Assessment Event 1 – Knowledge Questions
The information contained in this assessment event lists the questions that you will need to develop a written response. These questions are theoretical and provide evidence of your understanding of processes and techniques in emotional intelligence. Each question includes the requirements which indicate what you have to do and the depth of your response to achieve a satisfactory result.
Question 1
Explain emotional intelligence principles and strategies.
Question 2
Describe the relationship between emotionally effective people and the attainment of business objectives.
Question 3
Explain emotional intelligence in the context of building workplace relationships.
Question 4
Explain how to communicate with a diverse workforce which has varying cultural expressions of emotion
Assessment Event 2: My Action Learning Simulation
In this assessment, you will undertake a number of tasks associated with developing your skills and your colleague’s emotional intelligence through the simulation called My Action Learning. In this simulation you will perform the following actions:
Please ensure that you familiarise yourself with this set of requirements that underpin this simulation. This includes understanding the background of the simulation and the criteria you will be assessed on. These are located in the Appendix of this document.
Task 1 Develop Awareness of Your Emotional Intelligence
In this task, you will prepare for the action learning session by identifying your strengths and weaknesses, reviewing your emotional responses in the workplace and the control of these skills.
1.1 Identify personal strengths and weaknesses
1.2 Identify personal stressors
1.3 Identify personal strengths and weaknesses
1.4 Develop awareness of emotional triggers
1.5 Use feedback from others to improve development of emotional intelligence
1.6 Model behaviours that demonstrate the management of emotions
Task 2 Recognise and Appreciate the Emotional Strengths and Weaknesses of Others
In this task, you will use your insight from your action learning session from Task 1 and make preparation to assist others to develop their emotional intelligence. This preparation will initially be through reflection, then you will use this knowledge in Task 3 and 4 where you will participate in a second action learning session to further the emotional intelligence of a colleague.
2.1 Respond to the emotional states of colleagues
2.2 Identify the range of cultural expressions of emotions and respond appropriately
2.3 Demonstrate flexibility and adaptability in dealing with others
2.4 When making decisions take into account the emotions of others
Task 3 Promote the Development of Emotional Intelligence in Others
In this task, you will now participate in another action learning session but this time acts as a stakeholder whereby you ask questions to create new learning for the other person (the colleague). The duration of the session is 45 minutes.
3.1 Provide opportunities for others to express their thoughts and feelings
3.2 Assists others to understand the effect of their behaviour and emotion on others in the workplace
3.3 Encourage the self-management of emotions in others
3.4 Encourage others to develop their own emotional intelligence
Task 4 Utilise emotional intelligence to maximise team outcomes
In this task, you will now reviews all your learning from the previous tasks then uses this emotional intelligence to improve work relationships and team outcomes in a student study group. This study group will be students from the class and have a membership of between 3-4. The purpose of the study group is to share ideas on the course and how to maximise your learning and assessments. The study group is for the duration of this unit.
4.1 Encourage a positive emotional climate in the workplace
4.2 Use the strengths of workgroup members to achieve workplace outcomes
Appendix A: My Action Learning Simulation
Simulation Background
You will take part in a simulation where you are part of a pilot in a new initiative of the College that will offer support to the development of students through the strengthening of their emotional intelligence.
As part of this initiative you will prepare for presenting your attributes to a stakeholder of the pilot, then use this feedback to develop your emotional intelligence. You will then use another action learning session to assist a colleague (a student) to develop their emotional intelligence. Both sessions have a duration of 45 minutes each. These two sessions lead to the application in your student study group where you will use your emotional intelligence skills to achieve study outcomes. The duration of the whole simulation is anticipated to cover the duration of the course for this unit.
Simulation Phases
This simulation is divided into the following phases:
Phase 1: |
Identify personal attributes. |
Phase 2: |
Seek feedback on these attributes through an action learning session. |
Phase 3: |
Develop emotional intelligence in colleagues. |
Your Role in the Simulation
You will be the Project Officer of My Action Learning in the simulation. Your roles and responsibilities in the simulation are as follows:
Phase 1:
Phase 1 occurs in Tasks 1.1 to 1.6.
This simulation will have a duration of 45 minutes where you will review your personal attributes then develop your skills in emotional intelligence. Note that your Assessor will not play a role in this observation activity as they will be observing your interaction with the stakeholders and documenting evidence in the Observation Check Sheet 1 provided in Appendix B.
