1 Student Guide BSBLDR501 Develop and use emotional intelligence Units of Competency This module is comprised of the following unit of competency: BSBLDR501: Develop and use emotional intelligence Elements of competence 1. Identify the impact of own emotions on others in the workplace 2. Recognise and appreciate the emotional strengths and weaknesses of others 3. Promote the development of emotional intelligence in others 4. Utilise emotional intelligence to maximise team outcomesBSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 2 Contents Module description.......................................................................................................................... 3 Learning outcomes...................................................................................................................... 3 Teaching program ....................................................................................................................... 3 Course requirements................................................................................................................... 3 Assessment methods and tasks .................................................................................................. 3 Assessment details ..................................................................................................................... 4 Assessment Task 1 Activities.......................................................................................................... 5 Performance objective................................................................................................................. 5 Assessment description............................................................................................................... 5 Procedure.................................................................................................................................... 5 Specifications .............................................................................................................................. 5 Assessment Task 2: Project: Reflect on your emotional intelligence ............................................. 13 Summative assessment ............................................................................................................ 13 Instructions:............................................................................................................................... 13 Procedure.................................................................................................................................. 13 Specifications ............................................................................................................................ 14 Assessment Task 3: Respond to emotional intelligence case study.............................................. 15 Summative assessment ............................................................................................................ 15 Instructions:............................................................................................................................... 15 Procedure.................................................................................................................................. 15 Specifications ............................................................................................................................ 15 Appendix 1: Case study – Australian Hardware......................................................................... 16 Appendix 2: Questions .............................................................................................................. 17 Assessment Task 4: Coach emotional intelligence........................................................................ 21 Summative assessment ............................................................................................................ 21 Instructions:............................................................................................................................... 21 Procedure.................................................................................................................................. 21 Specifications ............................................................................................................................ 21 Appendix 1: Role-play scenario..................................................................................................... 22 Scenario.................................................................................................................................... 22 Appendix 2: Coaching planner (GROW model) ......................................................................... 24 Resources..................................................................................................................................... 25 Weekly schedule........................................................................................................................... 26BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 3 Module description This module covers the development and use of emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace. It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes. It applies to managers who identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams. Learning outcomes Upon successful completion of this module, students should be able to:  identify the impact of own emotions on others by identifying own emotional strengths and weaknesses, stressors, emotional states and triggers and gathering feedback from others  model behaviours that demonstrate management of emotions  recognise and respond to the emotional states of others promote the development of emotional intelligence in others Teaching program The program is of eighty (80) hours duration, comprising eight (8) hours per week for one term of ten weeks Course requirements To be assessed as competent