Assessment Workbook
Part one – Knowledge Questions
a. Explain what is emotional intelligence?
. What are the key principles to increasing emotional intelligence?
c. Describe the relationship between emotionally effective people and the attainment of business objectives.
d. Research Daniel Goleman’s Emotional Intelligence Theory and discuss his five ‘domains’ of EQ and explain how knowing and understanding these could assist you in your management role.
Part two – Emotional Intelligence Feedback in the Workplace
a. Make a list of 10 questions you could ask colleagues or managers to gain feedback about your EI skills. (Helpful tip: Look at the foundation skills, performance evidence, elements and performance criteria of this unit to help you generate these questions).
. Meet with your colleagues or managers to discuss the questions you developed. Please attach a summary of the meeting to this assessment.
c. Provide a self-reflection of your conversation/s including your strengths and areas of improvement.
Part three – Case Study – Damla’s Dilemma (page 881 of Management, Theory & Practice)
Newly a
ived in Australia with limited English skills, Damla finds a casual job preparing packaged sandwiches for the retail lunch trade. Her hours are generally 3am to 8am, which allows her just enough time to get home before her husband leaves for work and to care for her children, aged two, three and five years.
Damla understood that those were to be her usual hours and that she would be employed with reasonable regularity, and all goes well for eight or nine weeks. Then her boss begins asking her to stay late to help complete orders. She explains as best she can that she cannot stay because she needs to get home to her children. There are always several other workers willing to stay and Damla believes they can easily complete the work.
Then Damla’s boss begins making remarks about people who aren’t committed to their jobs and just there for the money. These comments soon escalate into thinly veiled remarks about people from Damla’s homeland, the number of children ‘they’ have, ‘their’ lack of a ‘real work ethic’ and so on. Before long, several of the other works join in, commenting on the way she dresses, asking her pointed questions about her religion and smirking when she enters the room.
This upsets Damla but she needs her job to help pay the bills. She gets on with her duties and remains silent. Her boss continues to press her to work beyond 8am but Damla cannot. She doesn’t feel able to explain her concern that her husband would be angry with her if she came home late as he has clear expectations about her role as a wife and mother.
Five weeks later, her boss fires her, saying he needs someone who is flexible enough to stay until all the work is finished. Damla is devastated. How can she face her husband now that she has lost her job? The family depends on the money she
ings home to make ends meet.
Answer the following questions:
a. Is it reasonable for Damla’s boss to insist she stay longer than the agreed hours?
. Assess the way Damla’s boss handled the situation. Did he model behaviours that demonstrate management of emotions and cultural differences?
c. Does Damla have any recourse that would allow her to keep her job?
Part four – Emotional Intelligence Journal
On a daily basis throughout the week, undertake to record a journal of what events you encountered that prompted any emotions you felt and how you responded. Please fill in the chart on the last page of this assessment.
Part five – Emotional Intelligence Report
For your cu
ent role within your organisation (or your most recent role), you are required to write a report about the emotional intelligence required for your role. You may find it useful to review your Position Description document. Address the following points:
a. What is your title?
. What are the emotional intelligence requirements for the role?
c. What are your emotional strengths and weaknesses? This is based on your self-reflection as well as the feedback you have received from others.
d. What are personal causes of stress in our work life and how do you deal with them?
e. What are your emotional triggers? How do you (or should you) manage these triggers?
f. Provide 2 examples of situations in which you have had to act as a role model to workers and/or clients in the management of emotions.
g. Provide 2 examples of how you would respond to a worke
client who is:
a. Extremely angry
. Extremely stressed
c. Extremely upset
If you have not experienced this, please create a scenario.
h. Provide an example of how you would allow a worker to express their feelings and emotions.
i. How would you make workers aware of how their emotions and behaviours affect others? How would you encourage them to manage these emotions?
j. What would you do to encourage others to develop their personal emotional intelligence?
k. What would you do to create a positive emotional climate within your workplace?
l. How would you encourage team members to use their strengths to develop positive workplace outcomes?
Part six
A – Understanding Cultural Emotions in the Workplace Scenario:
You have a new person commencing with your team. You deal with many diverse cultural groups. To help the new worker respond to the diversity they will be managing, provide a summary of at least 2 cultural groups and explain:
· How these cultures express their emotions
· How their values vary from others and
· How their understanding of emotions may also vary and
· Tips to effectively communicate with a diverse workforce which has varying cultural expression of emotion.
If you have not experienced this, please create a scenario.
Part B – Leadership Style Scenario
You are faced with an employee who is talented but has been underperforming. You are self-aware enough to realise that you might have discouraged them as a result of your leadership. How could you demonstrate flexibility and adaptability in your leadership style?
Part two – Emotional Intelligence journal
Day
What happened?
Emotion felt and trigge
What did I do well or could have changed?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Student Assessment Workbook BSBLDR511_V1Sep2018 Page 5 of 5