Learner Guide - Develop and Use Emotional Intelligence - BSBLDR501

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02672K
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Web: www.greenwichcollege.com.au
BSBLDR501 Develop and use emotional intelligence

Greenwich Management College
Issue Date: 18 May 2015
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Table of Contents
Introduction .................................................................................................................................................. 4
Chapter 1 Identify your emotional strengths and weaknesse ................................................. 5
Emotional intelligence An overview ............................................................................................. 5
Identify emotional strengths and impact on others .................................................................. 8
1. Learner Activity What are your emotional strengths and weaknesses? .............. 12
Identify personal stressors and control your responses ........................................................ 12
2. Learner Activity Stress indicators ....................................................................................... 14
3. Learner Activity Emotional triggers ................................................................................... 18
4. Learner Activity Control emotional responses .............................................................. 20
5. Learner Activity Positive and negative stress ................................................................ 22
Model emotional intelligence .......................................................................................................... 23
6. Learner Activity Role models ............................................................................................... 25
Develop emotional intelligence ...................................................................................................... 26
7. Learner Activity What is your learning style? ................................................................ 27
8. Learner Activity Training preferences ............................................................................... 28
Chapter 2 Recognise and respond to others emotional strengths and weaknesses .. 31
Assess emotional cues ........................................................................................................................ 31
9. Learner Activity Body language.......................................................................................... 34
10. Learner Activity Reflection on an interaction .............................................................. 35
11. Learner Activity Myers and Briggs test ........................................................................ 37
Identify and use cultural expressions of emotions................................................................... 41
12. Learner Activity Cultural expression of emotions .................................................. 43
Demonstrate flexibility ....................................................................................................................... 44
13. Learner Activity Adapting to different personality types ........................................ 45
14. Learner Activity Understand needs and respond to them flexibly .................. 48

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Make emotionally intelligent decisions ........................................................................................ 50

15. Learner Activity Making emotionally intelligent decisions ................................. 52
16. Learner Activity Dealing with change ............................................................................. 55
Chapter 3 Promote emotional intelligence and team outcomes ........................................ 57
Provide opportunities for others to express emotions ........................................................... 57
17. Learner Activity Culture of emotional expression .................................................. 58
Assist others to understand the effect of their behaviour on others ................................ 59
18. Learner Activity Feedback sandwich ............................................................................... 61
19. Learner Activity The AID feedback model .................................................................... 62
Encourage others to develop emotional intelligence: coaching and mentoring.......... 64
20. Learner Activity Provide coaching ................................................................................... 66
Build a positive workplace culture and climate ......................................................................... 69
Use emotional strengths of team members to achieve workplace outcomes............... 71
21. Learner Activity Encourage positive emotional climate ...................................... 73

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Introduction
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.

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Chapter 1 Identify your emotional strengths and weaknesse
In this chapter, the following topics will be covered:
Emotional intelligence An overview

Identify emotional strengths and impact on others
Identify personal stressors and control your responses
Model emotional intelligence
Develop your emotional intelligence
Emotional intelligence An overview
Emotional intelligence is the ability to identify and manage your own emotions and the
emotions of others. It is generally said to include three skills:
Emotional awareness, the ability to identify your own emotions and those of
others;
The ability to harness emotions and apply them, like thinking and problems
solving;
The ability to manage emotions, the ability to regulate your own emotions, and
the ability to cheer up or calm down another person.1
Emotional intelligence is crucial to become an effective leader and it may be the most
important leadership trait determining work and managerial performance.
Emotional intelligence has a huge impact on the organisational effectiveness and it

influences recruitment and retention, teamwork, talent development, employee
performance etc.
The good news is, unlike general intelligence and intellectual ability, emotional
intelligence can be learned and/or improved, like other management and leadership
skills. It is increasingly recognised, that being an effective leader is not only a question
1
https://www.psychologytoday.com/basics/emotional-intelligence
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of having the right leadership personality; it is also about knowing oneself, learning
how to reflect honesty and emotions, take effective action to leverage personal
strengths, and build a work environment based on emotional know-how.
Models of emotional intelligence
There are two main types of models describing

emotional intelligence:
Mixed models
Pure ability models
Mixed model
Mixed model is based on personality traits that may be classified as interpersonal skills.
This model is heavily focused on defining Emotional Intelligence using a vast array of skills
and competencies that affect leadership performance.2
The five components of this model are the following:
Self-awareness The ability to understand ones own emotions and effect

ones mood on others
Self-regulation The ability to control ones own emotions and tune

negative emotions into achieving positive results.
Motivation The drive to achieve work goals without motivators such as

money, status or power.
Empathy The ability to understand other peoples feelings and

respond effectively to others emotional reactions.
Social skill The ability to manage relationships and networks by

finding common goals and building rapport.
2
https://www.universalclass.com/articles/psychology/emotional-intelligence-mixed-model.htm
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ABN -31 114 584 940 RTO Provider 91153 CRICOS Code: 02672K
Article
To have a better understanding on the mixed models of emotional intelligens, you may read
the following article:
https://www.universalclass.com/articles/psychology/emotional-intelligence-mixed-
model.htm
Ability models
In this model emotional intelligence is described as a mental ability that can be clearly
distinguished from social skills or aspects of personality. This model describes four separate
but interrelated abilities that together determine your level of emotional intelligence.
Identification The ability to perceive emotions, including interpreting

nonverbal signals such as body language and facial
expressions, to identify sadness or anger in oneself or others.
Understanding The ability to interpret emotional information and reason

through emotions, using emotions to promote thinking and
cognitive activity.
Usage The ability to use emotions in order to facilitate creativity and

thought and identify priorities to action.
Self-regulation The ability to mange and react in appropriate way, reflecting

on personal feelings and possible courses of action, without
reacting or being judgemental.
Applying emotional intelligence
The process of applying emotional intelligence in a social interaction unfolds as:
Identifying reflecting on ones own emotions and identify how they truly feel about
a person or a situation
Managing managing own emotions to be able to control own behaviour

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Understanding interpreting own feelings and those of others and better

understanding a social situation.
The outcome is a better relationship and more success with individuals, teams and
organisation outcomes.
Identify emotional strengths and impact on others
The first step on developing or improving your emotional intelligence is to identify your
emotions, especially your emotional strengths.
How to identify emotional strengths?
Seeking feedback
Using self-reflection techniques
Taking tests
Seeking and using feedback
You may take formal or informal feedback on your emotional intelligence as a leader and on
your impact on other. Consider feedback as an opportunity to learn and improve and try not
to take it personally.
Positive and negative feedback
Positive feedback is much more pleasant to receive than negative feedback. Positive
feedback identities your strengths and confirms what you are doing right, however negative
feedback may be more useful as it can be more productive.
Tips how to receive negative feedback:
Pause and listen (dont be defensive, don't make excuses, objectively listen)
Keep things professionally (do not retaliate or blame the other person)

