ASSESSMENT SUMMARY / COVER SHEET This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form. Student Name: Student ID No: Final Completion Date: Unit Code: BSBLDR501 Unit Title: Develop and use emotional intelligence Please attach the following documentation to this form Result Assessment 1 Reflect on your emotional intelligence (Report, Project) S / NYS Assessment 2 Respond to emotional intelligence case study (Report) S / NYS Assessment 3 Coach emotional intelligence (Demonstration, Project) S / NYS Final Assessment Result for this unit C / NYC Student Feedback: _________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student Declaration: I declare that this work has been completed by me honestly and with integrity and that I have been assessed in a fair and flexible manner. I understand that the Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks. Name: ____________________________________________ Signature: _________________________________________ Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Name: _________________________________ Signature: ______________________________ Date: ____/_____/_____ Administrative use only Entered onto Student Management Database  ________________ Date Initials   Assessment 1 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 modelling 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.   Assessment 2 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. 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 simulated business information, including business and operational plans, financial information, and policies and procedures, can be located online at: . 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. ● Question 1 Answer   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. ● Question 2 Answer 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. Question 3 Answer 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. Question 4 Answer  Assessment 3 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. 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. 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.   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: ● ?● ?   Candidate: I declare that this work has been completed by me honestly and with integrity and that I have been assessed in a fair and flexible manner. I understand that the Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks. Signature: ___________________ Date: ____/_____/_____