Course Title: Develop and use emotional intelligence

Part B: Course Detail

Teaching Period: Term1 2018

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. 

There are three sessions for this unit each week.  The first session is online, by logging on to your Canvas course, the second session is face-to-face, and the third session will be face-to-face, including a workshop. 

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 required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

The Teaching Schedule for this course is as follows:



Week beginning




5 February

Introduction to the course

  • Course requirements, documents, and Canvas access
  • Accuracy of enrollment
  • Assessment requirements
  • Reminders re: submission requirements and plagiarism
  • Reminders re: extensions, special consideration, re-submission, and appeals
  • Feedback in this course
  • Getting help

Analyse employee health issues I

Current issues and business objectives. Analyzing data for business implications. Making recommendations to management.  Working in groups. Aligning a team. Team development, vision, and roles.




12 February

Analyse employee health issues II

Objectives. Data. Data sources. Methods and Scope.





19 February

Plan a health and wellbeing program

Findings and Implications. Risks. Action Plan. Dissemination Plan. Options. Development Plan. Cost-Benefit Analysis.  Risk Management Analysis. Conclusions.






26 February

Implement a health and wellbeing program

Obtain support. Communicate Requirements. Operational Plan. 





5 March

Evaluate a health and wellbeing program

Methods. Strategies. Support. Management control. Performance management. Continuous improvement. Evaluation. Reports. Performance review.




12 March

Your emotions in the workplace

Emotional intelligence. Competencies. Schemes. self assessment. self awareness. Dealing with emotions. Stessors and triggers. Nature vs nurture.




19 March

Promote emotional intelligence

Feedback. Thinking perspectives. EQ in a team. EQ culture. Emotion flow.

Facilitate Assessment

Assessments due next week.




26 March

Facilitate Assessment

Assessment due.

Assessment Task 1 Personal Effectiveness: Knowledge Questions

Due: 28 March 2018

Assessment Task 2 Personal Effectiveness: Develop a health and wellbing program; Report on emotional intelligence

Due: 6 April 2018

Learning Resources

Prescribed Texts


Other Resources

An electronic copy of a Student Workbook is available for you to download from the Canvas course.

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 two (2) tasks.  You must successfully complete all two (2) tasks to be deemed competent in this course.

NOTE:  Details about specific tasks and assessment criteria will be included in the Canvas course.

Personal Effectiveness Cluster:

TASK 1 - Knowledge questions (Individual Assessment) 

This task is to assess your knowledge of employee health issues, options for improving health outcomes, relevant industry consultants, a program management plan, and how to monitor a program’s progress. and to assess your knowledge of emotional intelligence principles and strategies, how emotional effectiveness relates to business objectives, communication with a culturally diverse workforce, and using emotional intelligence to build workplace relationships.

TASK 2 - Develop a Health and Wellbeing Program and a report on Emotional Intelligence  (Individual Assessment)  

This practical assessment will allow you to demonstrate your ability to plan and implement a health and wellbeing program, develop a program management plan, provide feedback to stakeholders, prepare policy documents, provide support to personal, monitor and review a program, and incorporate outcomes into organisational strategies.  For this assessment you are asked to develop a health and wellbeing program to address employee health issues.  Cover the following: 1) How will you identify the issues and the effect on the business? Give three issues.  2) Analyse the options for addressing on those issues and what strategies you will use to get senior management support? 3) Describe the process to plan a program. (4) Summarise what will be needed to be implemented, administered, and monitored the program. (5) Develop strategies to evaluate the program and explain why each is needed.  The report will allow you to demonstrate your knowledge and ability to be self-aware of your emotional strengths, weaknesses, triggers, how to model it, use self-reflection, respond to others, cultural awareness, leadership, and how to support others to get business outcomes.  For this assessment you are to report on the following. You are applying for a management job requiring a high level of emotional intelligence. Address these scenario-evidence interview questions: 1) What are your emotional strengths and weaknesses? 2) What causes your stress and how do you deal with these? 3) What are your emotional triggers and how will you manage them into the future? 4) How do you model emotional intelligence? 5) Are you open to feedback about your emotional intelligence? How do you get and use the feedback? 6) How does self-reflection help you build emotional intelligence? 7) How do you respond to others who are: Angry? Stressed? And, Upset? 8) How much knowledge do you have about how other cultures express emotions? How do/would you use that knowledge? 9) How do you adapt your leadership style to other's emotions at work? 10) When making decisions, how would you consider the emotions of others? 11) How do you encourage others to express their feelings and emotions? 12) How do you make others aware of how their emotions affect others and encourage them to manage these emotions? 13) How do you help others to develop emotional intelligence? 14) How do build a positive emotional climate at work? 15) How do you use the strengths of others to get business outcomes?

The above two 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 page in Canvas for this course.

Assessment Matrix

Assessment Matrix

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

Other Information

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 the Assessment task document that includes a declaration and statement of authorship.
     • 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.

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:

Where 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:;ID=g43abm17hc9w
F (unresolved)
orm to use:

Resubmission (VE Programs)

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

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

Successful re-submissions will contribute a CAG only (Competency Achieved Grading) result to your overall grade for the course.

Adjustments to Assessment

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

More information:;ID=7us

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; this gives you the opportunity to have the level of your performance formally recognised against industry standards and employability skills.

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.

Course Overview: Access Course Overview