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Try not to take it personally (keeps things in perspective, negative feedback about
your emotional or social behaviour does not evaluate you as a person)
Think of it as an opportunity to learn (seek for the lessons to learn from it, it is for
your own benefit)
Remember that you are in good company (everyone receives constructive
feedback now and then, the successful people manage to learn from it)3
Formal feedback
You may receive formal feedback in the form of:

Performance appraisal
Formal complaint
Climate surveys
Recommendations
Other form from peers and stakeholders
360 evaluation
It is a popular and effective evaluation process where the

employee receives confidential and anonymous feedback
from the people who work around them such as:
Employee Suppliers
Manager Customers
Team members Other colleagues
Clients
It can be very useful to see how ones performance and personal behaviour/emotional
intelligence is perceived from all different angles.
Using self-reflection techniques
Assessing your own performance and emotional intelligence may include:
3
http://executiveladder.typepad.com/the_executive_ladder/2007/02/five_tips_for_d.html
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Keeping reflective journals and logs

Conducting a personal SWOT analysis
Journals or logs
You can assess your emotional intelligence and reflect on your own performance buy
keeping a journal or log and record significant day-to-day events, such as conflicts or
arguments with peers or customers. You should write down the context, what was said, how
you and others reacted; this method helps you identify your emotional strength sand
weaknesses.
SWOT analysis
Personal SWOT analysis is another well-established and
simple way to analyse personal performance.
SWOT analysis is a useful technique to that help

identifying ones strengths and weaknesses and it also
analysis the opportunities and threats arising form them.
Identifying strengths can help discovering unseen or
hidden opportunities, whereas weaknesses can help
reduce the number of threats.
STRENGTHS WEAKNESSES
What advantages do you have? (skills, What task do you usually avoid?
qualifications, experience, networks) What do others see as your weakness?
What do you do really well? Do you have the required education
What personal resources can you and skills training?
access? What are your negative work habits?
What do others see as your strength? Do you have personality traits that hold
Which of your achievements are you you back?
most proud of?
What are your core values?

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OPPORTUNITIES THREATS
What new technology can help you? What obstacles do you currently face at
Is your industry growing? work?
Do you have a network of strategic Are any of your colleagues competing
contacts? with you for a project or a role?
What trends do you see in your Is your job (or the demand for it)
company? changing?
Is there a need in your company that no Does changing technology threaten
one is filling? your position?
Could any of your weaknesses lead to
threats?
Article
To better understand how to conduct a personal SWOT analysis please read the following
article:
https://www.mindtools.com/pages/article/newTMC_05_1.htm

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1. Learner Activity What are your emotional strengths and weaknesses?
Evaluate your own emotional strengths and weaknesses buy:

1. Completing a personal SWOT analysis below then
2. Completing an online emotional intelligence test.
Print the test result and attach them to your workbook.
STRENGTHS WEAKNESSES
OPPORTUNITIES THREATS
Identify personal stressors and control your responses
In order to identify your emotional strengths and weaknesses you have to find out:
What makes you act and react in a certain way?
What do you find stressful?
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What triggers and emotional response from you?
Once you have identified the sources of stress, you need to learn how to control your
responses and redirect stress into achieving a positive outcome.
Three steps process is the following:
Stressor
A stressor is an activity, event, or other stimulus both physical and mental that causes
you to feel stress and potentially lose control or your action or lose your effectiveness as a
leader.
Sources of stress:
Conflict at work Strong competition

Tight deadline Uncertainty
Job insecurity Lack of training etc.
Such circumstances may cause physical and emotional changes that effect your behaviour,
your reaction to others, your work.

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2. Learner Activity Stress indicators
Complete the stress indicator worksheet below.
Mental indicators Tick Physical indicators Tick
Problems with memory Headache

Inability to concentrate Muscle tension
Poor judgement Nausea
Racing thoughts Insomnia
Moodiness Acne breakout
Agitation Diarrhoea or constipation
Irritability Loss of sex drive
Sense of isolation/loneliness Frequently being sick
Constant worrying Dizziness
Being negative Weight gain or loss
Restlessness Change in appetite
Quick temper Procrastination and neglect
Sense of being overwhelmed Alcohol, tobacco or drug use
General unhappiness Nail biting or pacing
Loss of objectivity Excessive spending
Always being fearful Teeth grinding
Anxiousness Excessive exercise
Indecisiveness Overreaction
Inability to relax Sleeping too much
Feeling on edge Starting fights
Total Total
What are the causes of these stress indicators?

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Stress reduction
When you feel the symptoms of stress overload, the first step to a successful outcome is to
admit when things are off track and try to reduce the source of mental stress.
What can you do to reduce stress?
The basics:
Eat well
Drink plenty of fresh water
Get quality sleep
Exercise daily, do lots of physical
activity
Moderate your intake of alcohol and
caffeine
Get lots of fresh air
It sounds easy, however modern life has placed so many demands on us that it takes
discipline and commitment to integrate these behaviour into our daily routine.

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Many companies are realising the benefits of healthy, stress-free workforce and introducing
these basic health concept into their corporate culture.
Stress management tips

1. Get organised
2. Arrive ten minutes early
3. Have regular breaks
4. Break tasks into smaller groups
5. Tidy up a bit
6. Seek out cheerful people
7. Build allies
The ability to control stress in the workplace can make a huge difference to your
productivity and quality of life. If you cannot handle stress effectively, that may affect your
relationships and your personal life as well.
The better you are at handling pressure, the more you will positively affect those around
you.
Article
The articles below give you a few very useful tips on how to deal with stress:
http://www.skillsyouneed.com/ps/stress-tips.html
http://www.helpguide.org/articles/stress/stress-management.htm
Video
To get a better understanding on how we create unnecessary stress for ourselves and how
to deal with this stress overload, watch the link below:
https://www.youtube.com/watch?v=9_7cz4udMUs

