BSBLDR511 Plan Market Research Sample Assignment

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.

  • provide three key principles
  • provide three key strategies
  • word count is approximately 30 words for principles and 30 words for strategies.

Question 2

Describe the relationship between emotionally effective people and the attainment of business objectives.

  • provide three explanations to how these people attained objectives
  • word count is approximately 50 words in total.

Question 3

Explain emotional intelligence in the context of building workplace relationships.

  • provide a minimum of four explanations
  • word count is approximately 50 words in total.

Question 4

Explain how to communicate with a diverse workforce which has varying cultural expressions of emotion

  • explain five techniques
  • word count is approximately 50 words in total.

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:

  • identify your personal attributes
  • develop your and skills in emotional intelligence
  • develop the emotional intelligence skills of your colleagues.

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

  • research personality or learning style models and identified and summarise a minimum of four behavioral indicators
  • provide a summary on one’s strengths and weaknesses with each of these indicators
  • list examples of actions with each of the strengths and weaknesses
  • word count is approx. 80 words per indicator.

1.2 Identify personal stressors

  • identify a minimum of two personal stressors
  • word count is not critical.

1.3 Identify personal strengths and weaknesses

  • select one of the stressors from task 1.2 and use the Stress Mapping Template and calculate the level of stress with this issue:
    • list a minimum of four demand factors
    • estimate the perceived weighting with each factor
    • calculate the score with this issue
  • calculate the level of perceived capability with this issue:
    • list a minimum of four capability factors
    • estimate the perceived capability with each factor
    • estimate the perceived weighting with each factor
    • calculate the capability score with this issue
  • calculate the appropriateness of the capability strategies being used with this issue:
    • list three current coping strategies being used:
    • calculate the level of effectiveness with these coping mechanisms
    • list three potential strategies to further address the level of stress
    • calculate the level of effectiveness with these coping mechanisms
  • summarise the findings from this completed template by listing three points that describe:
  • the level of stress
  • the effectiveness of these coping mechanisms, summarise the gap and make a comment on the significance of this gap
  • the sustainability of maintaining this level of stress including a description on how much effort is required to address this demand and whether this can be maintained
  • the long-term application of these coping mechanisms is related to the further coping mechanisms and their potential for success
  • the word count for each of the above four points is approximately 200 words.

1.4 Develop awareness of emotional triggers

  • identify a minimum of two situations that trigger strong emotions
  • this word count is not critical.

1.5 Use feedback from others to improve development of emotional intelligence

  • participate in an action learning session and present the following:
  • discuss a minimum of two emotional triggers (from Task 1.1)
  • describe personal stressors and coping mechanisms (from Task 1.2 and 1.3)
  • describe emotional triggers (Task 1.4)
  • listen to the feedback given and take notes
  • develop a minimum of two new learnings about oneself
  • actions must meet all the requirements in the Observation Check Sheet Number 1
  • the session duration is 45 minutes
  • this word count is not critical.

1.6 Model behaviours that demonstrate the management of emotions

  • review notes taken from action learning session then do the following:
  • describe how you feel after your action learning session
  • describe an issue that was discussed that you could improve your ability to control emotions
  • word count is 150 words in total.

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

  • document a situation where a colleague appears emotional:
    • describe the situation
    • describe what you think the emotional cues were
  • described how you would respond to this situation:
  • word count is 200 words in total.

2.2 Identify the range of cultural expressions of emotions and respond appropriately

  • describe a minimum of three examples of cultural expression of emotion
  • select one and describe how to respond to this expression
  • word count is 150 words in total.

2.3 Demonstrate flexibility and adaptability in dealing with others

  • document a situation where you interacted with a colleague with a different style:
  • describe how you responded to that person
  • describe new approaches to the situation
  • word count is 150 words in total.

2.4 When making decisions take into account the emotions of others

  • document a situation where a decision was made that had impact on colleague(s)
  • describe how you responded to that person
  • describe new approaches to the situation
  • word count is 100 words in total.