In Phase 1 your main duties in the organisation are as follows:
Phase 2:
Phase 2 occurs from Tasks 2.1 to Tasks 2.4. In Phase 2 your main duties in the organisation are as follows:
Phase 3:
Phase 3 occurs in Tasks 3.1 to Tasks 3.4.
This simulation will have a duration of 45 minutes where you will interact with a colleague in another action learning session to develop their emotional intelligence skills. Note that your Assessor will not play a role in this observation activity as they will be observing your interaction with the stakeholders and documenting evidence in the Observation Check Sheet 2 provided in Appendix B.
In Phase 3 your main duties in the organisation are as follows:
Phase 4:
Phase 4 occurs from Tasks 4.1 to Tasks 4.2. In Phase 4 your main duties in the organisation are as follows:
Simulation Setup
The simulation chosen is to give you the opportunity to provide evidence that demonstrates your ability to develop your emotional intelligence skills and that of a colleague and study group. We have tried to make this simulation as real as possible within a classroom setting through using real scenarios associated with emotional intelligence. To carry out your role in this simulation will require you to follow these steps:
Step 1 |
You will at the commencement of the unit, overview the assessment and sign the declaration of understanding located in the Student Assessment Workbook. |
Step 2 |
Your Assessor will select an appropriate staff member from the College early in the course for this unit as this actor has a critical role in providing feedback to you. |
Step 3 |
Your Assessor will monitor the progress of your work with Task 1.1 to Task 1.4 as the quality of this preparation will have a significant influence on the success of your first action learning session. |
Step 4 |
On completion of the above tasks your assessor will check the quality of your work and then organise a time for the first action learning session. |
Step 5 |
Your Assessor will observe the action learning session and use Observation Check Sheet Number 1. |
Step 6 |
Your Assessor will monitor the progress of your work with Task 2.1 to Task 2.4 as the quality of this preparation will have a significant influence on the success of the second action learning session. |
Step 7 |
Your Assessor will discuss with you if you have selected an appropriate colleague for the second action learning session as this is critical in giving you the opportunity to demonstrate your skills in developing the emotional intelligence of the other person. |
Step 8 |
Once selected, your Assessor will discuss directly with this colleague to ensure that they are aware of what is required in the action learning session. |
Step 9 |
Your Assessor will observe the action learning session and use Observation Check Sheet Number 2. |
Step 10 |
Your Assessor will explain phase 4 of the simulation and the purpose of the student study group and member roles. |
Assessment Conditions for the Observation
The information in this section outlines the assessment conditions for the Observation which occurs in Phase 1 and 3, and involves your interaction with a stakeholder in Phase 1 and a fellow colleague in Phase 3.
Before the Observations:
During the Observations:
If you are not successful, after the observations, the Assessor will:
Appendix B: Observation Check Sheets
We have provided the Observation Check Sheets for you to prepare for your assessment with the Assessor. Remember, you will not be able to use this Check Sheets during this session. However, we recommend you use this as a planning tool so that you are fully prepared for the observation.
Note that you must demonstrate all the criteria listed in the following Observation Check Sheets to be deemed satisfactory.
Observation Check Sheet Number 1 – Present in Action Learning Session 1
Performance requirements: |
Introduction |
Welcome the Student Support Officer (SSO):
|
state goals of the session, which were:
these goals must be:
|
explain the format of the session, which must be:
|
seek feedback on goals and format:
|
Body |
present your profile:
|
seek feedback:
describe how could manage emotions in future relationships:
|
Conclusion |
the conclusion:
overview next steps:
time management:
|
Communication Skills |
body language skills must demonstrate the following:
|
verbal skills:
|
sensitive to any cultural diversity of the SSO:
|
emotions must:
|
Consultation skills |
use appropriate consultation skills:
|
Observation Check Sheet Number 2 – Give Feedback in Action Learning Session 2
Performance requirements: |
Introduction |
welcome colleague:
|
state approach in this session:
these approaches must be:
|
explain the format of the session, which must be:
|
seek feedback on goals and format:
|
Body |
invite colleague to present their profile:
|
facilitate new thinking for the colleague:
create learning for the colleague:
these interpretations must be helpful in creating new meaning for the colleague evident by:
|
Conclusion |
the conclusion:
overview next steps:
time management
|
Communication skills for colleague |
body language skills must demonstrate the following:
|
verbal skills:
|
sensitive to any cultural diversity of the colleague:
|
emotions:
|
Consultation skills |
use appropriate consultation skills:
|
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