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Emotional triggers
Emotional triggers are situations, experiences, stress levels or work circumstances that make
you react with anger, fear etc. It is something that pushes our buttons.
Triggers are very personal; we all have our own triggers that may differ from other peoples
emotional triggers.
The list is rather long; here are a few examples of emotional triggers at workplace:
People yawning in our meeting while we speak may trigger a sense of disrespect
Not being copied on an email that we believe is important
People breaking a core value for us: e.g. being late, not paying attention to details
Not wearing business attire for a meeting
Our responses to emotional triggers are automatic, therefore we may loose our ability to act
strategically and intervene consciously. It is usually beyond our control. People with high
emotional intelligence are able to directly control their responses.
Article
To find out more about emotional triggers and how to identify them, please read the
following article:
http://www.mindbodygreen.com/0-18348/what-are-emotional-triggers-why-you-need-to-
understand-them.html

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3. Learner Activity Emotional triggers
To complete this activity, work in pairs. With your partner, identify as many
emotional triggers at the workplace as you can think of.
List five of your own emotional triggers that affect you the most.
1
Controlling your responses

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Under stress or in response to emotional triggers people tend to react in an automatic and
usually negative way.
Such negative patterns of communication include:
Passivity/silence: withholding important information from yourself or others in order to

understand your true feeling or to avoid awkward conversations or
uncomfortable situations
Aggression: you are trying to attach, control, manipulate or bully others and you
try to force your point of view on others, you may wilfully hurt others
Passive aggression: you have a destructive behaviour, being unfriendly and unpleasant,
indirectly undermining authority and sabotaging productivity
Overcoming automatic responses
There are several ways to control your responses and reactions to triggers and to exercise
self-regulation, a key component of emotional intelligence:
1. Taking a step back (reflect on the situation)

2. Practicing and repeating new behaviour and patterns
3. Being honest with yourself (encourage transparency)
4. Responding, not reacting (respond intentionally not automatically)
5. Working toward independence (move from reacting to people to autonomously
setting the conditions and deciding your own response to people)
6. Becoming a servant-leader (shift from focusing on your own needs to focusing on
others needs)
7. Finding a true friend (who can provide you feedback pointing out mistake and help
you improve)4
4
http://www.sherilehman.com/8-ways-to-control-emotional-triggers/
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4. Learner Activity Control emotional responses
List those five triggers of your won that you had previously identified and determine
a strategy for responding to those triggers in a positive and effective way.
Trigger Response strategy
Optimum stress levels

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Stress is part of life; it is normal to be stressed, most athletes and performers attempt to find
an optimum stress level that produces the best performance. Therefore we should not try
to eliminate stressors and emotional triggers completely.
The problem arises when you work beyond the optimum stress level for extended periods,
where the performance diminishes quite rapidly, as well as you can suffer all sorts of
physical, emotional and psychological reactions.
There are certain stress indicators that you can use and observe your stress level on regular
basis. There are a number of free online tests that you can use to assess your stress level:
http://www.15minutes4me.com/free-online-test-stress-anxiety-depression-burnout/
http://www.stress.org.uk/individual-stress-test/
https://www.psychologistworld.com/stress/stresstest.php

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5. Learner Activity Positive and negative stress
As previously mentioned, you need to find the optimum level of stress to perform
efficiently.
Watch the following YouTube video and answer the following questions:
What are 02C trainers trying to achieve with their business?
What are the simple techniques used to reduce and manage personal stress?

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What is your optimum level of stress?
Model emotional intelligence
As a leader, you should model workplace behaviours where you can demonstrate your
control over your emotions. This is beneficial for yourself, as you may try out new set of skill,
and you provide a good example for others to follow.
Inhabiting the new role
The more you practice and repeat new behaviours and patterns for regulating your
behaviours and reaction, the sooner it becomes automatic.
Conduct a short self-assessment of an how emotionally effective leader you are:
How do I demonstrate self-awareness?

How do I show that I am in control of myself?
How do I act to inspire people?
How do I show that I care about people?
How do I deploy social skills to build networks and win agreement for my proposals?

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Keep on repeating those behaviours observing what is effective and feels right. Use peoples
feedback on your behaviour as well. Watch effective leader and try to emulate them.
Providing a model for others
Leaders have a mission to develop others. They are considered role models and
inexperienced workers look up to them. They have a profound effect on others, modelling
appropriate behaviour, providing assistance, giving advice, projective a positive image and
encouraging others.
Practice what you preach
If you want to influence others to regulate their own emotions, you have to demonstrate it
yourself.

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6. Learner Activity Role models
Think of people who have inspired you in some way.
Identify two people (your role models) who have made the most profound impact on
you and provide example of how these role models demonstrate the following
attributes.
Role model 1. Role model 2.

__________________________ __________________________
Self-
awareness
Self-control
Motivation
Empathy
Social skills

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Develop emotional intelligence
There is a methodical three-steps process for developing your emotional intelligence.
1. Identifying skills gaps

2. Identify training options/develop personal development planning (PDP)
3. Undertake appropriate training, learning and development activities
Identifying skills gaps
You need to identify the gap between your current proficiency and the level of proficiency
that you need to function as an effective leader.
Identify training options
In order to select the most effective training options, you need to identify your learning
style.
VARK model
According to Kolb, there are four dominant learning styles based on learners preferences:
Visual This learning style involves the use of seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flip-chart,
Auditory This learning style involves the transfer of information through listening:
to the spoken word, of self or others, of sounds and noises.
Reading This learning style involves learning from textbooks, notes, manuals and
taking detailed notes. These learners have strong reading/writing skills.
Kinaesthetic/ This learning style involves physical experience - touching, feeling,

Tactile holding, doing, practical hands-on experiences.

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Learning style should be interpreted to mean an individual mixture of styles. Everyone has a
mixture of strengths and preferences; no one has exclusively one single style or preference.5
Article
To have a better understanding on learning styles, please read the following article.
http://www.businessballs.com/vaklearningstylestest.htm
7. Learner Activity What is your learning style?
In order to select the most effective training options, you need to identify your
learning style.
You can easily identify your learning style by doing a self-assessment test online.
1. Visit the below website and complete the test.

http://www.educationplanner.org/students/self-assessments/learning-styles-
quiz.shtml
2. Describe the result you have received. Did the result surprise you?
5
http://www.businessballs.com/vaklearningstylestest.htm
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Training options
There are many options to choose from when it comes to professional development
opportunities.
Accredited training
There are nationally recognised training options, which give you a qualification on
completion. This training is based on competency standards developed by the Industry Skills
Council. Such competency standards are arranged in units of competency that describe the
requirements that a person must meet in order to work in a particular work function. Units
of competency are put into training packages. To obtain the qualification, one needs to
complete various units from certain training packages.
Non-accredited training
There is broad selection of professional development opportunities including:
Informal training Action learning

On-the-job training Workshops
Mentoring Research
Coaching Online training
If you are aware of your learning style and learning needs, you are able to choose the most
appropriate training for your professional development.
8. Learner Activity Training preferences
Based on your learning style, what would be your training option preferences to
improve your emotional intelligence?