for this unit of competency you must be able to do the following: (1) Demonstrate understanding of all learning outcomes (2) Successfully complete and submit all tasks as requested Assessment methods and tasks Methods of assessment Through consultation with industry, the following assessment methods have been deemed appropriate for this unit. Project Y weaknesses, reflect on ou will identify your own emotional strengths and actual workplace behaviour and use self-reflection and others' feedback to improve emotional intelligence. You will submit a written reflection and supporting documentation Written Assignment ( Case Study) You will read and respond to a case study by answering a set of written questions. Activities Activities linked to the course content to be completed over the period of the course Role Play Candidates will respond to a simulated workplace scenario by planning and participating in a workplace coaching roleplay.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 4 Assessment details Assessment Due Assessment Task 1 Class Activities Week 8 Assessment 2 Project Week 9 Assessment 3 Case Study Week 9 Assessment 4 Role Play Week 10BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 5 Assessment Task 1 Activities Candidate's Name Phone No. Assessor's Name Phone No. Assessment Site Assessment Date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Performance objective The candidate must demonstrate knowledge of the inter-relation of training, coaching and mentoring to develop emotional intelligence. Assessment description This assessment requires the candidate to complete classroom activities. Procedure 1. When instructed to do so, work in groups or individually to work on the relevant activities. Specifications The activities will be completed each week, as relevant aspects of the course are completed. The work will be collated into a portfolio and assessed in the week specified.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 6 Activity 1 There are a number of emotional intelligence models. Undertake some research online on mixed models of emotional intelligence such as Goleman's model as well as ability models such as Mayer, Salovey and Caruso's models Compare the models in relation to their: Components Advantages Disadvantages Decide on a model that most appeals to you or is the most useful to you as a manager and leader.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 7 Activity 2 Indicators of stress Complete the stress indicators worksheet – Handout 1 How many mental indicators did you score? /20 How many physical indicators did you score? /20 Can you identify the causes of these indicators of stress? What are they?BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 8 Activity 3 Emotional triggers. What are your emotional triggers? List five and how they affect you 1 2 3 4 5BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 9 Activity 4 Models of emotional intelligence Make a list of your personal role models, they may be famous or just someone whose values and behaviour have inspired you at some time in your life. List 3 and identify how they demonstrated or continue to demonstrate:  Self-awareness  Self-regulation  Motivation  Empathy  Social Skill Role Model 1 Role Model 2 Role Model 3BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 10 Activity 5 Develop Emotional Intelligence Brainstorm some thoughts on the following questions relating to your level of skill: Where am I now? Where do I want to be? How will I get there? What suits me as a learner? What courses or forms of learning are available to me? Using handout 3 outline at least four professional development activities you will undertake this year.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 11 Activity 6 Interpreting common interactions The table below lists behaviours or actions that can occur during meetings or discussions. The right column lists some interpretations of the behaviour. Tick the box of the meaning you have interpreted in that situation. Behaviour or action What it means Tick Remaining silent when accused of doing something wrong I am at fault I am upset at being falsely accused Nodding and saying 'mmm' I am agreeing with you I am only listening, but not agreeing Silence I understand all that is said, I am fine I do not understand anything, I am shy I am not interested or listening to you Smiling I agree and enjoy what you are saying I disagree with you and this is how I show it Eye contact I am polite and respectful. To look away would signal dishonesty and avoidance I am challenging you Poor eye contact I am not listening and being disrespectful It is rude to engage in eye contact Verbal threat I intend to carry out my threat and this is a signal I am using a harmless way of expressing frustration and having fun. Threats do not have any real meaning Asking questions I am interested in what you are saying I am attacking you by asking questions. I am ignorant and have not prepared for the meeting How certain are you that you interpreted their behaviour or actions correctly? Do you think your personality type interfered? After the fact, do you think your emotions may have biased your interpretations?BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 12 Activity 7 YouTube video - PowerPoint lesson 5 Complete the questions on Handout 8BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 13 Assessment Task 2: Project: Reflect on your emotional intelligence Candidate's Name Phone No. Assessor's Name Phone No. Assessment Site Assessment Date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Summative assessment You will demonstrate the skills and knowledge needed to identify the impact of your own emotions on others in the workplace. Instructions: For this assessment task, you will identify your own emotional strengths and weaknesses, reflect on actual workplace behaviour and use self-reflection and others' feedback to improve emotional intelligence. Candidates will submit a written reflection and supporting documentation (outlined in specifications) as evidence of competence. Procedure Gather content for, plan, write and submit a reflection on your own emotional intelligence in accordance with quality specifications: 1. Use at least one appropriate tool or methods to identify your own emotional strengths and weaknesses. Options include, for example: a. personal SWOT analysis b. workplace 360° evaluation c. online emotional intelligence test Note: Keep evidence (for example, worksheets and screenshots) to submit with your reflection as evidence. 