Australasian International Academy (AIA)

RTO No. 41144 CRICOS No.03480K

Learner Guide

BSBLDR501 Develop and use emotional intelligence

BSBLDR501 Develop and use emotional intelligence

Table of Contents

Overview 3
Resources 4
Overview of Learner Guide 5
Preparation 6
Introduction 7
Topic 1 Identify the impact of own emotions on others in the workplace 9
Topic 1 Identify the impact of own emotions on others in the workplace 11
Topic 2 Recognise and appreciate the emotional strengths and weaknesses of others 13
Topic 2 Recognise and appreciate the emotional strengths and weaknesses of others 15
Topic 3 Promote the development of emotional intelligence in others 17
Topic 4 Utilise emotional intelligence to maximise team outcomes 19
Review and Assessment 22

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BSBLDR501 Develop and use emotional intelligence

Overview
BSBLDR501 Develop and use emotional intelligence

Introduction
This Learner Guide is provided to you to use whilst you are studying this unit. Your Trainer/Assessor will go
through all of the theory and you will complete a number of activities to prepare you for assessment at the
end of the unit.

Duration
5 weeks Content delivery: 3 weeks
Assessment: 2 weeks

Week 1 Introduction
Topic 1 Identify the impact of own emotions on others in the workplace
Topic 1 Identify the impact of own emotions on others in the workplace
Week 2 Topic 2 Recognise and appreciate the emotional strengths and weaknesses of others
Topic 2 Recognise and appreciate the emotional strengths and weaknesses of others
Week 3 Topic 3 Promote the development of emotional intelligence in others
Topic 4 Utilise emotional intelligence to maximise team outcomes
Week 4 Review and assessment
and 5

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BSBLDR501 Develop and use emotional intelligence

Resources

Textbooks
Cole, K. Management Theory and Practice. 6ed. Cengage Learning (2016)
Chapter 6 Building a strong communication foundation,
Chapter 7 Strengthening your personal skills,
Chapter 8 Building Effective Working Relationships,
Chapter 26 Making the most of diversity,
Chapter 30 Managing for Psychological Safety and Wellbeing.

The textbook will be available in the classroom for students to share. You may also purchase your own
copy.

PowerPoint slideshow:

The following slideshow has been used to support the delivery of this lesson, this will be provided to you by
your Trainer/Assessor:
BSBLDR501 SlideShow.pptx

Documents:
The following document/s have been provided in the lesson plan folder, this will be provided to you by your
Trainer/Assessor:
1. FTFCultural Diversity.pdf,
2. Respect-protocols-oxfam.pdf

Web links:
Internet links to sources of information, videos or documents are also provided throughout the Learner
Guide.
If the links are broken, copy and paste them into your web browser.

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BSBLDR501 Develop and use emotional intelligence

Overview of Learner Guide

Lesson Context
Your Trainer/Assessor will provide a simulated work environment therefore, the activities provided in the
Learner Guide:

 Reflect real life work tasks.

 Are performed to industry safety requirements as relevant.

 Use authentic workplace documentation.

 Require students to work with others as part of a team.

 Require students to plan and prioritise competing work tasks.

 Involve the use of standard, workplace equipment such as computers and software.

 Ensure that students are required to consider workplace constraints such as time and budgets.

Plagiarism, cheating and collusion

Where a Trainer/Assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, they will report this along with reasons for the allegation.

Homework/Self-study
A minimum of two hours should be spent each week undertaking homework or self-study. At the end of
each session the Trainer/Assessor will direct you to complete any activities, questions or reading from the
day’s session as homework. Further to this, time should be spent in self-study. This could be reading on
the topic, independent research, completing project work or watching webinars/video clips that relate to an
area being covered.

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BSBLDR501 Develop and use emotional intelligence

Preparation

Folder management and naming documents

As a guide, you should keep all their work for this unit in a folder that has the unit code as its name, along
with your name.

Any activities and assessment tasks should then be saved to this folder.

You should name documents logically within the folder structure, it should include:

 Unit code

 Task number

 Task name

 Your last name (optional)

 The date or version number (optional)

Back up
You should always have a back up of your work on a different device. If using a USB to save files, then
ensure a back up is kept on a laptop or home computer.

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BSBLDR501 Develop and use emotional intelligence

Introduction

What is Emotional Intelligence?

Being a manager requires people to be in control of their emotions, so understanding the way emotions
work is critical for managers.

Emotional intelligence means the ability to identify your emotions and those of others.