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Determining Planning and PDPs
In order to complete your PDP you need to take the following steps:
Get a folder to develop and maintain your PDP (this should be a living document that
you maintain over the course of your career)
Refer to your position description and other organisational documents to identify the
skills and knowledge and mandatory training needed to perform in your current role
Gather feedback form employees, colleagues and clients on your performance and
emotional intelligence and review previous performance appraisals to identify
strengths and weaknesses
Review organisational documents and position description of jobs you would like to
work in
Review training packages and units of competence, to identify appropriate training
that matches your ability and the needs of your current and future role
Identify your preferred learning style and type of learning
Article
To get a better understanding on PDPs read the following articles:

http://www.palgrave.com/studentstudyskills/page/About-personal-development/
Video
The video below describes a simple 3-step formula for creating your own personal
development plan. https://www.youtube.com/watch?v=1uYzyeLqgCk

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Chapter 2 Recognise and respond to others emotional

strengths and weaknesses
Assess emotional cues

Identify and use cultural expressions of emotions
Demonstrate flexibility
Make emotionally intelligent decision
Assess emotional cues
In the previous chapter we have discussed how to identify and assess your own emotional
strengths. The next step is to be able to read and assess others emotional cues. You will
require a degree of sensitiveness to both verbal and non-verbal communication.
To be able to better interpret others, you should be able to identify others communication
and personal styles and be aware of potential traps of miscommunication.
Verbal communication
Verbal communication is the exchange of messages and information through speech.

It has the advantage of being more explicit than non-verbal communication, however
people tend to be reluctant in talking about their feeling and emotional states.

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Active listening
Active listening is a communication technique used in counselling, training, and conflict

resolution. It requires that the listener fully concentrates, understands, responds and then
remembers what is being said.6
Active listening involves listening with all senses. As well as giving full attention to the
speaker, it is important that the active listener is also seen to be listening - otherwise the
speaker may conclude that what they are talking about is uninteresting to the listener.7
The elements of active listening are the following:
Asking questions You can engage with the person you are listening
to by asking questions. Ask open question that
require longer, more detailed answers. Asking
questions is also useful in seeking clarification or to
find out further information.
Paraphrasing Summarise or recap what has been said. This serves

two purposes: to confirm to yourself that you
understood what has been said and to let other
people know that you have been listening.
Using verbal prompts Use words such yes or I see and OK while the
person is talking to show that you are paying
attention. However, only use these prompt if you
really understand and agree what is has been said.
Demonstrating commitment Make eye contact and use appropriate body

language, eliminate potential distractions, such as
background noise, switch off your phone. Sho to
your partner that you are fully listening and you
devoted your full attention.
Article
6
https://en.wikipedia.org/wiki/Active_listening
7
http://www.skillsyouneed.com/ips/active-listening.html#ixzz4CPzLyAQ1
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To have a better understanding on active listening techniques, please read the following
article: http://www.skillsyouneed.com/ips/active-listening.html
Video
To learn how to improve your listening skills please watch the video below:
https://www.youtube.com/watch?v=lL0sDXCzRu0
There is also an example how active listening can be applied in working environment.
https://www.youtube.com/watch?v=XLvZkUP5_KU
Non-verbal communication
Non-verbal communication is more implicit; between 50-70 per cent of communication falls
into this category.
Less explicit forms of communication includes:
Body movements
Posture
Eye contact
Paralanguage (pitch, tone, rhyme etc.)
Proxemics (how far/close a person stands from
you)
Facial expressions
Physiological changes.
In order to encourage open communication with your colleagues, body language is as

important as your words. People are very sensitive to unspoken messages and will often
add more meaning to how something is said than on the words used. You will need to be
able to interpret others body language in order to assess their emotional strengths.

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9. Learner Activity Body language
Conduct Internet research on body sign and their meaning and complete the
following table.
Body sign Meaning
Rapid blinking
Large pupil size
Lip biting
Pursed lips
Covering the mouth
Clenched fist
Crossed arms
Crossed legs
Fidgeting
Standing with hands

on hips
Open body posture,

exposing body and
torso

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With body language, the context is important in interpreting these signs and different sign
may mean different things when displayed together with other signs.
10. Learner Activity Reflection on an interaction
Interpreting verbal and non-verbal communication, such as body language, gestures,

proximity or reading the conversation context can help us understand peoples
emotional state.
1. Watch a supervisor providing feedback to an employee in this video and record
the emotions displayed by the employee during the interaction. Provide
evidence (verbal or non-verbal cues) for each emotion displayed.
You can access the video at the following link: confident
https://www.youtube.com/watch?v=KpS8P4Trdqc
Emotions Evidence
2. Do you believe you are able to sense others emotions? Why/why not?

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Communication styles
Communication styles play a huge role in interpreting verbal and non-verbal information,
intended meaning, emotional states and motivations.
Some common communication styles/personality inventories include:
Myers-Briggs
Big-5
DISC
Myers-Briggs personality types
This is one of the worlds most trusted personality assessments; the model contains 16
personality types based on the following attributes:
Introverted Extroverted
Focus attention on the inner word of Focus attention on the outer world of
ideas and impression, gain energy from people and things, gain energy from others
oneself
Sensory Intuit
Taking information through senses and Take in information from patterns and the
focus on here and now big picture, interpret and add meaning

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Thinks Feels
Making decisions on logical thinking and Making decisions based on emotions, values
objective analysis and subjective evaluation
Judge Perceives
Prefer a planned and organised approach Prefer a flexible and spontaneous approach
to life, having things settled to life, having options open
The combination of these attributes forms the 16 different personality types. For example,
one personality type is ISTJ (an Introverted, Sensory, Thinking and Judging person).
Further information
To find out more about the 16 different Myers-Briggs personality types, please open the
following link and click on the respective type.
http://www.truity.com/view/types
11. Learner Activity Myers and Briggs test
Find out what your personality type is by taking the following Myers and Briggs
personality test.
You can access the test at the following link:
https://www.16personalities.com/free-personality-test
What is your personality type?
Describe that particular personality type.