2. Identify at least three instances where you have felt stressed or experienced a negative emotional state at work. For each instance, consider the precise context, causes and your response. 3. Identify at least two causes or triggers of your own personal emotional states at work. Identify how you can use awareness of such triggers to control your responses and achieve positive outcomes, especially with respect to your impact on others and their work performance. 4. Identify at least one instance of modeling workplace behaviours that demonstrate management of emotions as an example for others to follow. 5. Identify three actions you will take to improve your own emotional intelligence on the basis of self-reflection or feedback from others. Reflect on emotional intelligence principles and strategies to justify your proposed actions. 6. Submit your written reflection and supporting documentation in accordance with specifications set out below.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 14 Specifications You must provide:  a written reflection  supporting documentation, such as worksheets, emails or screenshots to provide evidence of measures used to gather information on your own emotional intelligence Your assessor will be looking for evidence of:  your reflection on personal attributes, consideration of the impact on others and modification of your approach to support your development  identification of the impact of your own emotions on others by identifying your emotional strengths and weaknesses, stressors, emotional states and triggers and gathering feedback from others  description and examples of your modeling behaviours that demonstrate management of emotions  knowledge of emotional intelligence principles and strategies  knowledge of the relationship between emotionally effective people and the attainment of business objectivesBSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 15 Assessment Task 3: Respond to emotional intelligence case study Candidate's Name Phone No. Assessor's Name Phone No. Assessment Site Assessment Date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Summative assessment You will demonstrate the skills and knowledge needed to recognise and appreciate the emotional strengths of others in the workplace.. Instructions: For this assessment task, you will read and respond to a case study by answering a set of written questions. Procedure 1. Read the case study in Appendix 1. 2. Read the questions in Appendix 2 related to the case study. 3. Create a document with written answers to the questions. 4. Submit a print or electronic version of your document containing answers to the questions in accordance with the specifications set out below. Specifications You must provide: ● written responses to case study-based questions Your assessor will be looking for evidence of:  knowledge of how to communicate with a diverse workforce that has varying cultural expressions of emotion  your ability to apply knowledge of emotional intelligence principles and strategies:  description of how you would adapt your personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence  evidence of your ability to recognise and respond to the emotional states of others by being flexible and adapting as required  knowledge of the relationship between emotionally effective people and the attainment of business objectives  knowledge of legislation, regulations, policies, procedures and guidelines relating to management practices, including application of OHS/WHS requirementsBSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 16 Appendix 1: Case study – Australian Hardware Australian Hardware (a simulated business) is a large and expanding hardware and homewares retailer with approximately 140 stores located across Australia. In its vision statement, Australian Hardware states that it intends to 'lead the hardware and home-improvement market in Australia within five years'. In order to realise this vision, the organisation intends to: ● build market share by focusing on the customer experience ● control direct and indirect costs through efficient internal processes ● establish the reputation of Australian Hardware as a socially and environmentally responsible company These strategic organisation-wide directions are implemented from senior management down, in the form of performance expectations for managers and employees at every level of the organisation. Australian Hardware realises that the success of the business rests on its people. For this reason, the organisation insists that managers build effective teams by responding to the needs of employees. Such needs include safety and security, fairness, flexibility, skills development and self-actualisation. Satisfying such needs will allow employees to focus more effectively on work tasks and customer needs. In addition, Australian Hardware encourages managers to take a flexible approach to meeting performance targets and to set goals in close collaboration with employees. To implement strategic directions and advance Australian Hardware's values, managers are expected to lead employees by, first of all, modelling positive behaviours and attributes – those they expect their employees to emulate and embody in turn. To lead and inspire people, managers must demonstrate keen emotional awareness and promote positive team-building behaviours in