Assessment Task 1 – Question & Answer
All answers must be submitted on a separate word document as per the instructions above. Answers are to be in your own words and no more than 75-100 words per question/answer.
The General Manager, Kimberley, told the other managers in a meeting that one her staff members had left. Kimberley told them that the employee was really valuable and she depended on her greatly. When Kimberley asked her why she was leaving she said 'I don't feel appreciated'. Kimberley was dumbfounded. ‘Did you ever tell her?’ one manager asked. ‘No’, she said. ‘I thought it was obvious.’
A company director, John, needed to provide one of his senior managers with feedback on his poor performance. The previous director had failed to approach this manager on his poor performance and it had been allowed to continue and become entrenched.
John felt anxious about doing this as he was concerned his manager would get upset and start blaming him, or worse still, get angry and undermine him later by spreading malicious gossip. He was heard to say ‘He is a senior manager; I shouldn't have to give him feedback; he should be self-motivated’. He felt uncomfortable with strong displays of emotions and wasn't sure he had the skills to handle them. He preferred to avoid conflict.
Question 1: Explain why emotional intelligence is an important quality for a manager.
Provide a brief summary in your own words for what you believe emotional Question 2: intelligence (EI) to be and how this differs from IQ
Using your own words, briefly explain the five key principles of emotional Question 3: intelligence as defined by Daniel Goleman.
The Genos model of emotional intelligence involves six core skills. Summarise Question 4: the six core skills in your own words.
Read the case study and answer the question below.
Case study of emotional intelligence: Why did her staff member leave?
Question 5:
What could Kimberley have said to her employee? Discuss your response in relation to the Genos model and the core skill the case study relates to.
Read the case study and answer the question below.
Question 6:
• Describe how a person with low emotional intelligence would respond to this situation.
• Describe how a person with high emotional intelligence would respond to this situation.
Situation Response likely to trigger fear Response less likely to trigger fear
Lisa makes a costly mistake at work
Katie is about to make a presentation
to the senior
management team
and is worried it won’t go well.
It’s Melisa’s second month on the job and she seems to have a hard time learning and remembering the job.
Wayne reports to you that a fellow worker has been bullying him about his sexuality.
Marissa just ended a call with a customer and seems very frustrated and angry.
Below are some common situations in which employees feel anxious, scared, angry or sad. If you were manager of the people involved, enter a response that you could give which is likely to trigger fear and a response that is less likely to trigger fear. Use the provided template to complete this question.
Question 7:
Discuss how you can communicate effectively in a diverse workplace with people from varying cultural backgrounds that express emotions differently to
Question 8: you. Select three cultures and give an example for each of how a person from that culture may respond emotionally if a manager were to give them outstanding feedback.
Question 9: List four factors that are important in cross-cultural communication.

Assessment task description This is the third (3rd ) unit assessment task you must successfully complete to be deemed competent in this unit of competency.
This assessment will be based on the scenario shown below.
o This task requires you to answer a series of questions to demonstrate your knowledge and understanding of how to recognise and respond to emotional states in others
You must answer all questions and submit them to your Trainer/Assessor to be deemed satisfactory in this task
It is estimated that this task will take between 3 and 4 hours to complete
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available
Applicable conditions • All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
• You must read and answer all questions.
• You must use a laptop or personal computer to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions
& reattempts • Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
Location • This assessment task may be completed manually, via a learning management system or an independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
Reasonable Adjustment: If the participant is unable to undertake the written assessment as designed, an alternate approach can be discussed with your trainer/assessor.
Instructions to the Participant: All questions must be answered satisfactorily for the written assessment to be deemed competent.
Please write your responses in the space provided on this assessment.
You may attach separate sheets if required.
You must include the following particulars in the footer section of each page of the attached sheets:
• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers
Appropriate references/citations are required.
• The participant must complete all questions unassisted by the assessor or other personnel but may refer to reference material as may be needed.
Resources Required: • This written assessment.
• Any templates provided for completion
• Student workbook
• Access to a computer with the Internet, a printer and applicable software (such as Microsoft Office)
How your trainer/assessor will assess your work? • This assessment task requires the student to answer all the questions
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C)
• If three or more of the assessment tasks is deemed not satisfactory, then the unit outcome is Not Yet Competent (NYC)
• If your trainer/assessor has marked your assessment as NYC you will be granted two attempts to resubmit the work in order to achieve a Competent result (C)
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, your trainer/assessor will complete an Assessment Details and Results Sheet to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
Purpose of the assessment task • Refer to the table on page 22
What needs to be submitted: An answer to all questions on separate sheets attached to this assessment.
As detailed above, you must include the following particulars in the footer section of each page of the attached sheets:
• Student ID or Student Name
• Unit ID or Unit Code
• Course ID or Course Code
• Trainer and assessor name
• Page numbers
Assessment Task 3 – Case Study
Task 3.1
TASK SUMMARY:
You will need to review the case study below and answer a series of questions to show you can recognise and respond to emotional states in others.
INSTRUCTIONS:
Review the following case study.
CASE STUDY: BERYL AND YUKO
You are the Manager of a team of telemarketing staff for an online rental property business. The business specialises in finding both commercial and residential tenants for landlords, as well as matching landlords with tenants.
All staff work an eight-hour day from 9am to 5.30 pm, with 30 minutes for lunch.
Beryl is the Team Leader of the telemarketing group responsible for:
? supervision and mentoring of a telemarketing team of 8
? outbound sales calls to real estate agents, property managers and landlords
? appointment setting for field sales teams
? inbound query resolution and customer service
? maintenance of all customer contacts in the Customer Relationship Management system.
Beryl, aged 62, has been with the company for 3 years. She was born in Australia and she
has worked in sales most of her life. Beryl was hoping to retire at 60, but personal circumstances have meant she is continuing to work. Beryl is a very hard worker and achieves above the required results for signing up tenants and landlords.
One of the telemarketers that Beryl is responsible for is Yuko. Yuko is Japanese, aged 40 and has been in Australia for 2 years. She speaks good English and although she is generally quiet she gets on with her team members. She has always been very reliable with her attendance at work.
As the Operations Manager of the company and the overall manager of the team, you have noticed recently that there is tension between Beryl and Yuko.
You have noticed that Beryl often ignores Yuko or addresses her through another member of the team. You have also noticed Beryl whispering to other workers and you sense that this is in relation to Yuko.
Yuko’s work performance is suffering and she is not making the required amount of daily calls to sign up new tenants and landlords. Yuko has also become more withdrawn recently and tends not to sit in the staff room anymore or attend staff social functions.
This situation is stressful for you as the Manager, as the team’s performance targets are not being met and the situation seems to be having an effect on other staff members.
You have heard through another member of staff that Yuko feels that Beryl is racist and that Beryl complains that she can’t understand Yuko’s accent and she feels Yuko is never very enthusiastic about her work.
You would like to resolve this situation by getting Beryl and Yuko to understand each other’s perspectives and to manage their emotions at work. At this stage there are no options for moving either member of staff to another team.