Course Title: Develop and use emotional intelligence

Part B: Course Detail

Teaching Period: Term2 2017

Course Code: EMPL7070C

Course Title: Develop and use emotional intelligence

School: 650T Vocational Business Education

Campus: City Campus

Program: C5358 - Diploma of Business

Course Contact: Sylvia Baroutis

Course Contact Phone: (03) 9925 5469

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit covers the development and use of emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the context of the workplace.

It includes identifying the impact of own emotions on others in the workplace, recognising and appreciating the emotional strengths and weaknesses of others, promoting the development of emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.

It applies to managers who identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBLDR501 Develop and use emotional intelligence


1. Identify the impact of own emotions on others in the workplace

Performance Criteria:

1.1 Identify own emotional strengths and weaknesses

1.2 Identify personal stressors and own emotional states related to the workplace

1.3 Develop awareness of own emotional triggers and use this awareness to enable control emotional responses

1.4 Model workplace behaviours that demonstrate management of emotions

1.5 Use self-reflection and feedback from others to improve development of own emotional intelligence


2. Recognise and appreciate the emotional strengths and weaknesses of others

Performance Criteria:

2.1 Respond to the emotional states of co-workers and assess emotional cues

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 Take into account the emotions of others when making decisions



3. Promote the development of emotional intelligence in others

Performance Criteria:

3.1 Provide opportunities for others to express their thoughts and feelings

3.2 Assist others to understand the effect of their behaviour and emotions 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 to build productive relationships and maximise workplace outcomes.



4. Utilise emotional intelligence to maximise team outcomes

Performance Criteria:

4.1 Encourage a positive emotional climate in the workplace

4.2 Use the strengths of workgroup members to achieve workplace outcomes


Learning Outcomes

Details of Learning Activities

A range of learning activities are planned for this course including online self-paced and collaborative classroom based activities.

The self-paced activities will be delivered through various technology platforms and may include your contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.

The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice your skills in a simulated workplace environment.

We expect you to participate and contribute in all scheduled learning activities. 

Teaching Schedule

The course BSBLDR501 Develop and use emotional is clustered (co-delivered and co-assessed) with course BSBLED502 Manage programs that promote personal effectiveness.

The nominal hours associated with this are a guide only and represent the total teaching time and student effort required to successfully complete the course.  This may include not only scheduled classes but also the amount of effort reqired to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

The Teaching Schedule for this course is as follows:



Week beginning




3 July

  • Introduction to the course including:
  • Course requirements
  • Course support documents
  • Course Blackboard access
  • Accuracy of enrolment
  • Assessment requirements/Cover Sheets
  • Reminder re: Plagiarism
  • Reminder re: Appeals
  • Extensions/Resubmissions
  • Feedback in this course
  • Reminder re submission requirements
  • Getting help


What is emotional intelligence?

Emotional Intelligence - what is it, how can it be measured? How can it be used in the workplace?

Dealing with my emotions

Self-analysis tools;Own emotional strengths and weaknesses; Own personal stressors in work situations

My Team's Emotions

Understanding the emotional cues of others; Emotions and cultural difference; Cross cultural communications

Emotionally Intelligent Feedback

Seeking and giving feedback; Flexibility and adaptability; Including others in decision making

(See Student Workbook for further information on three sessions for this week)




10 July

Experiential Activity

Receiving feedback, providing feedback; The DASS Method; Skills Practice

Maximize Emotional Intelligence in my Team

Linking values to emotions; Building an emotionally intelligent culture

My Emotion Flow

Reflecting on my emotion flow; Linking to Johari's window; Action Planning

Working on Assessment

 (See Student Workbook for further information on three sessions for this week)





17 July 

Manage programs

Working in groups, Aligning a team; Team development; Team vision; Team roles, Health issues faced by Australians

Health and Wellbeing Programs

The cost; Why implement; Interventions; Presentation Bid; Process; Absenteeism; Conducting a needs assessment

 (See Student Workbook for further information on three sessions for this week)





24 July

Identify, Collect Data and Review Findings

Gathering data; data sources; data methods; data scopes; Review and assess; Prepare data; Implications

Assessment 1 due

Develop Options and Obtain Support

Plan the new policy; Dissemination plan; Options; Risk analysis;Manager's support; Present the proposal; Business case; Gain acceptance

 (See Student Workbook for further information on three sessions for this week)



Assessment Task 1
Personal Reflection

Due Date:  24 July 2017



31 July

Plan the scope and objectives and Design the structure and resources

Roles and responsibilities; Consultation; Team decisions; Problems in the workplace; Handling conflict; Administrative structure, Make the decision; Allocate resources

Discuss Assessments

Plan responsibilities and communicate

Develop targets and activities; Essential processes; Stakeholders; Communicate the decision; Communication Plan; Promote successful change

(See Student Workbook for further information on three sessions for this week)




7 August

Evaluation Method and Implementation Strategies

Why evaluate?; Company context; Evaluation methods; Communicate evaluation; Document policies and procedures; Policies; procedures; Train implementation

Discuss Assessments

Support the Program

Coaching; mentoring, and training; Target the support; Support roles

(See Student Workbook for further information on three sessions for this week)




14 August

Monitor Tracking Systems and Milestones and Evaluate the Program

Management control; Train evaluation; Learning Implementation Plan; Monitor milestones; Performance management; Under-performance; Evaluate program process; Achievement plans; Continuous improvement reports; Measures; Gap analysis

Communicate Feedback and Continuous Improvement

Report progress to management; How to write reports; Improvement mindset; Plan improvement; Continuous improvement process; Make decisions; Understand change.