others. You are the new General Operations Manager of the Wollongong, NSW, store and you are ready for a challenge. You are directly responsible for managing general sales and checkout staff, administration staff and a human resources officer. You report to the Store Manager, who is responsible for all areas of store responsibility (Timber, Plumbing & Electrical, Gardens and Homewares departments and general operations). For more background to this assessment task, Australian Hardware see the other business documentation on BlackboardBSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 17 Appendix 2: Questions For the following case-study-based questions, put yourself in the position of the new general operations manager and answer the questions accordingly. Question 1 Your Store Manager has had a stressful month. It is the end of the financial year and sales revenue in the Timber and Plumbing & Electrical departments is down on targets, almost certainly due to increased competition from smaller competitors for trade contractors' business. Just this week, the Store Manager held a meeting in which she yelled at all the department managers and told you and them to work out a way to improve revenue. Obviously, the outburst did not make much sense as the department managers, in such a large business, do not have the capability to raise much revenue directly. Marketing and distribution innovations that could have an effect are mainly a head office responsibility. The Woollongong store's inability to counter the threat from smaller, more nimble trade suppliers has been the main reason for the revenue deficit. Naturally, the atmosphere around the store and in the management team is subdued and a few managers have discussed leaving the organisation; other managers have responded by pushing unreasonable sales demands onto their sales staff. You are now feeling pressure to do something: to act contrary to budget planning and cut costs or to increase pressure on others to offset poor performance in other areas. In your opinion, this leadership behaviour was disrespectful to all the managers, created unnecessary concern about job security and undermined trust. There has been a clearly negative flow-on effect down through the store, which is now affecting people at a lower level. You are justifiably angry at the manager's behaviour and blame her for making a bad situation worse with poor leadership and poor emotional awareness. In your written response to the above scenario: ● Describe what you think is the best way to respond to the Store Manager's behaviour. Describe how you would model positive leadership behaviour. ● Describe the principles of emotional intelligence that the Store Manager did not demonstrate. ● Describe how the Store Manager should have acted and communicated. ● Describe the connection between the Store Manager's behaviour and store morale. Describe what effect the Store Manager's behaviour could have on store performance.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 18 Question 2 An employee has come to you with an issue involving a co-worker. In general, the sales team is a pretty cohesive team, but now a relatively new member of the team is rubbing people the wrong way. She never participates in drinks or other social occasions outside work. She never involves herself in normal, day-to-day conversations about family, popular movies or culture. The team is beginning to form the opinion that she is too aloof and doesn't like the other team members and is quite upset about it. On the sales team, it's really important to be able to feel a connection with other team members. When you feel this connection, you know you're able to rely on them – to relieve you when you need some personal time, feed you information as you need it and help you serve customers. You happen to know that the sales staff member in question is a valuable staff member with good customer skills and product knowledge; however, as a foreign-born, conservative, religious woman, she is having trouble relating to the other team members. Many team-bonding opportunities involve activities that she cannot participate in, such as out-of-hours parties, alcohol or confusing cultural references. She is in a bind because she would like to be accepted as a member of the team, but when all avenues to team-bonding are closed off, she feels stigmatised and perceived by others as an unfriendly person. In your written response to the above scenario: ● Provide at least two examples of possible misinterpretations of expressions or behaviour that may arise in the context of a diverse workforce. ● Describe how you would explain to the employee who came to you with the issue how cultural expressions may be misinterpreted – and have been in this case. ● Discuss how the team can raise their awareness of cultural expression and promote effective communication to avoid misunderstandings in order to resolve the differences.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 19 Question 3 An employee that you manage really gets on your nerves. It's not that their performance is all that bad. For example, the employee always does what is required of them in terms of professionalism, administration tasks and dressing appropriately. They meet sales targets and their customer service ratings on their performance scorecards are good. On the other hand, the employee does not really respond to the team training and team-building sessions that you have initiated and that have proven so effective in sustaining team morale and driving others to success. Other team members seem to thrive on, and draw energy from, these team sessions, while this employee, if anything, appears emotionally drained from interacting with their peers. They say that they would rather work individually and that all the team stuff is suffocating. You've really tried hard to build a culture of teamwork and this feels like a slap in the face. In your written response to the above scenario: ● Describe how you would set aside your own emotions to focus on and identify how the employee (probably) feels. Refer to relevant principles of emotional intelligence. ● Describe how knowledge of, for example, learning styles, personality types or communication styles, might be able to help you relate to and understand the employee better and adapt your response. ● Describe how you could use your awareness of your own feelings and those of the employee to adapt your response so that the following needs are satisfied: ○ your needs (emotional needs, need for team cohesiveness, need to meet performance standards) ○ employee's needs (emotional needs, need to develop and perform within a team environment). Refer to relevant principles of emotional intelligence where applicable.