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you have to first read the learning guide then answer the workbook.  it must be sufficient answers.  N(11) Page | 19 BSBLDR511 Develop and use emotional intelligence Learner Workbook Table of Contents Table of Contents 1 Instructions to Learner 2 Assessment instructions 2 Assessment requirements 5 Candidate Details 6 Assessment – BSBLDR511 Develop and use emotional intelligence 6 Competency Record to be completed by Assessor 7 Observation/Demonstration 8 Third Party Guide 9 Third party details (required information from the learner) 9 Activities 10 Activity 1A 10 Activity 1B 11 Activity 1C 12 Activity 1D 13 Activity 1E 14 Activity 2A 16 Activity 2B 17 Activity 2C 18 Activity 2D 19 Activity 3A 20 Activity 3B 21 Activity 3C 22 Activity 4A 23 Activity 4B 25 Summative Assessments 26 Section A: Skills and Knowledge Activity 27 Section B: Skills and Knowledge Activity (Q & A) 28 Section C: Major Project 29 Workplace Documentation – for learner 30 Workplace documents checklist 30 Supplementary Oral Questions (optional) – for assessor 31 Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: · Address each question including any sub-points · Demonstrate that you have researched the topic thoroughly · Cover the topic in a logical, structured manner · Your assessment tasks are well presented, well referenced and word processed · Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone elses thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: · Presenting any work by another individual as ones own unintentionally · Handing in assessments markedly similar to or copied from another learner · Presenting the work of another individual or group as their own work · Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Assessment requirements Assessment can either be: · Direct observation · Product-based methods e.g. reports, role plays, work samples · Portfolios – annotated and validated · Questioning · Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be: · Supervisors · Trainers · Team members · Clients · Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. Candidate Details Assessment – BSBLDR511 Develop and use emotional intelligence Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBLDR511 Develop and use emotional intelligence. Remember to always keep a copy of your assessment before submitting. Name: _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Competency Record to be completed by Assessor Learner Name: __________________________ Date of Submission: __________________________ Date of Assessment: __________________________ The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: Satisfactory (S) Non-Satisfactory (NS) Assessor Initials Activities 1A – 4B Skills and Knowledge A Skills and Knowledge B Major Project Learner is deemed: COMPETENT NOT YET COMPETENT (Please Circle/Highlight) 1. Resubmission Date: ________________________ 2. Resubmission Date: ________________________ 3. Resubmission Date: ________________________ Comments from Trainer / Assessor: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Assessor Signature: ___________________________ Date: _______________________ Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require: Performing a work based skill or task Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require: Performing a skill or task that is asked of you Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. Third Party Guide You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include: Assessment is required in the workplace Where there are health and safety issues related to observation Patient confidentiality and privacy issues are involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks. We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role. Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process. The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves. Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document. Third party details (required information from the learner) A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations. Third party name: ______________________________________________________________ Position of third party: ______________________________________________________________ Telephone number: ______________________________________________________________ Email address: ______________________________________________________________ Declaration for nominated third party I declare my intention to act as third party for (learner’s name here) __________________________ Third party signature: _____________________________________ Date: ___________________ Activities Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion. Activity 1A Estimated Time 25 Minutes Objective To provide you with an opportunity to identify and use evaluation criteria to determine own emotional strengths and weaknesses 1. Define emotional intelligence. (Max. 75 words) 2. Create a list of your own emotional strengths and weaknesses. List at least three of each. Activity 1B Estimated Time 40 Minutes Objective To provide you with an opportunity to identify personal stressors and own emotional states related to the workplace 1. Identify your own personal stressors (no more than three) within your current workplace or a previous one. 2. For each of your stressors, identify the emotional state it causes within you and whether it is a positive or negative state. Activity 1C Estimated Time 40 Minutes Objctive To provide you with an opportunity to analyse and document potential emotional triggers in workplace situations which may require determine appropriate emotional responses Using the table below, identify your own emotional triggers in relation to your personal work-related stressors, the emotional strength you would draw on to deal with it, and the positive emotional response you intend to give. Work related stressor Emotional trigger(s) Emotional strength Positive emotional response Activity 1D Estimated Time 60 Minutes Objective To provide you with an opportunity to identify how to evaluate the impact of own workplace behaviours that demonstrate management of emotions 1. Why is it important for managers and leaders to keep control of their emotions in the workplace? Explain in no more than 75 words. 