People with emotional intelligence know how to harness emotions and apply them to tasks such as thinking
and problem solving. They have the know-how of regulating their own emotions, which gives them the
ability to cheer up or calm down another person and connect with them.

In an often-cited article, Peter Salovey from Yale University and John

D. Mayer from the University of New Hampshire have described
emotional intelligence as “the ability to monitor one’s own and others’
feelings and emotions, to discriminate among them, and to use this
information to guide one’s thinking and actions”.

Figure source: https://blog.zyncro.com/wp-content/uploads/2012/12/Emotional-inteligence-in-

companies.jpg

Needless to say, emotional intelligence is now regarded as a core skill for managers who have to get the
best out of their teams. Psychologists say there are five categories of emotional intelligence.

The first is self-awareness, the ability to recognise an emotion when it happens. Self-awareness allows
people to tune into their feelings. This involves recognising one’s own emotions and their effects, and also
having the self-confidence about one’s self-worth and capabilities.

The second is self-control, maintaining standards of honesty and integrity, taking responsibility for one’s
behaviour, and being adaptable, innovative and open to new ideas in the face of change. All this requires a
certain level of self-regulation.

The third trait is having a high level of motivation. Your passion for work should not just be about money
and status. This means having a drive towards achievement, an ability to align with the goals of the group
or organisation, having the initiative to take opportunities, and pursuing goals persistently despite obstacles
and setbacks.

The fourth trait, and probably one of the most important, is the ability to empathise. The more you are able
to pick up signals when people are responding, the greater your ability to control the signals you send
them.

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The final trait is great interpersonal skills. This means effective persuasion tactics; the ability to
communicate clearly and unambiguously; great leadership skills to guide and influence people; how to
negotiate and resolve conflicts; how to collaborate and co-operate and work towards shared goals; and
how to create group synergy in pursuing collective goals.

Source: http://blog.aim.com.au/feeling-smarter-emotional-intelligence-workplace/

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Topic 1 Identify the impact of own emotions on others

in the workplace

Relevant chapter
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 6 Building a strong communication foundation

Activity: Management Theory and Practice - Chapter 6 Building a strong communication

foundation

Complete the Quick Review questions provided at the end of the Chapter.

Video Clip: Daniel Goleman explains Emotional Intelligence

Published on YouTube (approximately 30 minutes) 5 September 2013
https://www.youtube.com/watch?v=ZsdqBC1tHTA

Activity: Emotional Intelligence Testing (45 minutes to complete)

Visit the Emotional Intelligence Institute website and complete the following activities:
http://www.theeiinstitute.com/ei-tests/

1. Watch the video explaining emotional intelligence testing (9 mins)

2. Complete the tests 1 and 2 that appear on the right of the website entitled “Quick Quizzes”
3. Summarise the results of the test and answer the following questions:
i) Are you surprised at the results presented at the end of the quiz? Explain your answer.
ii) What changes do you think you could make to ensure that you can professionally control your
emotional feelings in a workplace?

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Video Clip: Leading with Emotional Intelligence in the Workplace

https://www.youtube.com/watch?v=OoLVo3snNA0 (3min37)
by Carolyn Stern 30 Jan2014

Video Clip: Emotions in the workplace

Addressing a real life issue
https://www.youtube.com/watch?v=_hX08-yokc4 (5min12)
by Emily Bennington 18/3/2015

Activity: Video clip Emotional Intelligence: How Good Leaders Become Great -- 2014 UC Davis
Executive Leadership Program
https://www.youtube.com/watch?v=HA15YZlF_kM (33min 38)

You should write a short paragraph identifying any ideas, tips, recommendations or interesting issues that
arise from the video and that you may like to use for future employment. This can be submitted to the
trainer/assessor.

Activity: Management Theory and Practice - Chapter 6 Building a strong communication

foundation
Complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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BSBLDR501 Develop and use emotional intelligence

Topic 1 Identify the impact of own emotions on others

in the workplace

Relevant chapter
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 7 Strengthening your personal skills;

Activity: Management Theory and Practice - Chapter 7 Strengthening your personal skills

Complete the Quick Review questions provided at the end of the Chapter.

