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 Camvas

School: 650T Vocational Business Education

Campus: City Campus

Program: C5391 - Diploma of Leadership and Management

Course Contact: Allan Maree

Course Contact Phone: +61 3 9925 1601

Course Contact Email: allan.maree@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Teacher: to be advised

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:

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

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


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

This course is clustered with EMPL7076C Manage personal work priorities and professional development in delivery.

The nominal hours associated with this are a guide only and represent the total teaching time and student effort required to successfully complete this 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.

Teaching Schedule

Week

Commencing

Topic

Assessment

1.

10 Feb

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/Re-submissions
  • Feedback in this course
  • Reminder re submission requirements
  • Getting help

Managing time

Use of technology

Understanding emotional intelligence in workplace

Understanding impact of own emotions on others

 

2.

17 Feb

 

Managing stress

Work/life balance

Emotional cues

Cultural expressions of emotions

 

3.

24 Feb

Goal setting and performance measurement

Personality traits identification

Self management of emotions

Management of emotions and flexibility in dealing with people

 

 

 4.

2 Mar

 

Professional development

Role modelling

Networking

Productive relationships in workplace

Maximise outcomes in workplace

 


Assessment 1: Section 1 Priority and goal management

Due: 23:59 hr Friday (online submission)

 5.

9 Mar

Evaluate self - learning styles, SWOT model

Emotional climate

Maximise team outcomes

 

 6.

16 Mar

 

Emotion flow

EI feedback

 

 7.

23 Mar

 Review

 

 

 8.

 

30 Mar

 

Assessment 1: Section 2 preparation (in class consultation)

 

Assessment 1: Section 2 Work and professional development plan and EI reflection

Due: 23:59 hr Fri (online submission)

 

 

 


Learning Resources

Prescribed Texts


References


Other Resources

Canvas Program Shell Resources


Overview of Assessment

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

Performance Evidence   Evidence of the ability to:   • conduct an analysis to identify own emotional strengths, weaknesses, stressors, emotional states and triggers, incorporating feedback from others • identify workplace situations and environments that may trigger an emotional response • model behaviours that demonstrate management of emotions • recognise the impact that cultural behaviours and beliefs may have on workplace interactions • recognise and respond to the emotional states of others • use emotional intelligence of self and others to enhance team performance • 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   The candidate must be able to demonstrate the following knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit, and to manage tasks and reasonably foreseeable contingencies in the context of the work role:   • Key features of emotional intelligence principles and strategies • Key elements of the relationship between emotionally effective people and the attainment of business objectives • Key strategies for communicating with a diverse workforce which has varying cultural expressions of emotion • Key features 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. 

 


 

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.

There is one Assessment task comprising Sections 1 and 2

Task 1: Section 1 Priority and goal management due Week 4, Fri at 23:59 hr online

Task 1: Section 2 Work plan, professional development plan and emotional intelligence reflections due Week 7, Fri at 23:59 hr online

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