Emotional Intelligence, Team Effectiveness - Assignment Example

Details of Assessment Term and Year 4, 2016 Time allowed Due Week 7 Assessment No 2 Assessment Weighting 40% Assessment Type Simulation Exercises Due Date Due Week 7 Room 611 Details of Subject Qualification BSB51915 Diploma of Leadership and Management Subject Name Leadership Details of Unit(s) of competency Unit Code (s) and Names BSBLDR501 Develop and use emotional intelligence BSBLDR502 Lead and manage effective workplace relationships BSBLDR504 Implement Diversity in the workplace BSBWOR502 Lead and manage team effectiveness Details of Student Student Name College Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ___________________________ Date: _______/________/_______________ Details of Assessor Assessor’s Name MOINUL MUSTAFA (Day Class & Hybrid) MICHAEL CIFTCI (Evening Class) Assessment Outcome Results  Competent  Not Yet Competent Marks / 40 FEEDBACK TO STUDENT Progressive feedback to students, identif ying gaps in competency and comments on positive improvements: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my right to appeal and the reassessment procedure. Signature: ____________________________ Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback  Student did not attend the feedback session. Feedback provided on assessment. Signature: ____________________________ Date: ____/_____/_____ Purpose of the Assessment The purpose of this assessment is to assess the student in the following learning outcomes: Competent (C) Not Yet Competent (NYC) identify the impact of own emotions using emotional intelligence principles and strategies respond to the emotional states of others and demonstrate management of emotions recognise and respond to the emotional states of others promote the development of emotional intelligence in others establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to provide leadership through own behaviour develop and/or implement processes and systems to manage difficulties develop and/or implement processes to manage ideas and information use leadership techniques and strategies to facilitate team cohesion and work outcomes establish processes to address issues and resolve performance issues develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders communicate effectively with a range of stakeholders about team performance plans and team performance evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment. Resources required for this Assessment Computer with relevant software applications and access to internet Weekly eLearning notes relevant to the tasks/questions Instructions for Students Please read the following instructions carefully This assessment has to be completed  In class  At home The assessment is to be completed according to the instructions given by your assessor. Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term. Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency. If you are not sure about any aspects of this assessment, please ask for clarification from your assessor. Please refer to the College re-assessment for more information (Student Handbook). Case Study 1: Emotional Intelligence (10 marks) Ahmed has just been promoted to joint venture project manager in a large oil and gas company. His responsibilities involve gathering together and coordinating executives from four different organisations who are working together to develop an offshore oil rig. Part of Ahmed’s role is to be in constant communication with the joint venture participants, keeping them up to date on project related changes at all times. In the initial stages of the project, Ahmed does well and keeps everybody informed, as well as preparing and executing his own contributions to the development. However, as the project moves into a critical planning phase, he finds it difficult to stick to his personal work schedule. The joint venture participants have been requesting documents and information from Ahmed outside of the team’s scheduled meetings, distracting him from completing his own tasks. Ahmed starts to receive criticism from the joint venture team for not following up their requests on time. He starts to lose confidence in himself and his capacity to perform well in his role. He begins having trouble sleeping and is consistently arriving late to work. In an email, his supervisor requests a meeting with him to discuss his performance, leaving Ahmed feeling uncertain about his job. Question: Based on the emotional intelligence notes and the situation; identify the issue that Ahmed is facing and suggest him ideas to overcome his emotional state. Answer: Ahmed has low Emotional self-awareness. He knows and understands his own feelings as well as those of other people around him and circumstances and the effect of those feelings on other people surrounding them. The joint venture participants have been requesting documents and information from Ahmed outside of the team’s scheduled meetings, distracting him from completing his own tasks although he has his personal tasks he understands that the joint venture participants need his help and he helps them and this affects him as he losses focus on his personal tasks. Ahmed has no self-Self-regulation as he cannot control his emotions. He does not anticipate the consequence of his feelings before taking action and he decides to let them affect his work .He starts to lose confidence in himself and his capacity to perform well in his role. Ahmed lacks self-motivation and is not able to overcome the challenges posed by taking time to help the other investors and therefore succumbs and loses interest to an extend he goes to work late. Ahmed has empathy as he is sensitive and notices the emotions of other people around him Ahmed should understand his feelings and the effect they have on the environment around him. He should not let his feelings affect his work to an extent he loses his confidence in himself and his ability to perform his tasks. He should be able to anticipate the consequences of his actions and know that not controlling his emotions will affect his work performance greatly. Lastly he should not loose motivation but should put more effort and overcome the challenges he faces. He should believe in himself and talk with people who will listen to him and encourage him. Case Study 2: Workforce Diversity (10 marks) A campus has set aside a prayer block for the sole use of students who have rigid religious restrictions of praying ( such as Muslims, Buddhist, Jehovah Witness, Catholics, Jews, Hindus) as praying. Other students, who are not much religious using the adjacent building in the evening now need to walk through a dark and bushy isolated area of the campus to the nearest alternative facility or transport. This has led to complaints about risking personal safety by walking alone, disruption to classes when students have others accompany them, and embarrassment for some students and staff needing to contact campus security to provide escort to and from the toilets. Question: Discuss the issues raised with the group and decide how this issue can be resolved. Your discussion should take into account cultural needs, discrimination, religious practice, health and safety, and legal obligation. Answer: The issues raised include racial