Project: Road to Discovery – a self-assessment

1. Report
You are required to write a short report that addresses each of the following points. You should be
honest and provide examples in a work context if possible:
 Identify your own emotional strengths and weaknesses by providing some examples of
workplace situations experienced;
 What are your triggers for stress at work? What happens to your emotional state when these
triggers occur? Can you control these emotional states, if so how; if not what happens?
 Imagine that you have had a disagreement with one of your team – the person in question has
stormed out of the office yelling of unfair treatment. Understanding your own emotional
intelligence and how you react to situations - how would you respond emotionally to this event?
In what way do you manage your emotions?
 How do you take on board feedback from work colleagues?
 In what way can you use self-reflection to improve or develop your own emotional intelligence?

2. Reflection
Using references from the materials and texts provided, address the following statement:
“Emotional triggers in the workplace can be controlled by the management of self awareness and
development of emotional intelligence”.
It is up to you how you present your response – it could be a video clip, a short presentation using
software such as prezi.com, a report or a self-reflection.

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Activity: Management Theory and Practice - Chapter 7 Strengthening your personal skills;
You should complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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Topic 2 Recognise and appreciate the emotional

strengths and weaknesses of others

Relevant chapter
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 8 Building Effective Working Relationships

Activity: Management Theory and Practice - Chapter 8 Building Effective Working Relationships

Complete the Quick Review questions provided at the end of the Chapter.

Activity: Body Language

Take this body language quiz to test your emotional intelligence for how well you read other people:
http://greatergood.berkeley.edu/ei_quiz/

Do you agree with the outcome?

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Activity: Emotional intelligence – impacts on others

Complete the following activity:
Thinking about a past work situation or your ideas about the workplace – make notes about the following
questions:

i) How aware are you of the impact of your emotional behaviour on others in your workplace?
Provide examples.
ii) What signals may you be giving, which prevent colleagues/team members from expressing
their feelings?
iii) Do you keep the emotional problems of others at a distance?
iv) Is there any gender bias in your emotional behaviour when dealing with team members?
Provide examples of ways you do or alternatively how you make considerations.
v) List 4 of the most important positive emotions, which leaders should develop in order to
motivate and influence staff.
vi) Provide an example of a situation whereby you found it difficult to regulate your emotions.
Looking back at this situation, what do you think you could have done to avoid it?
vii) Do you provide positive feedback to staff/team members or fellow workers? If so why do you?
What form does the feedback take? How did the recipients respond?
viii) Are you prepared to receive feedback from staff/team members or fellow workers?
ix) Assume you have to provide feedback to a member of staff which requires them to change
their emotional behaviour at work. How would you provide this feedback? What qualities and
skills do you need in order to handle this in a sensitive and productive manner?

Activity: Management Theory and Practice - Chapter 8 Building Effective Working Relationships

Complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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Topic 2 Recognise and appreciate the emotional

strengths and weaknesses of others

Relevant chapter
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 26: Making the most of diversity

Activity: Management Theory and Practice - Chapter 26: Making the most of diversity

Complete the Quick Review questions provided at the end of the Chapter.

Activity: Australian Culture

Access the following document: respect-protocols-oxfam-australia.pdf

Read through the main points. Think about the following questions:

Were you aware of the cultural protocols synonymous with Indigenous Australians?

Are you originally from another country? Do you know your cultural heritage?

You should then write a brief background of your country of birth, the Indigenous culture of that country and
what the protocols are for that culture. The following infograph highlights some interesting facts on cultural
diversity in Australia:

FTFCultural Diversity.pdf.

Video Clip: Cultural Dimension: display of emotion (2min16)

https://www.youtube.com/watch?v=RwDDb_h2i0A

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Case Study: Steve “The Greek” Papadopoulos

Steve was an enthusiastic and committed member of the leadership team. When he returned to work, after
a holiday, he seemed withdrawn and preoccupied. Recently he has been contributing very little to team
meetings and asked for people not to refer to him as “The Greek”. Members of the team are expressing
concern about Steve’s behaviour, which is beginning to affect the morale of the team.

i) As the leader of the team how would you deal with this situation? Write down some guidelines,
which may help to resolve the problem. Consider how you would approach Steve, discuss the
problem, acknowledge his feelings, promote diversity, encourage him to discuss his feelings, come
to a solution, provide feedback to the team.

ii) What are the likely consequences of failing to take action?

Activity: Management Theory and Practice - Chapter 26 Making the most of Diversity
Complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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BSBLDR501 Develop and use emotional intelligence

Topic 3 Promote the development of emotional

intelligence in others

Relevant chapter
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 30: Managing for Psychological safety and well being

Activity: Management Theory and Practice - Chapter 30: Managing for Psychological safety and
well being

Complete the Quick Review questions provided at the end of the Chapter.