(See Student Workbook for further information on three sessions for this week)




21 August

Facilitate Assessments

Assessments due

Assessment Task 2 Organisational Health & Wellbeing Program due: 25 August 2017

Assessment Task 3 Personal Reflection: Analysis of Group Activity due:  25 August 2017





Learning Resources

Prescribed Texts


Other Resources

An electronic copy of a Student Workbook is available for you to download from the Blackboard Program Shell.

Overview of Assessment


In order to achieve competency in this unit, you must provide:

Performance Evidence
Evidence of the ability to:
 identify own emotional strengths, weaknesses, stressors, emotional states and triggers through self-reflection and feedback from others
 model behaviours that demonstrate management of emotions
 recognise and respond to the emotional states of others
 promote the development of emotional intelligence in others.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 explain emotional intelligence principles and strategies
 describe the relationship between emotionally effective people and the attainment of business objectives
 explain how to communicate with a diverse workforce which has varying cultural expressions of emotion
 explain the use of emotional intelligence in the context of building workplace relationships.

Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
 relevant workplace documentation and resources
 case studies or, where possible, real situations
 interaction with others.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Feedback will be provided throughout the semester in class and/or online discussions.  You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed.  Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.

You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.

Assessment Tasks

You are required to complete three (3) tasks.  You must successfully complete all three (3) tasks to be deemed competent in this course.

NOTE:  Details about specific tasks and assessment criteria will be included in the Assessment Record and Cover Sheets for each task.

TASK 1 Personal Reflection:  Analysis of a Conflict Situation (Individual Assessment) 

Choose a conflict situation from school or the workplace that you were involved in within the last 12 months.  Re-examine the situation through the lens of what you have learned about emotional intelligence and the effect of emotion states on others and write a reflective analysis which contains the information as set out on the Assessment Record and Cover Sheet for Task 1.


TASK 2 Develop an Organisational Health and Wellbeing Program (Group Assessment) 

For this task you and your 3 or 4 group members will need to apply your understanding of emotional intelligence to work together to design an appropriate Health and Wellbeing Program for a case study organisation as set out on the Assessment Record and Cover Sheet for Task 2.


TASK 3 (a) Personal Reflection:  Analysis of Group Activity (Individual Assessment)  

For this task you need to analyse the way the group worked together to complete Assessment Task 2 through the lens of what you have learned about emotional Intelligence.  Your reflective analysis should contain the information as set out on the Assessment Record and Cover Sheet for Task 3.

The above three tasks require you to demonstrate the Foundation Skills described in the two units for this Cluster.  The Foundation Skills describe language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. For further information, please refer to the Assessment Record and Cover Sheets in the Blackboard Program Shell for this program.

Assessment Matrix

The assessment matrix that maps all the assessment is available on Blackboard.

Submission Requirements

You should:

Ensure that you submit assessments on or before the due date.

Always retain a copy of your assessment tasks (hard copy and soft copy)

When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship.  You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work.  On the cover sheet you declare that the work you are presenting for assessment is your own work.  An assignment cover sheet for submission of each assessment task is available on Blackboard.

Each page of your assessment should include a footer with your name, student number, the title of the assessment, unit code and title and page numbers.  For example, Julie Macpherson, 345678, Task 2, OHS2345C Ensure a safe workplace.

Late Submission Procedures

You are required to submit assessment items and/or ensure performance based assessment is completed by the due dates.

If you are prevented from submitting an assessment item on time, by circumstances outside your control, you may apply in advance to your teacher for an extension to the due date of up to seven calendar days.

More information:

Form to use:

When an extension of greater than seven days is needed, you must apply for special consideration.  Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.

More information:

Form to use:;ID=g43abm17hc9w

Re-submissions (VE Programs)

If you are found to be unsuccessful in a Course Assessment Task (or you do not submit/attend) you will be allowed one re-submission. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the re-submission. 

If you are still not meeting the assessment requirements you must apply to your Program Manager in writing outlining the steps you will take to demonstrate competence in your course.  Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.

Grading and re-submissions
Re-submissions do not contribute to your overall grade for the curse.

Adjustments to Assessment

In certain circumstances students may be eligible for an assessment adjustment. Fore more information about the circumstances under which assessment arrangements might be granted please access the following website:

More information:;ID-7usdbkifjf31

Marking Guide (Competency)

You must demonstrate that you have all the required skills/knowledge/elements in the unit of competency you are studying.

You will receive feedback on each assessment task that will inform you about your progress and how well you are performing.

Marking Guide (Grading)

After achieving competency we then grade your performance in the unit and you will achieve one of the following grades:

Final Grades table

CHD Competent with High Distinction

CDI Competent with Distinction

CC Competent with Credit

CAG Competency Achieved - Graded

NYC Not Yet Competent

DNS Did Not Submit for Assessment

Further information regarding the application of the grading criteria will be provided by your teacher.

Assessment Matrix

Other Information

There are three sessions for this unit each week.  The first session will be face-to-face, the second session is online by logging on to your Program Blackboard Shell and the third session will be face-to-face. 

Course Overview: Access Course Overview