Course Title: Develop and use emotional intelligence
Part B: Course Detail
Teaching Period: Term1 2024
Course Code: EMPL6004C
Course Title: Develop and use emotional intelligence
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption.
Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209.
Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus
Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance.
See Canvas
School: 525T Business & Enterprise
Campus: Tullamarine - Essendon Edu Acd
Program: C5406 - Diploma of Business
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 9925 1485
Course Contact Email: jeremy.glover.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 describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBPEF502 Develop and use emotional intelligence |
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Element: |
1. Prepare to develop emotional intelligence |
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Performance Criteria: |
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Element: |
2. Develop emotional intelligence |
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Performance Criteria: |
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Element: |
3. Promote development of emotional intelligence in others |
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Performance Criteria: |
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Learning Outcomes
This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.
Details of Learning Activities
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 is one face-to-face classroom session for this unit each week which includes tutorials and workshops. There are additional activities to support learning and research.
Teaching Schedule
his course is co-delivered and co-assessed with (TCHE5209C) BSBCRT511 Develop critical thinking in others.
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 / Topic |
Topic details |
Resources/Activities |
Assessment |
WEEK 1 |
This week we will cover course requirements and support documents / resources. Including: - Course Canvas access - Accuracy of enrolment - Assessment requirements - Plagiarism / Appeals - Extensions / Resubmissions - Feedback in this course - Getting support
We introduce the topic of critical thinking, creative thinking and emotional intelligence briefly. We apply knowledge of the workplace and how these fit into the Diploma of Business. |
Reading
Activities:
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WEEK 2 |
This week we discuss the topic of emotional intelligence further and how it increases self-awareness, self-management, social awareness and positive relationships in the workplace. More specifically, we discuss emotional strengths and weaknesses and evaluate against a range of criteria.
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Reading:
Activities:
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WEEK 3 |
This week we discuss how to identify stressors in work life. We understand how to rate them, reduce them, cope with them, and eliminate them. We also explore how to respond emotionally to triggers in the workplace. |
Reading:
Activities:
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WEEK 4 |
This week we analyse the topic of how to develop emotional intelligence via feedback. We analyse emotional triggers further and how to respond to the emotional state of others. We explore how to apply emotional intelligence techniques in the workplace with flexibility and adaptability. We consider how decision-making styles should factor in the feelings of others and describe behaviour that is inappropriate for a leader. |
Reading:
Future Directions - Practical Ways to Develop Emotional Intelligence and Confidence in Young Peopleby Diane Carrington and Helen Whitten
Activities:
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WEEK 5 |
This week we discuss emotional intelligence in the workplace and the impact on teams. |
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Assessment 1
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WEEK 6 |
This week we discuss how to build emotional intelligence culture with relevant stakeholders to seek opportunities to improve the workplace. |
Reading:
Activities:
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WEEK 7 |
This week we identify how to encourage and deal with staff members with a range of thoughts and feelings in the workplace. We understand how "I" statements help in managing emotions, including negative emotions. |
Reading:
Activities:
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WEEK 8 |
This week we understand how another's behaviour can impact team members in a positive and negative way. We also discuss implementing policies and procedures regarding expected workplace behaviour. |
Reading:
Activities:
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WEEK 9 |
This week we will be discussing how to identify learning opportunities by discovering gaps. We also investigate key characteristics, concepts and approaches of critical and creative thinking. We also explore features of best practices around critical and creative thinking. |
Reading:
Activities:
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Assessment 2
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WEEK 10 |
This week we explore how to develop questioning to identify gaps in the workplace. We distinguish the difference between individual and team knowledge gaps. We develop questions and prompts to understand team dynamics. |
Reading:
Activities:
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Learning Resources
Prescribed Texts
References
Other Resources
All resources are available on Canvas.
Overview of Assessment
In order to achieve competency in this unit, you must provide:
Performance Evidence
Evidence the ability to:
- demonstrate emotional intelligence in relation to at least two different work tasks
- promote development of emotion intelligence in others on at least one occasion.
In the course of the above, the candidate must:
- develop assessment criteria to assess personal emotional strengths and weaknesses
- conduct an analysis to identify personal emotional triggers, incorporating feedback from others
- analyse and document interactions with co-workers
- develop and implement plans for responding to emotional expressions
- apply techniques that promote flexibility in interactions with others and show consideration for the emotions of others.
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- application of emotional intelligence attributes, including:
- self-awareness
- self-management
- social awareness
- relationship management
- emotional intelligence principles and strategies
- strategies for communicating with a diverse workforce that has varying expressions of emotion
- methods to develop emotional intelligence in others
- emotional intelligence in the context of building workplace relationships.
Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
This includes access to challenges and situations to demonstrate the application of performance evidence.
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
his course is co-delivered and co-assessed with (TCHE5209C) BSBCRT511 Develop critical thinking in others.
There are a total of three (3) assessment tasks students need to complete for the two units clustered together. Students need to complete all three (3) satisfactorily, in order to be deemed competent.
Details of the assessments are available on Canvas Assessment Task 1: Evaluate Emotional Intelligence & Critical Thinking Portfolio Due date: Week 5Summary and Purpose of Assessment
Completing this activity will allow students to demonstrate their skills and knowledge to model workplace behaviours that demonstrate emotional management and critical thinking.Assessment Task 2: Develop an emotional intelligence and critical thinking role play Due date: Week 9 By completing this assessment, students will demonstrate their skills and knowledge in evaluating their emotional intelligence and critical thinking and how they respond to workplace situations. including working collaboratively with team members and gather their feedback. Summary and Purpose of Assessment
By completing this assessment, students will demonstrate their skills and knowledge in evaluating their emotional intelligence and critical thinking and how they respond to workplace situations. including working collaboratively with team members and gather their feedback. Assessment Task 3: Portfolio & Role Play - Develop Critical Thinking and Emotional Intelligence Due date: Week 15 Summary and Purpose of Assessment
By completing this assessment, students will demonstrate their skills and knowledge in establishing an environment that supports critical, creative thinking and emotional intelligence in the workplace.
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.
All
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