Assessment Submission Sheet
Course BSB51918 Diploma of Leadership and Management
Unit BSBLDR511 Develop and Use Emotional Intelligence
Assessor Name
Student Name
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Date Due
Please read and sign this assessment coversheet and submit it together with your assessment to your Assessor by the due date.
Student Declaration
• I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
• I have read the Plagiarism Policy and Assessment Appeal and Reassessment Policy in the Student Handbook and I understand all the rules and guidelines for undertaking assessments.
• I understand that by typing my full name in the student field this is equivalent to a hand-written signature.
• I give permission for my assessment material to be used for continuous improvement purposes.
Student Signature Date Submitted
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Assessment Items Result
Task 1 Assignment
Task 2 Case Study
Task 3 Role Play
Final Result for this unit
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
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Task 1
Assessment Instructions
This is an individual assessment. You are required to demonstrate the skills and knowledge needed to identify the impact of your own emotions on others in the workplace.
If you need help understanding any questions, ask your assessor to explain.
Procedure:
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.
To be deemed competent you will need to successfully demonstrate the following:
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.
Gather content for, plan, write and submit a reflection on your own emotional intelligence in accordance with quality specifications:
? 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.
? 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.
? 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.
? Identify at least one instance of modelling workplace behaviours that demonstrate management of emotions as an example for others to follow.
? 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.
? Submit your reflection and supporting documentation in accordance with specifications.
Please answer Task 1 here.
Task 2
Assessment Instructions
This is an individual assessment. You are required to demonstrate the skills and knowledge needed to identify the impact of your own emotions on others in the workplace.
If you need help understanding any questions, ask your assessor to explain.
Procedure:
For this assessment task, you will read and respond to a case study by answering a set of written questions.
? Read the case study in Appendix 1.
? Read the questions related to the case study.
? Create a document with written answers to the questions.
? Submit your document containing answers to the questions in accordance with the specifications set out below.
To be deemed competent you will need to successfully demonstrate the following:
? You must provide written responses to case study-based 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.
Please answer Task 2 Question 1 here.
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.
Please answer Task 2 Question 2 here.
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:
i. your needs (emotional needs, need for team cohesiveness, need to meet performance standards)
ii. employee’s needs (emotional needs, need to develop and perform within a team environment).
Please answer Task 2 Question 3 here.
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 WHS legislation is relevant to how managers implement business decisions.
Please answer Task 2 Question 4 here.
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: http://simulations.ibsa.org.au/ .

Task 3
Assessment Instructions
You will be assigned to a team of 2 people and respond to a simulated workplace scenario by planning and participating in a workplace coaching role-play. You are to work with your team member to complete this assessment, but must submit individual assessment.
If you need help understanding any questions, ask your assessor to explain.
To be deemed competent you will need to successfully demonstrate the following:
You must:
? participate in a coaching role-play
? submit a completed coaching plan.
.Requirements
? Form groups of two people.
? Read the role-play scenario in Appendix 1.
? Plan to lead a role-played coaching session with an under-performing employee (with your team member acting as Peter) in response to the scenario. Use the Coaching Planner Template in Appendix 2.
? Arrange time and place with your team member to perform your coaching role-play.
? You are required to conduct two coaching role-plays (one with you as the Manager, one as Peter).
? Submit your completed coaching plan within the agreed time-frame.
Please answer Task 3 by addressing the requirements above AND filling out Appendix 2 below.
Appendix 1: Role-Play Scenario
Scenario
You have a performance issue with Peter, one of your star employees on the sales team. Although Peter consistently achieves sales targets and has an excellent customer service rating, recently Peter has become a drag on overall team performance. The reason is that the team has not been able to rely on Peter for expertise when required to help serve customers.
Peter 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. Peter 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 Peter’s motivations and strengths and in providing leadership development opportunities. Perhaps you have taken Peter for granted. This is easy enough to do, when you have other, perhaps more serious, personnel problems to deal with. You know that Peter could use some training in emotional intelligence in areas where of weakness, such as self-awareness and empathy. You also know that Peter, 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. Peter has the following personal balanced scorecard information. Under-performance is bolded.
Peter’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 Peter to get both Peter’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 Peter for input:
? Ask Peter to describe own performance, personal situation, obstacles to performance, feelings and job satisfaction.
? Model emotional intelligence through empathy and listening skills.
? Build Peter’s awareness of emotional intelligence weaknesses and strengths – make sure you focus on Peter’s strengths.
? Using the GROW model, establish Peter’s goals and performance gaps (reality):
? Build Peter’s awareness of performance shortcomings and how emotional self-awareness and empathy can help identify personal obstacles to success with Peter’s goals, peer relationships and help the whole team and organisation to succeed.
? Continuing with the GROW model, establish and discuss reasonable options:
? Allow Peter to provide most of the options for reaching personal, professional and team goals.
? Continuing with the GROW model, establish Peter’s willingness to perform (and increase EI) in measurable and observable ways:
? Establish a firm commitment from Peter 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 Peter for input, to describe own perspective:
?
?
Goal Ask questions to establish Peter’s understanding of performance expectations, personal goals and aspirations:
?
?
Reality Ask questions to establish understanding of:
? the real gap between Peter’s performance and expectations/ performance goals:
?
?
? potential obstacles to achievement, such as Peter’s EI skills and personal/work situation:
?
?
Options/
opportunities Ask questions to help Peter generate options or opportunities to help achieve goals and close performance gaps:
?
?
Will Ask questions to establish Peter’s willingness to agree to concrete and time-bound measures to improve performance:
?
?