2. With another learner, roleplay a stressful situation that you would encounter in your workplace. Demonstrate emotional control and positive responses through your behaviour. 3. What impact do you think the emotional control and positive responses demonstrated in the roleplay activity will have on your team? (Max. 50 words) Activity 1E Estimated Time 30 Minutes Objective To provide you with an opportunity to use self-reflection and feedback from others to improve development of own emotional intelligence Using the self-reflection table below, identify an incident in the workplace in which you have tried to manage your emotions but have not been totally successful. Complete a self-reflection. Question Response How did I feel at the time? Why did I feel like this? What was my emotional response? How did that affect the situation? How did it affect me? How did it affect others? How could I have responded differently? How do I feel now? Why do I feel like this? What else do I need to do to put it right? What do I need from others to put it right? Activity 2A Estimated Time 40 Minutes Objective To provide you with an opportunity to identify how to respond to the emotional states of co-workers and assess emotional cues 1. Describe a situation in which you have encountered one of your co-workers in a specific emotional state. What was the emotional state, what emotional cues led you to this conclusion? 2. How did you respond to their emotion? Was this a suitable reaction, and if not, what would you have changed? Activity 2B Estimated Time 45 Minutes Objective To provide you with an opportunity to identify how to develop a plan for identifying and responding appropriately to a range of cultural expressions of emotions 1. What are the six basic emotions that studies have proven are universal in all cultures? 2. Identify all of the different cultures within your workforce and state whether each could be considered collectivist or individualist. Briefly define each type. 3. For one of the cultures identified in the previous question, create a plan for how to respond appropriately to common expressions of emotions. You may use the following table as a guideline for your plan: Expression of emotion Response Activity 2C Estimated Time 60 Minutes Objective To provide you with an opportunity to identify how to apply techniques to demonstrate flexibility and adaptability in dealing with others 1. When dealing with people in your organisation, what matters might arise? List no more than five. 2. Describe a situation concerning a member of your team with which you had to deal. How did you have to adapt your normal approach to deal with it and what was the outcome? 3. Identify the six styles of leadership and your preferred style. Describe a situation where you have used that style of leadership. Activity 2D Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to demonstrate consideration of the emotions of others when making decisions Describe a decision-making process you have undertaken that took into account the emotions of others. What was the decision and how did it impact on the individual concerned and the organisation? Max 200 words. Activity 3A Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to create opportunities for others to express their thoughts and feelings Select a possibility from the list below to provide others in your team an opportunity to express their thoughts and feelings. Explain how the process would work. · Training sessions · Daily journal · One to one meetings · Difficult conversations · Build time into meetings for moans · Build optimism · Specific goals. Activity 3B Estimated Time 45 Minutes Objective To provide you with an opportunity to identify how to assist others to understand the effect of their behaviour and emotions on others in the workplace and to develop and implement plans to encourage the self-management of emotions in others 1. Outline one method that you can use to assist others to understand the effect of their behaviour and emotions on others in the workplace. 2. Imagine that you have a co-worker who finds it difficult to manage their stress. They often have a short temper with their colleagues and have often felt so stressed that they are close to tears. Develop a plan for your co-worker containing three actions or behaviours they can adopt to self-manage their emotions. Activity 3C Estimated Time 45 Minutes Objective To provide you with an opportunity to identify how to develop and implement plans to encourage others to develop their own emotional intelligence, to build productive relationships, and maximise workplace outcomes Develop a three-step plan for one of your colleagues (or peers if not in a workplace) which will help them to develop their emotional intelligence. Within your plan, consider how the person can build productive relationships and maximise workplace outcomes. You may use the following table as a guideline for your plan: Steps Impact Activity 4A Estimated Time 30 Minutes Objective To provide you with an opportunity to identify opportunities to utilise emotional intelligence to increase team performance in line with organisational objectives Identify and outline two potential opportunities to utilise emotional intelligence to increase team performance. Activity 4B Estimated Time 60 Minutes Objective To provide you with an opportunity to identify how to encourage a positive, inclusive emotional climate in the workplace and use the strengths of workgroup members to achieve team and/or organisational objectives 1. Why is it important to encourage a positive emotional climate in the workplace? Explain in no more than 100 words. 