discrimination, safety, health and sound learning environment. The campus has an obligation of considering and attending to the needs of all the students irrespective of their differences. Although it has done well to cater for the needs of the students with rigid religious practices it should put into consideration factors such as security, personal satisfaction and health needs. The school should put the prayer block at another location within the school with consideration to the other students. The needs of the Students with religious practices can still be attended to with consideration to the other students.it is unhealthy and not safe for students to walk through bushy and dark areas to find the closest transport facility. The government requires all institutions to provide a healthy and safe environment free from distractions that may affect students. Case Study 3: Team Effectiveness (10 marks) As the delegated leader of the customer service team at ‘Yummy in your Tummy Lollies’ you are responsible for ensuring that the shop is always staffed with shop assistants who make customers feel welcome, attend to their individual needs knowledgably and promptly and who are able to maintain the shop’s displays at all times. At any one time you have a team of fifteen (15) shop assistants with a need for six (6) per day. Due to the nature of the work you have an average staff turnover of ONE (1) staff position per month. At a recent senior management meeting the business plan was developed from which you now to develop a performance plan for your sales team. You also need to remember the ongoing team requirements as well as those new requirements brought about the strategic plan. In essence, the business plan states that, over the next twelve (12) months, ‘Yummy in your Tummy Lollies’ is aiming to: Increase turnover by 30% by: Introducing twenty (20) new products including a range of 6 ‘healthy lollies’ options Build market loyalty by specifically targeting ‘teens’ as customers by: Designing new packaging specifically designed to have greater marketing appeal to the 7-12 age demographic Introduce and roll out a club membership for ‘teens; that provides them free gifts for purchases over certain amounts. Increase efficiencies by: Increasing average customer sales from $4 per person per visit Purchasing and installing a new computerised Point of Sales system (till) aimed at tracking sales by each Sales assistant Question: Your Assessment task is to undertake and complete the following key tasks: 1. Define at least 3 sales team goals for the next twelve (12) months. You are to ensure that all sales goals are written in a SMART (specific, measureable, achievable, relevant and timely). 2. Define the Key Performance Indicators (KPI’s) and standards for each goal. 3. Define the timeframe for each goal. 4. Select one (1) goal and create an action plan which clearly documents how you will achieve this goal. Answers 1, 2, 3: Goal Key Performance Indicators (KPI) Timeframe for each goal To conduct customer awareness and assess their needs by conducting surveys and recording customer views about the products More potential customers understanding the products Collection and recording of customer needs Customers providing feedback about products Three to five months To increase the sale of the products by at least 25 per cent gradually for the year Increase in revenue from sales Increase in production of products Reduction in the number of closing inventory Four to seven months To reduce the price of the products to a fair level which many customers can easily afford in order to increase the number of customers Increase in customer purchasing power Increase in sales of products Reduction in the sales of substitute products Increase in bulk purchase by customers Regular purchase of products by customers Six to eight months Answer 4: Selected goal Action plan To conduct customer awareness and assess their needs by conducting surveys and recording customer views about the products First personal selling marketing strategy will be conducted where sales agents engage with potential customers in the field. They tell the people about the products and how they are used and the advantages that are derived from them compared to other substitute products Then they provide questions to the potential customers through questionnaires which they are required to fill The customers seek clarification on what they don’t understand and the agents explain to them The questionnaires are made of simple questions targeted at understanding what the customers want and they are taken to the organization to be evaluated The customer then produces products based on what the customer expects and wants Case Study 4: Developing and Implementing Workplace Policy (10 marks) Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and IT systems. There is no past history of performance issues that you can see from looking at past performance reviews. But your workplace does not have a performance policy as well. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15 am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behaviour seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off. Since your organisation does not have a strict written policy in regards to performance, attendance and behaviour, you are now in the process to prepare a policy/rule for everyone to follow. Question: Prepare a small policy for this workplace in regards to performance, attendance and other expected behaviour. Limit your policy within 300 words. Answer: PERFORMANCE, ATTENDANCE AND BEHAVIOUR POLICY OF XYZ COMPANY Reporting and departure from work station – all employees are required to report to their respective work stations at the designated time which is 8:30 am when the offices are opened and they are expected to depart from their work stations at 5:00 pm. Any instances that do not follow the above regulation which not be tolerated and the human resource manager should be notified of any inconveniences relating to the above in advance. Performance measurement – all employees are required to work towards achieving the organizations goals to their best ability and with minimum or less supervision. A record of the daily activities undertaken should be made by every employee and the operations managers and supervisors will ascertain what has been recorded has been done. Conduct – all employees are expected to act in decent behaviour and any cases of misunderstandings should be handles properly and in case of inability to do so they should be forwarded to the human resource manager. Time cards/sheets – all employees are required to record an accurate time of the time they report and depart from their work stations every time and they should sign against their names. Group tasks - where individuals are required to put together their effort to complete a tsk, all members are required to actively present themselves and perform their roles effectively and efficiently Break and meal times – the time allocated for tea and lunch break is between 10:00 am and 10; 30p.m (30 minutes) and between 1:00 pm and 2:00 pm (1 hour).All employees are required to observe the above time. The above should be adhered to by all employees’ failure to which necessary action will be taken against them. By management Read More