Video Clip: Positivity in the workplace

https://www.youtube.com/watch?v=HSSrVW_zYK4 (03:19)

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Activity: Workplace exercises

Salt and Pepper

Carrying out motivational teamwork exercises that help promote communication and motivation among
workers can encourage positive workplace interactions.
The following exercise will be used to demonstrate some of the ways leaders can encourage a positive
emotional climate in the workplace:

This activity is fun, excellent for energizing your team, and also great as a get-to-know-one another
exercise. It doesn’t take up a lot of time and requires a few simple materials like a pen, tape, and small
sheets of paper. Recommended group size can range from 6-40 people.

Provide a sheet of paper for every person.

I. As manager, come up with pairs of things such as, salt and pepper, yin and yang, shadow and light,
peanut butter and jelly, Mickey and Minnie mouse, male and female, and so forth.
II. Separate the pairs and write only one of them per piece of paper. (Salt on one paper, pepper on a
completely different paper).
III. Tape one paper on the back of each person, making sure they can’t see it.
IV. When you say go, everyone must walk around asking yes or no questions in order to find out what
word they have taped to their backs.
V. Once they figure that out, they’ll be able to find their other pair. The two will sit down and learn three
to five interesting facts about one another.

Optional step: have the pairs introduce their partners and the interesting facts they learned about them.

This exercise will encourage communication and creativity among the participants. Learning how to ask the
right questions will be a challenge. It will also encourage teamwork as interacting with the other team
members is necessary.

Source: http://www.refreshleadership.com/index.php/2012/08/quick-games-engage-employees-work/

This short clip demonstrates a team building exercise: https://www.youtube.com/watch?v=C4Q_s0_txrQ

Activity: Management Theory and Practice - Chapter 30: Managing for Psychological safety and
well being
Complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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Topic 4 Utilise emotional intelligence to maximise team

outcomes

Recommended texts
Management Theory and Practice 6ed, Kris Cole (2016)
Chapter 13: Building Productive Work teams

Activity: Management Theory and Practice Chapter 13: Building Productive Work teams

Complete the Quick Review questions provided at the end of the Chapter.

Activity: Workplace teams

List ways you can encourage your team to be emotionally positive.
How can you promote a positive emotional climate in the workplace?
What emotional strengths would you look for in your team?

Group Project
Work in groups of 3 or 4. You should undertake the following tasks:

i) Each group member to list down their emotional strengths used in workplace situations.
ii) Using the table provided, and the list of emotional strengths identified in ii), each team member
should consider the workplace outcomes listed, then provide an example or situation of how this
could be undertaken and by whom. This will require your group discuss the best person for each
outcome.

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Source: http://toolkit.ahpnet.com/Supervision-Intervention-Strategies/Emotional-Intelligence-and-the-
Workplace/Emotional-Intelligence-and-Workplace-Outcomes.aspx

iii) Create a poster which could be displayed in the workplace to promote a positive emotional climate
in the workplace.

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iv) Team building exercises

Research a team building exercise that will encourage positivity in the workplace. Prepare the
exercise so that it can be undertaken in the classroom.
Each member of the team should have a part in preparing/delivering the activity dependent on his
or her own skills. You will therefore will need to spend time discussing the role for each team
member and the approach that they will take to deliver the activity to the rest of the class.
You will be required to present your team building exercise to the class.
You have 15-20 minutes to prepare, carry out the task and pack away (if need be).

Activity: Management Theory and Practice - Chapter 13: Building Productive Work teams
Complete the Build your Skills activities and case studies given at the end of the chapter.

Homework/Self-Study

Undertake the required homework, this can include completing any activities, questions or reading from the
day’s session set by the Trainer/Assessor.

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Review and Assessment

The content of this unit has now been covered. The next two weeks have been allocated for completing the
assessment for this unit. The assessment has been provided in a separate document.

Review and completion

Ensure that you complete any outstanding activities, reading, role-plays, meetings, presentations or further
tasks that require observation or submission to the Trainer/Assessor.

Assessment Tasks
Your Trainer/Assessor will discuss each task in detail – please ensure that you understand the assessment
procedures, submission instructions and deadlines.

Support
The Trainer/Assessor will provide support when required. If any reasonable adjustment is required please
speak with your Trainer/Assessor or college support services.

Submission
Ensure that you submit all the necessary tasks, in a professionally presented format and saved as per
directed at the beginning of this Learner Guide.

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