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

  • participate in the action learning session
  • actions must meet all the requirements in the Observation Check Sheet Number 2
  • word count is not critical.

3.2 Assists others to understand the effect of their behaviour and emotion on others in the workplace

  • participate in the action learning session
  • actions must meet all the requirements in the Observation Check Sheet Number 2
  • word count is not critical.

3.3 Encourage the self-management of emotions in others

  • participate in the action learning session
  • actions must meet all the requirements in the Observation Check Sheet Number 2
  • word count is not critical

3.4 Encourage others to develop their own emotional intelligence 

  • participate in the action learning session
  • actions must meet all the requirements in the Observation Check Sheet Number 2
  • word count is not critical.

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

  • form a study group for the remainder of the course and complete the following:
  • use the document tilted “check sheet for monitoring emotional intelligence skills “as follows:
  • complete on two occasions the above check sheet
  • base these entries on self-awareness and where possible feedback from others
  • attach the completed check sheets to the workbook
  • identify situations where there could be an improvement the emotional climate
  • develop strategies to address these situations
  • word count is approximately 100 words.

4.2 Use the strengths of workgroup members to achieve workplace outcomes

  • in your reflection on your study group, complete the following:
  • list the strength of the workgroup members
  • describe the outcomes to be achieved
  • after one week of implementing the study group describe how the strengths assisted the achievement of outcomes
  • word count is approximately 250 words in total.

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:

  • identify own emotional strengths and weaknesses
  • identify personal stressors and emotional states
  • participate in an action learning session and seek feedback for the development of their emotional intelligence.

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:

  • reflect on a number of scenarios and develops appropriate strategies for the future
  • scenarios are associated with emotions of others.

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:

  • provide opportunities for others to express thoughts and feelings
  • assist others to understand the impact they have on others
  • encourage the control of emotions.

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:

  • participate in a study group
  • reflect on level of emotional intelligence within the study group.

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:

  • you must ensure that you have read and understood any documents required to undertake the Observations
  • you must ensure that you have read and understood all performance requirements listed under each task
  • you must ensure that you have read the requirements listed in the Observation Check Sheets as your performance will be judged based on these criteria (see Appendix B)
  • your Assessor will inform you of the date of your Observations.

During the Observations:

  • you will be interacting with a Student Support Officer in the first session and a fellow colleague in the second session
  • it has a total duration of 45 minutes for each session
  • other students will not be observers during the session as this will give them an unfair advantage
  • these stakeholders will be role played by staff from the RTO or other externals
  • your Assessor will brief them on your topics so that they can carry out their actions in an appropriate manner
  • you cannot refer to the Observation Check Sheets while undertaking the Observations
  • your Assessor will:
    • observe you individually based on the criteria in the Observation Check Sheets
    • document their observations in detail on the Observation Check Sheets
    • provide extensive written feedback
    • ensure that the session will be free from distractions
  • you must comply with WHS requirements
  • you must demonstrate all the criteria in the Observation Check Sheets to achieve a satisfactory result for the Observations.

If you are not successful, after the observations, the Assessor will:

  • provide written feedback on the Observation Check Sheets explaining their justification in detail
  • communicate this feedback to you
  • arrange another suitable time to observe your second attempt.

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):

  • be friendly
  • be positive by thanking them to make time to be part of this action learning session

state goals of the session, which were:

  • present your profile to the SSO
  • invite feedback from SSO
  • to give insight into the issues presented

these goals must be:

  • appropriate
  • achievable in the time frame

explain the format of the session, which must be:

  • clear
  • concise

seek feedback on goals and format:

  • note input
  • where appropriate incorporate into session body

Body

present your profile:

  • your personal strengths and weaknesses
  • your personal stressors
  • your emotional states with one of these stressors
  • your coping mechanism
  • your emotional triggers

seek feedback:

  • after each presentation (see above) invited comment
  • take notes
  • where appropriate seek clarification
  • enter into discussion about issues

describe how  could manage emotions in future relationships:

  • list one area that you could improve
  • describe how you make this improvement