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Do you agree with your profile?
Big - 5
The Big-5 personality traits are characterised by one of five characteristic states:
Openness to experience:
Conscientiousness
Extraversion
Agreeableness
Neuroticism, or the tendency to experience negative emotions more than others
Article
To have a better understanding on the above personality types, please read the following
article:
https://www.verywell.com/the-big-five-personality-dimensions-2795422
DISC

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DISC is a personal assessment tool used to improve work productivity, teamwork and
communication. It provides a common language that people can use to better understand
themselves and to adapt their behaviours with others.8
DISC distinguishes four personality profiles and characterises people based on how they see
themselves in relation to other and the environment:
Dominance (D) Sees themselves as more powerful than the environment and the
environment as unfavourable.
Inducement (I) Sees themselves as more powerful than the environment and the
environment as favourable.
Submission (S) Sees themselves as less powerful than the environment and the
environment as unfavourable.
Compliance (C) Sees themselves as less powerful than the environment and the
environment as favourable.
Further information
To have a better understanding on the DISC model and its personality profiles, please visit
the following website:
https://www.discprofile.com/what-is-disc/overview/
Personality types will influence how you interpret verbal and non-verbal communication and
behaviours of others. For example, its is quite normal to receive silence from an introvert
person, while silence from an extrovert would be more alarming, indicating sadness or
withdrawal.
Communication pitfalls
8
https://www.discprofile.com/what-is-disc/overview/
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Misunderstandings are the result of incorrectly receiving or interpreting the information and
it is part of communication. We unintentionally distort, delete, mishear and misunderstand
other people.
Image source: Develop and use emotional intelligence BSBLDR501, 2015, 1st Edition, Version 1, Innovation
and Business Industry Skills Council Ltd Australia, East Melbourne, VIC, Australia
Miscommunication may be influenced by:
Our values We tend to reject what offends our values rather than listen for the
message
Our mood When we are in a bad mood, we tend to misunderstand or ignore much
of the communication; we mishear or misunderstand verbal, non-verbal or emotional
cues because we are not listening, instead we are concentrating on ourselves
Our experience and upbringing We tend to filter out what (we believe) we have
already heard many times before. We make unconscious judgements based on how
we were brought up
Our personality We may get bored, distracted or even confused when having a
communication with a person with different personality, as we may not interpret the
information in the same way.
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Effective communication involves minimising potential misunderstanding and overcoming

any barriers to communication at each stage in the communication process.
Identify and use cultural expressions of emotions
Diversity can contribute to an organisations competitive advantage. For example, if an

organisation hires multilingual employees it can provide better customer service to a more
diverse group of customer.) Diversity can also promote the acceptance of new ways of
doing things and it stimulates employee creativity and innovation.
A diverse workplace may include all forms of difference, including:

Age
Gender
Sexuality
Race
Cultural and linguistic background.
As a manager, you will need to correctly identify and assess emotions and behaviours in
increasingly diverse workplaces. Reading emotions of people with different cultural
background may pose the risk of misunderstanding, as cultural expressions of emotions are
not necessarily universal.
Culture has a significant impact on how we display our emotions and even what causes us
to experience different emotions therefore we may read different meaning into verbal and
non-verbal communication.
Relativism vs. universalism
There are two theories in regards to how people feel and express emotions:
Universalism This theory claims that emotions are expressed and felt the same way.
It is generally agreed that the six main emotions anger, fear,
surprise, sadness, disgust and happiness are felt and manifested in the
same way. E.g. people who are blind from birth also smile
Relativism This theory states that nearly all expressions of emotions are highly
influenced by culture. According to this, the basic emotions are rather
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universal, but the more complex feeling are difficult to correctly

interpret.
Feeling rules and display rules
Researcher Paul Ekman used the terms feeling rules and display rules, to describe how
people within cultures react emotionally to events and display (or mask) emotions to (or
from) others.
People in different cultures may feel different emotions given the same set of circumstances;
as well as, people in different cultures will display different symptoms, given the same
emotion.
Cultural feeling rules Cultural display rules
Different rules for how emotions are: Rules, cultural norms for how emotions
can be displayed when felt:
Categorised as words and concepts (e.g.
Tahitians have no word for sad) In a happy event, kisses and hugs are
appropriate
Legitimised or made taboo
Public grief may be appropriate in
Prioritised (emotions)
certain culture, while inappropriate
Related to cause (which events cause ion others
what emotions)

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12. Learner Activity Cultural expression of emotions
As previously mentioned, people from different cultures may display the very same
emotions differently, or the same non-verbal communication signs may convey different
meaning.
1. Read the following article at:
https://www.rpi.edu/dept/advising/american_culture/social_skills/nonverbal_communicat
ion/reading_exercise.htm
2. Give examples of how non-verbal communication differs from culture to culture in

regards to:
Gesture and body

position
Facial expression
Eye contact
Conversation
distance

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Demonstrate flexibility
As a manager, you should demonstrate flexibility with respect to responding to:
Personality types
Communication styles
Peoples basic or complex needs
Personality types and communication styles
You may be able to identify different personality types and communication styles, however
you should not pigeon hole people. That would be stereotyping, which is a very inflexible
way of thinking.
Personality models and types are useful for coaches and therapists to get an initial sense of
people and to develop a few hypotheses about them and their problems, but such
categorisation must be handled with caution and flexibility.

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13. Learner Activity Adapting to different personality types
Imagine that you are leading a customer service team of three people. Your team is
culturally diverse, with different personalities and communication styles, as described in
the following table.
Amy Serious and quiet. Extremely thorough, responsible, and dependable. Well-
developed powers of concentration. Usually interested in supporting and
promoting traditions and establishments. She can usually accomplish any
task once they have set their mind to it.
John People-oriented and fun-loving, making things more fun for others by their
enjoyment. Living for the moment, loving new experiences. He dislikes
theory and impersonal analysis. Likes being the centre of attention in social
situations. Well-developed common sense and practical ability.
Sam Popular and sensitive, with outstanding people skills. Externally focused,
with real concern for how others think and feel. Usually dislike being alone.
Very effective at managing people issues, and leading group discussions.
Interested in serving others, and probably place the needs of others over
their own needs.
What difficulties or issues could arise in the team due to team members different
personalities?
How could you act to improve team cohesion?

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How would you adapt your approach to each team member, knowing his or her
personality traits?
Adapting to and meeting needs
To be able to act as an emotionally intelligent manager and build good relationships, you
need to understands peoples needs. Understanding peoples needs can help you customise
your response to effectively meet those needs.