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 20 Question 4 It is the end of the financial year and sales revenue at the Wollongong store in the Timber and Plumbing & Electrical departments is down on targets. This issue is almost certainly due to increased competition from smaller competitors for trade contractors' business; nevertheless some action should be taken by management to mitigate the effect of this issue on the store overall. As a result of managerial discussions, it has been decided that some employee performance targets will be increased where capacity exists and some programs, such as training, will be delayed. These measures will have the effect of potentially increasing revenue and reducing costs to compensate for overall poorer-than-expected performance in the Wollongong store. Each manager will have responsibility for implementing this group decision in their particular area of responsibility. It will be important to consider the emotional impact on staff and any consequential impact on health, safety and wellbeing as well as the impact on performance and the achievement of organisational goals. In your written response to the above scenario: ● Describe the relationship between emotionally effective people and the attainment of business objectives. ● Describe how considering the emotional impact of decision-making could lead to better decision-making (with respect to business objectives). ● Describe what a possible process of decision-making that takes into account emotional impact could look like. Decisions in this case include, for example, setting particular performance targets, or selecting what programs can be delayed. ● Identify policies, procedures, or legislation that will need to be adhered to in order to satisfy internal and external requirements related to managing emotions in the workplace. ● Describe how OHS/WHS legislation is relevant to how managers implement business decisions.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 21 Assessment Task 4: Coach emotional intelligence Candidate's Name Phone No. Assessor's Name Phone No. Assessment Site Assessment Date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Summative assessment You will demonstrate the skills and knowledge needed to promote the development of emotional intelligence in others and use others' emotional strengths and weaknesses to maximise workplace outcomes. Instructions: You will respond to a simulated workplace scenario by planning and participating in a workplace coaching role-play. Procedure 1. Read the role-play scenario in Appendix 1. 2. Plan to lead a role-played coaching session with an underperforming employee (with your assessor acting as Pat) in response to the scenario. Use the Coaching Planner Template in Appendix 2. 3. Arrange time and place with your assessor to perform your coaching role-play. 4. Perform your role-play in accordance with the specifications set out below. 5. Submit your completed coaching plan within the agreed timeframe. Specifications You must: • Participate in a coaching role-play • Submit a completed coaching plan Your assessor will be looking for evidence of: • Demonstration of leadership and communication skills in your role-play to take a collaborative approach; use of inquiring and inclusive techniques to develop understanding, and skills that enhance individuals' emotional intelligence • Leadership skills to advance organisational goals, monitoring performance, planning interventions and implementing coaching to achieve organisational goals • Modelling of behaviours that demonstrate management of emotions during your role-play • Recognition and response to the emotional states of others by being flexible and adapting your approach to coaching as required • Promotion of the development of emotional intelligence in others by providing them with opportunities to express thoughts and feelings, and to understand and manage their own emotions • Ability to explain emotional intelligence principles and strategies • Ability to convince people of the relationship between emotionally effective people and the attainment of business objectives.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 22 Appendix 1: Role-play scenario Background Australian Hardware (a simulated business) is a large and expanding hardware and homewares retailer with approximately 140 stores located across Australia. In its vision statement, Australian Hardware states that it intends to 'lead the hardware and home-improvement market in Australia within five years'. In order to realise this vision, the organisation intends to: ● build market share by focusing on the customer experience ● control direct and indirect costs through efficient internal processes ● establish the reputation of Australian Hardware as a socially and environmentally responsible company These strategic organisation-wide directions are implemented from senior management down, in the form of performance expectations for managers and employees at every level of the organisation. Australian Hardware realises that the success of the business rests on its people. For this reason, the organisation insists that managers