuss this verbally with you and provide advice on re-assessment opportunities as per
your RTO’s re-assessment policy.

Depending on the task, this may include
• resubmitting incorrect answers to questions (such as short answer questions and case studies)
• resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
• redoing a role play after being provided with appropriate feedback about your performance
• being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment Task Information
This gives you:
• a summary of the assessment task
• information on the resources to be used
• submission requirements
• re-submission opportunities if required

Assessment Task Instructions
These give questions to answer or tasks which are to be completed.
Your answers need to be typed up using software as indicated in the Assessment Task Instructions.

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment task submission. Include this document’s header and footer.

If you are submitting electronically, give the document a file name that includes the unit identification number, the task number, your name and the date.

Checklist
This will be used by your assessor to mark your assessment. Read through this as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses.
Assessment Task 3 Cover Sheet
Student Declaration
To be filled out and submitted with assessment responses

Student name
Student ID number
Student signature
Date

Assessor declaration

Submission – 1
Date: Submission – 2
Date: Submission – 3
Date:
Assessor name
Assessor signature
Date
Assessment outcome S NS S NS S NS

Feedback:____________________________________________________________________________________________________________________________________________________________________________________________________________

Student result response
• My performance in this assessment task has been discussed and explained to me.
• I would like to appeal this assessment decision.

Student signature
Date

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.
Assessment Task 3: Staff emotional intelligence project

Task summary
You are required to review a case study and answer questions, and then conduct two roleplay meetings with staff members.

This assessment is to be completed in the simulated work environment in the RTO.

Required
• Access to textbooks/other learning materials
• Computer with Microsoft Office and internet access
• Staff Emotional Intelligence Report Template
• Roleplay participant (assessor)

Timing
Your assessor will advise you of the due date of these submissions.

Submit
• Staff emotional intelligence report.

Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Assessment Task 3 Instructions

Carefully read the following:

You work as a staff counsellor at a large company. The business specializes in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants.

All staff work an eight-hour day from 9 am to 5.30 pm, with 30 minutes for lunch.

The Operations Manager has described the following situation to you:

Beryl is the Team Leader of the telemarketing group, responsible for:
• supervision and mentoring of a telemarketing team of eight
• 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. 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 gets on with her team members, although she is generally quiet. 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 though 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. The team’s performance targets are not being met and the conflict within the team seems to be having an effect on other staff members, with sides being taken.

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 that 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.

Prepare and submit a report to your assessor by answering the following questions in Staff Emotional Intelligence Report Template.
Each of your answers should be approximately 1 paragraph in length.

1. Based on a review of the case study, what do you think could be possible range of emotions that Yuko could be feeling? List at least five possibilities.

2. Based on a review of the case study, what are the possible ranges of emotions that Beryl could be feeling? List at least five possibilities.

3. Based on a review of the case study, what do you think could be the effect of the workplace situation on the manager and possible emotions they could be feeling? List at least five possibilities.

4. 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.

5. 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.

6. 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.

7. What advice could you give to Beryl and Yuko to assist them in self-managing their emotions? List at least five tips.

8. Document a step-by-step approach for resolving the workplace situation. As a guide, you should list between 6 to 8 steps.

9. Prepare questions (at least five) to ask Beryl and Yuko at the meeting.
The questions should help you to find out more about the situation and their thoughts and feelings.
Ensure that your questions are open questions to encourage discussion.

Your questions should ensure that you:

• Identify information about the workplace situation
• Provide opportunities for Yuko and Beryl to express their thoughts and feelings?

10. Meet with staff.
You are required to meet with both of the staff members (roleplayed by your assessor).

Prior to the meetings, you should also consider appropriate strategies for addressing the issue, bearing in mind that you will be provided with additional information that you will need to consider at the meeting.

You will be assessed using the checklist starting on the following page, so ensure that you are familiar with the requirements before beginning the meeting.

You must also demonstrate throughout each meeting:
• Empathy and acknowledgement of others’ perspectives
• Active listening
• Remaining calm and unbiased
• Your ability to respond to varying levels of cultural expression
• Showing flexibility and adaptability e.g. being open to different ideas about actions to address the workplace situation
• Providing encouragement to staff to assist them to develop their emotional intelligence, including self-management of emotions

Use the information provided through the meetings to consider appropriate actions to be taken to ensure that the workplace outcome of resolving this issue is achieved.

At each meeting you will need to complete all of the following:
• Briefly explain the purpose of meeting
• Find out more about each staff member’s side of the story by asking the questions you have prepared.
• Respond appropriately to each staff member’s emotional state and provide opportunities for Beryl/Yuko to express their thoughts and feelings through the questions you prepared and use of active listening techniques.
• Demonstrate non-verbal communication skills including nodding and smiling as appropriate.
• Acknowledge each staff member’s perspective.
• Explore the impact of each staff member’s behaviour and emotions on the other staff member and the rest of the team.
• Discuss each staff member’s strengths and their contribution to the workplace.
• Through discussion, identify appropriate emotional intelligence techniques, including self-management of emotions, for managing behaviour and for building effective workplace relationships.
• Through discussion with each staff member, decide on actions for addressing the issue, taking into account both staff members’ needs and emotions, as well as identified strengths. In discussing actions, you should show that you have taken into account the additional information provided at the meeting and can demonstrate flexibility and adaptability in considering a solution.

Assessment Task 3 Checklist
Student’s name:

Did the student: Completed successfully Comments
Yes No
List at least five emotions that Yuko could be feeling?
List at least five emotions that Beryl could be feeling?
List at least five emotions that the manager could be feeling?
List at least two differences between Australian and Japanese expressions of emotion?
List at least five tips to assist Beryl and Yuko in self-managing their emotions?
Document a step-by-step approach for resolving the workplace situation, with between 6 to 8 steps?
Develop and submit five suitable questions to:
• Identify information about the workplace situation
• Provide opportunities for Yuko and Beryl to express their thoughts and feelings?
For the Yoko roleplay:
Use questioning to identify find out about the workplace situation and Yuko’s thoughts and feelings?
Assess the emotional state of Yuko during the meeting and respond appropriately?
Use questioning and active listening to provide the opportunity for Yuko to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Yuko’s emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on Beryl and the rest of the team?
Identify and respond to differing cultural expressions of emotion?
Encourage Yuko to develop and use emotional intelligence techniques?
Show flexibility and adaptability in making decisions about actions to be taken?
Take into account Yuko’s needs and emotions, as well as identified strengths when making decisions about actions to be taken?

For the Beryl roleplay:
Use questioning to identify find out about the workplace situation and Beryl’s thoughts and feelings?
Assess the emotional state of Beryl during the meeting and respond appropriately?
Use questioning and active listening to provide the opportunity for Beryl to express their thoughts and feelings?
Demonstrate a caring and empathic approach to Beryl’s emotional responses?
Remain calm and unbiased throughout the meeting?
Explore the impact of Yuko’s behaviour and emotions on Beryl and the rest of the team?
Identify and respond to differing cultural expressions of emotion?
Encourage Beryl to develop and use emotional intelligence techniques?
Task Outcome: Satisfactory • Not Satisfactory •
Assessor signature
Assessor name
Date

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