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There are many theories developed to explain human behaviour and the forces behind it.
One of the most known theories is Maslows hierarchy of needs. According to this, there are
five levels in the hierarchy of primary needs, as shown on the next page.
Maslows hierarchy of needs
Image source: https://www.linkedin.com/pulse/maslows-hierarchy-needs-motivation-teams-andy-gibbins
People with different personalities have different preferences in having their needs satisfied;
therefore acknowledging those needs and responding to those needs requires different
approach and adaptation.
Article
To find out more about the Maslows hierarchy of needs, please read the following article:
http://www.simplypsychology.org/maslow.html

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14. Learner Activity Understand needs and respond to them flexibly
Think of a recent interaction with a colleague, client or a classmate.

What do you think the persons needs from the interactions were? Use Maslows
hierarchy of need to identify them.
(For example, if the interaction was about serving coffee to a customer, you were
satisfying the customers psychological need. However, if a friend invited you to
the cinema, the interaction was about satisfying love/belonging needs.)
Did you satisfy those needs or did you acknowledge them at least? Why/why
not?

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Make emotionally intelligent decisions
Effective decision-making requires an emotionally intelligent process that considers

emotions and needs of all stakeholders. Any decision that affects other people, should
follow the process below:
Consider stakeholders and sources of

information impacted by the decision
Assemble all data and technical information
Analyse stakeholders for feelings and needs

Consider your feelings and interpret them
Blend your emotions, understanding of

others feeling and facts to reach a decision
Develop a communication strategy and

make to communicate decision
Stakeholder identification and analysis
To take the first step in making emotionally intelligent decisions, you first need to identify
who your stakeholder and sources of information are.

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Once you have identified your stakeholders, you may have a long list of people that are
affected by your decision. Some of these have more power to affect your decision your
ideas, and some have less power to do so.
Using the below matrix you can map your stakeholders based on their power, influence and
interest.
High power, interested people: you must fully engage with these people and keep
them satisfied
High power, less interested people: keep these people satisfied but dont
overwhelm them with too much information, as they will get bored
Low power, interested people: Keep them informed and seek their feedback, as it
can often be very helpful
Low power, less interested people: monitor them but minimise the effort you put in
their communication

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15. Learner Activity Making emotionally intelligent decisions
Consider the same customer service team from the 13. Learner Activity, Amy, John
and Sam.
As the team leader, you are in charge of developing and implementing the staff
rosters. You are working on December roster now and you have a big dilemma
about the Xmas holiday roster. You do not want to upset your staff but you also
want to ensure a smooth operation during the festive season as well.
How can you make an emotionally intelligent decision in this scenario?

Following the previously described process, explain how you would make an
emotionally intelligent decision.

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Develop and integrate change strategies into communication
Important decisions may result in organisational change. People usually resist change, as
they fear the unknown. Effectively communicating change is one of the most successful
change management strategies.
Accepting change can be an emotional process involving the following stages:
1. Uninformed optimism the initial excitement phase, when people believe that
change will be beneficial for them
2. Informed pessimism reality kick in, problems occur, the process become more
challenging and people can see the its drawbacks
3. Hopeful realism problem solving phase, people can see the big picture, they can
better understand the process and visualise the final outcome
4. Informed optimism people become more confident about the change, they are
practical about the it and can see the light at the end of the tunnel
5. Rewarding completion people can see the end result and may be satisfied with
the change
Article
For further information on the emotional cycle of change, please read the following article:
https://www.mindtools.com/pages/article/kelley-conner-cycle.htm

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Change management strategies
To successfully manage change and to be able to minimise peoples resistance, you need to
understand the range of emotions people may experience when facing change.
How to deal with change?
Communicate effectively keep people informed, provide them facts, use

appropriate technology
Involve people consult people, raise any issues, ask for their input and suggestion
Train, coach and mentor people provide them support and encouragement, train
people, provide reassurance to overcome fears
Change peoples perception encourage people to see change from a different

angle, consider its advantages rather than its disadvantages
16. Learner Activity Dealing with change
Watch the following video between a supervisor and a staff member and answer the
questions the follow.
https://www.youtube.com/watch?v=miAZHn2BXc4
Identify which emotional stage is the staff member at, regarding the change that
is affecting him and the organisation. Justify your answer.

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What emotions are displayed in the video?

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Chapter 3 Promote emotional intelligence and team outcomes
Provide opportunities for others to express emotions

Assist others to understand the effects of their behaviour on others
Encourage others to develop emotional intelligence: coaching and mentoring
Build a positive workplace culture and climate
Use emotional strengths of the team members to achieve workplace outcomes
Provide opportunities for others to express emotions
As leader, your responsibility is to build a workplace culture that value emotional expression.
Building emotional openness is not easy, and it may require a drastic cultural change.
Some (emotionally less intelligent) leaders consider expressing emotions as a sign of

weakness; in such workplaces employees and managers with little power are not
encouraged to express their emotions.
In both group interactions and individual encounters, you will need to ensure that emotional
information is valued, encouraged and taken into account.
In group meetings or presentations, set ground rules to encourage openness; provide time
in agendas to legitimise and gather emotional information.
In coaching session or performance reviews, proactively seek opportunities to hear and

interpret emotional expression.

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Collaboration, mutual benefit and mutual risk is the basis of emotional openness and the
following guidelines may help you achieve it:
Prepare the way advertise your willingness to talk about emotions in a work
context; ensure senior managements support for this
Get a sense of the emotional context identify the emotional background before
you interfere, e.g. if you perceive a conflict between two employees
Volunteer your own feelings lead by example and express yourself first to build
trust.
Give concrete examples model emotional expression to build this skill in others;
explain your feelings.
Ask and invite others to lend perspectives use active listening skills to probe
others feelings as your emotional sense of a situation may be different from the other
persons.
17. Learner Activity Culture of emotional expression
Consider your organisation, or an organisation that you are familiar with.
Identify three ways you could support a positive organisational culture where
staff are encouraged to express their emotion and emotional information is
valued.