build effective teams by responding to the needs of employees. Such needs include safety and security, fairness, flexibility, skills development and self-actualisation. Satisfying such needs will allow employees to focus more effectively on work tasks and customer needs. In addition, Australian Hardware encourages managers to take a flexible approach to meeting performance targets and to set goals in close collaboration with employees. To implement strategic directions and advance Australian Hardware's values, managers are expected to lead employees by, first of all, modelling positive behaviours and attributes – those they expect their employees to emulate and embody in turn. To lead and inspire people, managers must demonstrate keen emotional awareness and promote positive team-building behaviours in others. You are the new General Operations Manager of the Wollongong, NSW, store and you are ready for a challenge. You are directly responsible for managing general sales and checkout staff, administration staff and a human resources officer. You report to the Store Manager, who is responsible for all areas of store responsibility (Timber, Plumbing & Electrical, Gardens and Homewares departments and general operations). For more background to this assessment task, Australian Hardware simulated business information, including business and operational plans, financial information, and policies and procedures, can be located online at: . Scenario You have a performance issue with Pat, one of your star employees on the sales team. Although Pat consistently achieves sales targets and has an excellent customer service rating, recently Pat has become a drag on overall team performance. The reason is that the team has not been able to rely on Pat for expertise when required to help serve customers. Pat has been stand-offish and preoccupied with something. This situation is seriously affecting other employees' ability to focus on customers effectively and, perhaps worse, is negatively affecting the work climate. Pat had been looked up to as a model employee and an informal leader. Now, newer employees are beginning to feel that they are personally disliked and disrespected; that teamwork is not a value promoted by the team; that they can't rely on senior, skilled staff; and that, effectively, they're on their own. This situation can only hurt overall team sales performance into the future – as well as performance on other metrics. Part of the problem could be that you have not been pro-active enough in understanding Pat's motivations and strengths and in providing leadership development opportunities. Perhaps you have taken Pat for granted. This is easy enough to do, when you have other, perhaps more serious, personnel problems to deal with. You know that Pat could use some training in emotional intelligence in areas where of weakness, such as self-awareness and empathy. You also know that Pat, who is committed and goal-driven, has the potential to be a future leader in the organisation.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 23 Balanced scorecard Australian Hardware uses a balanced scorecard system to integrate performance across the organisation and align each employee's work with the strategic aims of the business. Pat has the following personal balanced scorecard information. Underperformance is bolded. Pat's balanced scorecard Perspective KPI Target Results Financial Revenue generated by personal sales $15,000 $16,000 Revenue generated through sales assists $15,000 $10,000 Customer focus 360°evauation: ● Manager evaluation, rating/10 8/10 = 80% 80% ● Customer evaluation, rating/10 8/10 = 80% 90% ● Peer evaluation, rating/10 8/10 = 80% 50% Internal process Completion of sales and related expense reporting Completion Completion Employee Training/self-development hours 100 hours 7 hours 360° evaluation: ● Manager and peer evaluations combined, rating/10 (Contribution to high-performance climate and employee satisfaction) 8/10 = 80% 60% Task You need to intervene effectively to solve this performance issue. You will need to plan and conduct a coaching session with Pat to get both Pat's and the team's performance back on track. In the session ensure you: ● Introduce the session positively by establishing why the coaching is occurring and ask Pat for input: ○ Ask Pat to describe own performance, personal situation, obstacles to performance, feelings and job satisfaction. ○ Model emotional intelligence through empathy and listening skills. ● Build Pat's awareness of emotional intelligence weaknesses and strengths – make sure you focus on Pat's strengths. ● Using the GROW model, establish Pat's goals and performance gaps (reality): ○ Build Pat's awareness of performance shortcomings and how emotional self-awareness and empathy can help identify personal obstacles to success with Pat's goals, peer relationships and help the whole team and organisation to succeed. ● Continuing with the GROW model, establish and discuss reasonable options: ○ Allow Pat to provide most of the options for reaching personal, professional and team goals. ● Continuing with the GROW model, establish Pat's willingness to perform (and increase EI) in measurable and observable ways: ○ Establish a firm commitment from Pat to improve performance and help build a better team climate.BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 24 Appendix 2: Coaching planner (GROW model) Coaching phase Activities/questions Introduction Summarise the reasons for the coaching session from your point of view: ● ? ● ? Ask Pat for input, to describe own perspective: ● ? ● ? Goal Ask questions to establish Pat's understanding of performance expectations, personal goals and aspirations: ● ? ● ? Reality Ask questions to establish understanding of: ● the real gap between Pat's performance and expectations/ performance goals: ○ ? ○ ? ● potential obstacles to achievement, such as Pat's EI skills and personal/work situation: ○ ? ○ ? Options/ opportunities Ask questions to help Pat generate options or opportunities to help achieve goals and close performance gaps: ● ? ● ? Will Ask questions to establish Pat's willingness to agree to concrete and time-bound measures to improve performance: ● ? ● ?BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 25 Resources ● Caruso, D. R. and Salovey, P., 2004, The emotionally intelligent manager: how to develop and use the four key emotional skills of leadership, Jossey-Bass, San Francisco. ● Cherniss, C. and Goleman, D. (Eds), 2001, The emotionally intelligent workplace: how to select for, measure and improve emotional intelligence in individuals, groups and organisations, Jossey-Bass, San Francisco. ● Goleman, D., 2000, Working with emotional intelligence, Bantam Books, New York. ● Goleman, D., 2001, 'An EI-based theory of performance', in C. Cherniss and D. Goleman (Eds), The emotionally Intelligent workplace: how to select for, measure and improve emotional intelligence in individuals, groups and organisations, Jossey-Bass, San Francisco. ● Goleman, D., 2004, 'What makes a leader?', Harvard business review, vol. 82, no. 1, pp. 82– 91, available online, viewed December 2014, . ● Jacobs, R., 2001, 'Using human resource functions to enhance emotional intelligence', in C. Cherniss and D. Goleman (Eds), The emotionally intelligent workplace: how to select for, measure and improve emotional intelligence in individuals, groups and organisations, Jossey-Bass, San Francisco. ● Johnson, S., 2001, Meeting the challenge of change, Eastern House, Croydon, Victoria. ● McGill, I. and Beaty, L., 1994, Action learning: a practitioner's guide, Kogan Page, London. ● Porter R. and Samovar, L., 1998, 'Cultural influence on emotional expressions: Implications for intercultural communication', in P. A. Andersen and L. K. Guerrero (Eds), Handbook of communication and emotion: research, theory, applications, and contexts, Academic Press, San Diego, California, pp. 451–472. ● Salovey, P. and Mayer, J. D., 1990, Emotional intelligence, Baywood Publishing, New Haven, Connecticut. Online resources Websites: ● Emotional Intelligence Information, viewed December 2014, . ● Helpguide, viewed December 2014, . ● The Myers-Briggs Foundation, viewed December 2014, . ● Belbin, M., 2014, 'Belbin team roles', Belbin, viewed December 2014, . ● Chapman, M., 2014, 'Sense and sensibility', Mindfulnet, available online, viewed December 2014, . ● Charvet, S. R., 2011, 'The feedback sandwich is out to lunch', Success strategies, viewed December 2014, . ● Cherry, K., 2014, 'Understanding body language', About education, viewed December 2014, . ● Frank, J., 2007, 'Five tips for dealing with feedback', The executive ladder, viewed December 2014, . ● Heathfield, S. M., 2014,'The power of positive employee recognition', About money, viewed December 2014, . ● Huitt, W., 2007, 'Maslow's hierarchy of needs', Educational psychology interactive, viewed December 2014, . ● Kelley, D. and Connor, D., 1979, 'The emotional cycle of change', The 1979 annual handbook for group facilitators, available online, I/O psychology blog, viewed December 2014, . ● Lehman, S., 2014, 'Emotional triggers: 8 ideas to control your "hot buttons"', @SheriLehman, viewed December 2014, .BSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 26 ● Maetrix, 2004, 'The MEIT – free EI test', maetrix, viewed December 2014, . ● Matsumoto, D., 1991, 'Cultural influences on facial expression of emotions', The southern communication journal, vol. 56, pp. 128–137, available online, viewed December 2014, . ● Mayer, J. D., 2012, 'What is emotional intelligence (EI)?' University of New Hampshire: Emotional intelligence, viewed December 2014, . ● Richardson, J. W., 2006, '50 minutes @ work', Personal success today, viewed December 2014, . ● Roberts, A., 2013, 'Effective feedback – AID model', Master facilitator, viewed December 2014, . ● Team FME, 2014, 'Developing emotional intelligence', Free management ebooks, viewed December 2014, . ● The Kennedy Group, 2014, Culture vs climate, available online, viewed December 2014, . ● Thompson, R., 2012, 'Stakeholder analysis: winning support for your projects', Mind tools, viewed December 2014, Weekly schedule WEEK TOPIC 1  Overview of subject  Assessment set PowerPoint Lesson 1  What is emotional intelligence?  What is self-awareness?  Emotional intelligence and leadership Commence Assessment 1 – Activities 2 PowerPoint Lesson 2  Identify personal strengths and weaknesses  Emotional stress Assessment 1 – Activities Commence Assessment 2 – Project 3 PowerPoint Lesson 3 Handout 1 & 2  Identify personal stressors  Controlling responses to stressors Assessment 1 – Activities Assessment 2 – Project 4 PowerPoint Lesson 4 Handout 3  Recognise and respond to others  Review strengths and weaknesses  Assess cues to emotions  Verbal and non-verbal cues Assessment 1 – Activities Assessment 2 – Project Commence Assessment 3 – Case StudiesBSB51915 Diploma of Leadership and Management BSBLDR501 Develop and use emotional intelligence - Student Guide – Created July 2016 27 5 PowerPoint Lesson 5 Handout 4 & 7  Communication styles  Personality types  Adapting to the needs of others Assessment 1 – Activities Assessment 2 – Project Assessment 3 – Case Studies 6 PowerPoint Lesson 6  Workplace culture  Policies and philosophies  Groups and teams Assessment 1 – Activities Assessment 2 – Project Assessment 3 – Case Studies 7 PowerPoint Lesson 7  Assist with understanding of behaviour on others  Providing feedback Assessment 1 – Activities Assessment 2 – Project Assessment 3 – Case Studies 8 PowerPoint Lesson 8  Coaching and mentoring  Models for self-development Assessment 1 – Activities due Assessment 2 – Project Assessment 3 – Case Studies 9 PowerPoint Lesson 9  Positivity in the workplace  Questionnaires and surveys  Recognise and reward success  Team Building Assessment 2– Project due Assessment 3– Case Studies due 10  Review of module Assessment 4 – Role Play due