Course Title: Develop and use emotional intelligence
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: GEDU6189C
Course Title: Develop and use emotional intelligence
Important Information:
See Canvas
School: 650T Vocational Business Education
Campus: City Campus
Program: C5358 - Diploma of Business
Course Contact: Allan Maree
Course Contact Phone: (03) 9925 1601
Course Contact Email: allan.maree@rmit.edu.au
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
None
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: |
BSBLDR511 Develop and use emotional intelligence |
Element: |
2. Recognise and address 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 Develop a plan for identifying and responding appropriately to a range of cultural expressions of emotions 2.3 Apply techniques to demonstrate flexibility and adaptability in dealing with others 2.4 Demonstrate consideration of the emotions of others when making decisions |
Element: |
3. Promote the development of emotional intelligence in others |
Performance Criteria: |
3.1 Create 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 Develop and implement plans to encourage the self-management of emotions in others 3.4 Develop and implement plans to encourage others to develop their own emotional intelligence, to build productive relationships, and maximise workplace outcomes |
Element: |
4. Utilise emotional intelligence to maximise team outcomes |
Performance Criteria: |
4.1 Identify opportunities to utilise emotional intelligence to increase team performance in line with organisational objectives 4.2 Encourage a positive, inclusive emotional climate in the workplace 4.3 Use the strengths of workgroup members to achieve team and/or organisational objectives |
Element: |
1. Identify the impact of own emotions on others in the workplace |
Performance Criteria: |
1.1 Identify and use evaluation criteria to determine own emotional strengths and weaknesses 1.2 Identify personal stressors and own emotional states related to the workplace 1.3 Analyse and document potential emotional triggers in workplace situations which may require determine appropriate emotional responses 1.4 Evaluate the impact of own workplace behaviours that demonstrate management of emotions 1.5 Use self-reflection and feedback from others to improve development of own emotional intelligence |
Learning Outcomes
See Canvas
Details of Learning Activities
A range of learning activities are provided in this course. These include collaborative classroom based activities and online self-paced activities. Classroom: 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. Pre-Class: This is online, by logging on to your Canvas course, and includes required pre-class reading and activities. Other self-paced activities will be delivered through various technology platforms. These may include your contribution to discussion threads, reflective journals, quizzes and interactive sessions. Sessions: There are two face-to-face classroom sessions for this unit each week which includes tutorials and workshops. There are additional activities to support learning and research.
Teaching Schedule
The course BSBLDR511 Develop and use emotional is clustered (co-delivered) 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 |
Week beginning |
Topics |
Assessment |
1 |
10 February |
Introduction to the course Analyse employee health issues I Current issues and business objectives. Analysing data for business implications. Making recommendations to management. Working in groups. Aligning a team. Team development, vision, and roles. |
Assessment Workshop |
2 |
17 February |
Analyse employee health issues II Objectives. Data. Data sources. Methods and Scope. |
Assessment Workshop
|
3 |
24 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. |
Assessment Workshop
|
4 |
2 March |
Implement a health and wellbeing program Obtain support. Communicate Requirements. Operational Plan. |
Formative Assessment
|
5 |
9 March |
Evaluate a health and wellbeing program Methods. Strategies. Support. Management control. Performance management. Continuous improvement. Evaluation. Reports. Performance review. |
Assessment Workshop
|
6 |
16 March |
Your emotions in the workplace Emotional intelligence. Competencies. Schemes. self assessment. self awareness. Dealing with emotions. Stressors and triggers. Nature vs nurture. |
Assessment Workshop
|
7 |
23 March |
Promote emotional intelligence Feedback. Thinking perspectives. EQ in a team. EQ culture. Emotion flow.
|
Assessment Workshop
|
8 |
30 March |
Summary of the course Assessment Workshop |
Assessment Tasks 1 and 2 Due: 3 April 2020 (at 5:00 pm) |
Learning Resources
Prescribed Texts
References
Other Resources
An electronic copy of a Student Workbook is available for you to download from the Learning Management System. You will need a laptop or another appropriate mobile device to participate in this 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
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 successfully complete all assessment tasks to be deemed competent in this course. NOTE: Details about specific tasks and assessment criteria will be included in the Learning Management System.
Personal Effectiveness Cluster: Student Assessment Task - Product/ Product-Based/Portfolio and Practical/ Direct Observation
There are two assessments: Assessment Task 1: Develop an emotional intelligence portfolio. Assessment Task 2: Demonstrate emotional intelligence in role play.The above 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 the Learning Management System for this course.
Assessment Matrix
The assessment matrix that maps all the assessments is available on Canvas.
Other Information
Submission Requirements
You should:
• Ensure that you submit assessments on or before the due date via Canvas.
• 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.
Extension of Time. 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: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work
Form to use is found in the section "How to apply."
Special Consideration. Where more 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: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/special-consideration
Resubmission (VE Programs)
If you are found to be Not Yet Competent in a course assessment task (or you do not submit the assessment tasks/attend the assessment) 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 in Canvas.
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.
Adjustments to Assessment
In certain circumstances students may be eligible for an assessment adjustment.
More information: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/adjustments-to-assessment
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.
- CA Competency Achieved
- NYC Not Yet Competent
- DNS Did Not Submit for assessment
Course Overview: Access Course Overview