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Assist others to understand the effect of their behaviour on others
Regularly monitor work and emotional performance of your team members and provide
them with meaningful feedback.
Providing effective feedback
Emotionally intelligent leaders and managers need to develop skills for giving open and
honest feedback that can assist a persons personal and professional growth and
development.
Feedback must be valid, accurate, based on facts and it must be delivered respectfully
providing a valuable and productive insight to team members on their emotional
intelligence and indicating how to overcome underperformance.
Some of the most useful feedback you may provide, and may be the hardest to accept, will
be negative/constructive feedback. Feedback needs to be delivered in a constructive
manner with the intention to improve performance.
Poorly delivered feedback may result in distrust, low morale and poor productivity, while
feedback treated and delivered effectively will increase motivation, productivity and
efficiency and team effectiveness.
Tips for giving feedback on emotional intelligence:

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Be clear
Emphasise the positive
Be specific
Focus on the behaviour rather than the person
Be descriptive rather than evaluative
Own the feedback (I statements)
Advice carefully and specifically
When giving feedback, do not sugarcoat; highlight the positives, but be realistic, so the
person can learn from it and improve.
The feedback sandwich model
A common method of delivering feedback is the feedback sandwich model; you start your
feedback with highlighting something positive followed by the negative feedback and you
close the session with additional positive feedback.
Do not use overuse this approach as it may destroy credibility and trust and devalue praise.
Do no use this feedback if you have to make up positive feedback in order to deliver the
negative feedback.

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18. Learner Activity Feedback sandwich
Consider the scenario from the 13. Learner Activity when you are leading a team of
customer service representatives.
John is one of your team members. John is people-oriented and fun loving, he is
making things more fun for others by their enjoyment. He is the adventurous type,
living for the moment, loving new experiences. He dislikes theory and impersonal
analysis. He is very social and he likes being the centre of attention in social
situations. He has got a well-developed common sense and practical ability.
You have noticed that his work morale has recently changed. He has become too
social, he does not respect work colleagues privacy, he keeps entertaining and/or
disturbing others and he is always late from his lunch breaks, putting enormous
pressure on the other team members.
Deliver a constructive feedback using the feedback sandwich model. Write down
what exactly you would say.
The AID feedback model
This is another approach to deliver feedback and it consist of the following three phases:
Action Describe the employees action; focus on one or two actions with
emotional impact; provide example and facts.
Impact Explain the impact of those actions on people, both their feelings and
their work. Describe the impact, rather than judge the person.
Development Identify concrete course of action to take to modify or regulate this

behaviour.

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This approach id very beneficial as it provides explicit information on the behaviour of the
employee, the emotional impact of such behaviour and it also gives suggestion on how to
improve emotional intelligence.
The value of negativity
Sometimes leaders need to shake up their teams confronting team members, providing
negative feedback along with negative emotions. A successful, emotionally intelligent leader
know when it is the best time to be blunt and make a wake-up call in order to bring the best
out of people.
19. Learner Activity The AID feedback model
Consider the scenario from the previous learner activity.
Use the AID model to deliver the feedback:

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What is the action/behaviour?
What is the evidence?

Action
What is the context?
What is the emotional impact on individuals?

Impact
How does this affect others?

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What do you think needs to be done?

Development
Encourage others to develop emotional intelligence: coaching and

mentoring
As already discussed, an emotionally intelligent manager needs to encourage others to

develop emotional intelligence skills. There are three options to do so:
Coaching
Mentoring
Training
Coaching
Coaching is the act of directing, guiding and training an individual or group to achieve
better performance.
A useful coaching model to follow in the

context of performance management is the
GROW model.
GROW stands for:
1. Goal
2. Reality
3. Options
4. Will

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1. Goal First, consult with the coachee to establish existing performance goals.
Ensure that these performance goals are SMART.
Find out whether the coachee is aware of the performance
expectations.
2. Reality Second, establish the performance gap between the current and
desired performance. Use active listening to uncover the root cause for
poor socal and emotional intelligence skills. Ensure that performance
gap is clear to the coachee; if the coachee does not believe there is a
gap the coaching will stall.
3. Options You should recommend options for closing such performance gap. Talk
through the possible options together and encourage employee to
generate effective solution by:
Asking open-ended questions
Discussing pros and cons of each idea and examining possible
options
Anticipating potential pitfalls and roadblocks
4. Will Finally, you need to ensure that the coachee is willing to improve
performance. Without this commitment, coaching will not achieve what
it is intended to. Establish a schedule of review and set a follow-up date
as well.

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20. Learner Activity Provide coaching
Consider the scenario from the previous learning activities.
Imagine that you have to hold a coaching session with this team member, to
establish how to help him improving his performance.
Plan to hold a coaching session with this team member to establish how to help the
team member improving his. Use the template on the next page to plan the
coaching session.
Coaching Activities/questions
phase
Introduction Summarise the reasons for the coaching session from your point of
view:
Ask John for input, to describe own perspective:
Goal Ask questions to establish Johns understanding of performance

expectations, personal goals and aspirations:

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Reality Ask questions to establish understanding of:

the real gap between Johns performance and expectations/
performance goals:
potential obstacles to achievement, such as Johns EI skills and

personal/work situation:
Options/ Ask questions to help John generate options or opportunities to help

opportunities achieve goals and close performance gaps:
Will Ask questions to establish John willingness to agree to concrete and

time-bound measures to improve performance:

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Mentoring
It is effective when a specific task needs to be mastered or a particular skill-set need to be

developed. Mentoring is rather a hierarchical relationship and the mentor is often the
employees boss. The mentor accepts the responsibility of passing the knowledge and the
skills to a more junior person.
Mentors:
Inspire or earn trust and confidence from the person they are mentoring
Act as a role model to help guide employees
Support and give advice for growth and development, both personally and
professionally
Help employees reflect on their thoughts, feeling and behaviours
Freely share their own experience to help others
Motivate and encourage, help employees to build confidence
Sponsorship
The man difference between coaching/mentoring and sponsoring is that the sponsor has a
personal or professional interest in the development of the individual.
Sponsoring is beyond mentoring; it involves challenging employees, putting them in

situations where they can be stretched to find the boundaries of their current performance
and behaviour. For example, putting someone on a difficult, cross-functional project where
they could try themselves, push their limits and learn from more experienced professionals.
Build a positive workplace culture and climate
A positive workplace culture is vital to the success of the team or organisation. Workplace
culture must meet social, emotional and even spiritual needs to retain talent and meet
organisational goals.
Culture and climate are similar concept but they are not interchangeable.