2. Identify a range of individuals (between five and ten) within your workforce and assess their skills and abilities against the workplace outcomes. Which areas require development in each? Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as: · Skills – skill requirements, required skills, essential skills, foundation skills · Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence · Performance – evidence requirements, critical aspects of assessment, performance evidence. Section A: Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook. Section A: Skills and Knowledge Activity Estimated Time 60 Minutes Objective To provide you with an opportunity to show you have the required skills for this unit. Activity A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following skills: · Learning · identifies and uses strategies to improve own emotional intelligence · Oral communication · uses appropriate language and nonverbal features to present information and seek feedback · uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding · Interact with others · reflects on personal attributes and considers the impact on others and modifies approach to support development · adapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence · leads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence · Get the work done · leads processes to develop, implement and monitor plans and processes to ensure team engagement and effectiveness. Answer the activity in as much detail as possible, considering your organisational requirements. 1. With another learner, take turns to discuss your own emotional weaknesses and strategies for improving them. Make suggestions to help the other learner. 2. Make a short presentation to other learners on an emotional strength of your choice. At the end, seek feedback and ask questions to clarify their views on it. 3. Identify aspects of emotional intelligence that members of your team need to develop and help them to collaboratively develop them. 4. Identify one factor that is reducing employee satisfaction in the workplace. Develop and implement a plan to rectify it. Section B: Skills and Knowledge Activity (Q & A) Estimated Time 90-120 Minutes Objective To provide you with an opportunity to show you have the required knowledge for this unit. Activity The answers to the following questions will enable you to demonstrate your knowledge of: · Key features of emotional intelligence principles and strategies · Key elements of the relationship between emotionally effective people and the attainment of business objectives · Key strategies for communicating with a diverse workforce which has varying cultural expressions of emotion · Key features of emotional intelligence in the context of building workplace relationships. Answer each question in as much detail as possible, considering your organisational requirements for each one. 1. Give examples of three strategies that you can use to improve your emotional intelligence? 2. Describe the relationship between emotionally effective people and the attainment of business objectives in no more than two paragraphs. 3. Describe two ways that you can communicate with a diverse workforce which has varying cultural expressions of emotion. 4. Describe two ways that emotional intelligence can be used to build workplace relationships? Section C: Major Project Estimated Time 90 Minutes Objective To provide you with an opportunity to demonstrate the required performance elements for this unit. Activity A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following performance evidence: · Conduct an analysis to identify own emotional strengths, weaknesses, stressors, emotional states and triggers, incorporating feedback from others · Identify workplace situations and environments that may trigger an emotional response · Model behaviours that demonstrate management of emotions · Recognise the impact that cultural behaviours and beliefs may have on workplace interactions · Recognise and respond to the emotional states of others · Use emotional intelligence of self and others to enhance team performance · Promote the development of emotional intelligence in others. Answer the activity in as much detail as possible, considering your organisational requirements. 1. In a workplace or simulated workplace environment, conduct a brief training programme in which you promote the development of emotional intelligence in others. Ensure that you: · Identify your own emotional strengths, weaknesses, stressors, emotional states and workplace-related triggers, and use them as examples during the training sessions · Model behaviours that demonstrate management of emotions · Assist others in recognising and responding to their emotional states · Use a range of strategies to promote the development of their emotional intelligence. Workplace Documentation – for learner Workplace documents checklist To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use. Document name/description Document attached Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) For RTO use only Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle) If not originals, have the originals been validated or checked? Yes No (Please circle) Learner’s signature Assessor’s signature Supplementary Oral Questions (optional) – for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date of assessment Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory MSA Training and Professional Development Phone: 03 9905 3180 Room 159, 21 Chancellors Walk Website: msatraining.edu.au Monash University Clayton, Vic 3800 BSBLDR511 Develop and use emotional intelligence V1 15/07/2020