Conclusion

the conclusion:

  • summarise the session in terms of what had been achieved
  • seek input on the quality of the session

overview next steps:

  • would complete a written reflection
  • would implement actions
  • would monitor outcomes
  • make adjustments as required

time management:

  • session must be completed within the time allocated of 45 minutes

Communication Skills

body language skills must demonstrate the following:

  • maintain eye contact
  • must show appropriate facial expressions
  • posture must be appropriate
  • gestures must fit message

verbal skills:

  • vocal pitch must be appropriate
  • tone must be pleasant
  • pace must be at the right speed to achieve clarity
  • volume must be appropriate for the SSO

sensitive to any cultural diversity of the SSO:

  • language must avoid jargon
  • language chosen must be easy to understand
  • level of formality must show respect to the SSO
  • content must be non-sensitive
  • watch for non-verbal signs of SSO
  • seek input if withdrawn through direct open questioning

emotions must:

  • process emotions of self and stayed calm
  • feed back to the stakeholder emerging issues for them
  • these interpretations must be relevant and appropriate

Consultation skills

use appropriate consultation skills:

  • request views and opinions of SSO
  • listen attentively
  • do not interrupt
  • encourage stakeholder to give input
  • validate this input
  • use open questions to explore issues
  • where appropriate, you must incorporate into draft emotional intelligence plan

Observation Check Sheet Number 2 – Give Feedback in Action Learning Session 2

Performance requirements:

Introduction

welcome colleague:

  • be friendly
  • be positive

state approach in this session:

  • the colleague will present their profile
  • they will be supported by the student
  • it is an opportunity for learning for both parties
  • this learning will be through the use of strategic questions

these approaches must be:

  • appropriate
  • achievable in the time frame

explain the format of the session, which must be:

  • clear
  • concise

seek feedback on goals and format:

  • noted input
  • where appropriate incorporated into session body

Body

invite colleague to present their profile:

  • their personal strengths and weaknesses
  • their personal stressors
  • their emotional states with one of these stressors
  • their coping mechanism
  • their emotional triggers

facilitate new thinking for the colleague:

  • take notes during each presentation by colleague
  • where appropriate seek clarification
  • ask what impact does this have on others?
  • ask what impact it is having on them?
  • with emotional triggers – ask what do they think is causing these emotions?
  • ask what would they like to change?
  • how would they achieve this?

create learning for the colleague:

  • asked further questions to get to the cause of an issue such as “why”
  • ability to make appropriate interpretations of colleagues response
  • these interpretations must be sensitive to the colleagues needs

these interpretations must be helpful in creating new meaning for the colleague evident by:

  • the positive facial expressions by colleague
  • positive verbal responses by the colleague

Conclusion

the conclusion:

  • summarise the session in terms of what had been achieved
  • seek input on the quality of the session

overview next steps:

  • would complete a written reflection
  • would implement actions
  • would monitor outcomes
  • make adjustments as required

time management

  • session was completed within the time allocated of 45 minutes

Communication skills for colleague

body language skills must demonstrate the following:

  • maintain eye contact
  • must show appropriate facial expressions
  • posture must be appropriate
  • gestures must fit message

verbal skills:

  • vocal pitch must be appropriate
  • tone must be pleasant
  • pace must be at the right speed to achieve clarity
  • volume must be appropriate for the colleague

sensitive to any cultural diversity of the colleague:

  • language must avoid jargon
  • language chosen must be easy to understand
  • level of formality must show respect to the participant
  • content must be non-sensitive
  • watch for non-verbal signs of colleague
  • seek input if withdrawn through direct open questioning

emotions:

  • process emotions of self and stayed calm
  • feed back to the colleague emerging issues for them
  • these interpretations must be relevant and appropriate

Consultation skills

use appropriate consultation skills:

  • request views and opinions of colleague
  • listen attentively
  • do not interrupt
  • encourage colleague to give input
  • validate this input
  • use open questions to explore issues
  • where appropriate, you must incorporate into draft emotional intelligence plan