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Culture includes values, beliefs, myths, the stories or legends told within the organisation,
traditions, norms or rules. Culture is a way of acting or feeling, knowing how to act or feel a
social environment; culture is difficult to measure.
Climate can be measured as a way of gauging the health of the organisational culture in
terms of contributing to organisational gaols and satisfying social and emotional needs.
Climate surveys
A climate survey is an employee questionnaire that provides valuable feedback on how staff
members see their workplace and how they feel at their workplace.
A climate survey may cover the following areas:
Physical work environment

Enjoyment of work
Rewards and recognition
Management practices
Leadership, including vision
Understanding of the business
Opportunities to develop.
Measuring emotional and social performance
The following skills seem relevant when it comes to assess managers emotional and social
performance:
Self-awareness (accurate self-assessment, self confidence)

Self-management (self-control, adaptability, trustworthiness, initiative, goal-
orientation)
Social awareness (empathy, service orientation, servant-leader, respect)
Social skills (influence, leading in developing others, communication skills, building
relationships, conflict resolution)

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Use emotional strengths of team members to achieve workplace

outcomes
As a manager, you will need to use emotional intelligence to manage individual

performance and as well as groups, taking into account group dynamics. You will need to
build teams of the right mix, manage team performance and development.
You will need to create teams based on team members strengths; such strengths enable
members to perform certain roles. Allocating appropriate roles and coordinating these roles
can lead to increased morale and motivation.
Stages of team development
When team members come together to form a team, there is a long forming process they
are going through until the team becomes effective. Most teams would go through five
different stages, which takes considerable time. How fast a team moves through each stage
will depend on the team members, their individual skills, the work they are expected to do,
and the type of leadership available to the team. 9
Bruce Tuckman distinguished the first four stages of development:
Forming Team members come together and understand the team goals and
responsibilities. They plan their work and their new goals. Team
members are positive and enthusiastic.
Storming Team faces technical, interpersonal and social problems; members may
fight and argue. Conflicts may occur among team members, they feel
frustration and anger.
Norming The team works through technical, individual and social issue and team
members establish a good and productive working relationship and
begin to trust each other.
Performing The team comes effective, team members rely on each other and
cooperate with each other. Problems are sold, team goals are
achieved. Satisfaction and pride becomes the dominant feeling.
9
http://www.innovativeteambuilding.co.uk/five-stages-of-team-development/
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The final stage of team development is adjourning which addresses the break-up of a team
after a project has been completed.
Video
To have a better understanding on the different stages of team development, please watch
the following video. You may read the supporting article on the same link:
https://www.mindtools.com/pages/article/newLDR_86.htm
Article
The below article also elaborates on the five stages of team development.
http://www.innovativeteambuilding.co.uk/five-stages-of-team-development/

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21. Learner Activity Encourage positive emotional climate
How would you act as a manager and leader to encourage positive emotional
climate and promote team effectiveness in each of team development stage?
Forming
Storming
Norming
Performing

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Performance
Chapter Name Element
Criteria
1. Learner Activity What are your emotional 1 1.1
strengths and weaknesses?
2. Learner Activity Stress indicators 1 1.2
3. Learner Activity Emotional triggers 1 1.3
4. Learner Activity Control emotional responses 1 1.3
5. Learner Activity Positive and negative stress 1 1.2, 1.3
6. Learner Activity Role models 1 1.4
7. Learner Activity What is your learning style? 1 1.5
8. Learner Activity Training preferences 1 1.5
9. Learner Activity Body language 2 2.1
10. Learner Activity Reflection on an interaction 2 2.1
11. Learner Activity Myers and Briggs test 2 2.1
12. Learner Activity Cultural expression of 2 2.2

emotions
13. Learner Activity Adapting to different 2 2.3
personality type
14. Learner Activity Understand needs and 2 2.3
respond to them flexibly
15. Learner Activity Making emotionally 2 2.4
intelligent decisions

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16. Learner Activity Dealing with change 2 2.4
17. Learner Activity Culture of emotional 3 3.1

expression
18. Learner Activity Feedback sandwich 3 3.2
19. Learner Activity The AID feedback model 3 3.2, 3.4
20. Learner Activity Provide coaching 3 3.2, 3.3, 3.4
21. Learner Activity Encourage positive 4 4.1

emotional climate

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BSBLDR501 Develop and use emotional intelligence

BSBLDR501 Develop and use emotional intelligence

Make emotionally intelligent decisions ........................................................................................ 50

BSBLDR501 Develop and use emotional intelligence

It includes identifying the impact of own emotions on others in the workplace,

BSBLDR501 Develop and use emotional intelligence

Chapter 1 Identify your emotional strengths and weaknesse

In this chapter, the following topics will be covered:

Emotional intelligence An overview

Emotional intelligence An overview

Emotional intelligence has a huge impact on the organisational effectiveness and it

Models of emotional intelligence

There are two main types of models describing

Pure ability models

The five components of this model are the following:

Self-awareness The ability to understand ones own emotions and effect

Self-regulation The ability to control ones own emotions and tune

Motivation The drive to achieve work goals without motivators such as

Empathy The ability to understand other peoples feelings and

Social skill The ability to manage relationships and networks by

Identification The ability to perceive emotions, including interpreting

Understanding The ability to interpret emotional information and reason

Usage The ability to use emotions in order to facilitate creativity and

Self-regulation The ability to mange and react in appropriate way, reflecting

Applying emotional intelligence

The process of applying emotional intelligence in a social interaction unfolds as:

BSBLDR501 Develop and use emotional intelligence

Understanding interpreting own feelings and those of others and better

Identify emotional strengths and impact on others

How to identify emotional strengths?

Seeking and using feedback

Positive and negative feedback

Tips how to receive negative feedback:

BSBLDR501 Develop and use emotional intelligence

You may receive formal feedback in the form of:

It is a popular and effective evaluation process where the

Using self-reflection techniques

Assessing your own performance and emotional intelligence may include:

Keeping reflective journals and logs

SWOT analysis is a useful technique to that help

BSBLDR501 Develop and use emotional intelligence

BSBLDR501 Develop and use emotional intelligence

1. Learner Activity What are your emotional strengths and weaknesses?

Evaluate your own emotional strengths and weaknesses buy:

Identify personal stressors and control your responses

What triggers and emotional response from you?

Three steps process is the following:

Conflict at work Strong competition

BSBLDR501 Develop and use emotional intelligence

2. Learner Activity Stress indicators

Complete the stress indicator worksheet below.

Mental indicators Tick Physical indicators Tick

Problems with memory Headache

What are the causes of these stress indicators?

BSBLDR501 Develop and use emotional intelligence

What can you do to reduce stress?

BSBLDR501 Develop and use emotional intelligence

Stress management tips

BSBLDR501 Develop and use emotional intelligence

BSBLDR501 Develop and use emotional intelligence

3. Learner Activity Emotional triggers

Controlling your responses