Develop emotional intelligence

BSBLDR511
Develop and use emotional

intelligence
Learner Guide
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Table of Contents
Unit of Competency...............................................................................................................................4
Application..........................................................................................................................................4
Performance Criteria...........................................................................................................................5
Foundation Skills.................................................................................................................................6
Assessment Requirements..................................................................................................................7
1. Identify the impact of own emotions on others in the workplace......................................................9
1.1 – Identify and use evaluation criteria to determine own emotional strengths and weaknesses....10
Emotional intelligence.......................................................................................................................10
Identify own emotional strengths and weaknesses..........................................................................12
Activity 1A.........................................................................................................................................14
1.2 – Identify personal stressors and own emotional states related to the workplace.........................15
Stressors in the workplace................................................................................................................15
Emotional states caused by work-related stressors..........................................................................16
Activity 1B.........................................................................................................................................18
1.3 – Analyse and document potential emotional triggers in workplace situations which may require
determine appropriate emotional responses.......................................................................................19
Analysing emotional triggers.............................................................................................................19
Documenting emotional triggers......................................................................................................20
Activity 1C.........................................................................................................................................21
1.4 – Evaluate the impact of own workplace behaviours that demonstrate management of emotions
..............................................................................................................................................................22
Management of emotions.................................................................................................................22
Evaluating the impact of workplace behaviours...............................................................................23
Activity 1D.........................................................................................................................................24
1.5 – Use self-reflection and feedback from others to improve development of own emotional
intelligence............................................................................................................................................25
Improving emotional intelligence.....................................................................................................25
Self-reflection and feedback from others..........................................................................................27
Activity 1E.........................................................................................................................................30
2. Recognise and address the emotional strengths and weaknesses of others....................................31
2.1 – Respond to the emotional states of co-workers and assess emotional cues...............................32
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Recognising and appreciating the emotional strengths and weaknesses of others..........................32

Emotional states...............................................................................................................................32
Emotional cues..................................................................................................................................34
Activity 2A.........................................................................................................................................37
2.2 – Develop a plan for identifying and responding appropriately to a range of cultural expressions of
emotions...............................................................................................................................................38
Cultural differences...........................................................................................................................38
Creating a plan..................................................................................................................................38
Activity 2B.........................................................................................................................................41
2.3 – Apply techniques to demonstrate flexibility and adaptability in dealing with others..................42
Dealing with others...........................................................................................................................42
Leadership styles...............................................................................................................................43
Activity 2C.........................................................................................................................................45
2.4 – Demonstrate consideration of the emotions of others when making decisions..........................46
Considering emotions of others........................................................................................................46
Soliciting input from others in the decision-making process.............................................................47
Activity 2D.........................................................................................................................................48
3. Promote the development of emotional intelligence in others........................................................49
3.1 – Create opportunities for others to express their thoughts and feelings......................................50
Expressing thoughts and feelings......................................................................................................50
Activity 3A.........................................................................................................................................52
3.2 – Assist others to understand the effect of their behaviour and emotions on others in the
workplace..............................................................................................................................................53
3.3 – Develop and implement plans to encourage the self-management of emotions in others.........53
Emotional control of others..............................................................................................................53
Restorative justice.............................................................................................................................53
Example of a restorative meeting.....................................................................................................57
Activity 3B.........................................................................................................................................62
3.4 – Develop and implement plans to encourage others to develop their own emotional intelligence,
to build productive relationships, and maximise workplace outcomes................................................63
Benefits of emotional intelligence to the workplace.........................................................................63
Activity 3C.........................................................................................................................................65
4. Utilise emotional intelligence to maximise team outcomes.............................................................66
4.1 – Identify opportunities to utilise emotional intelligence to increase team performance in line with
organisational objectives......................................................................................................................67
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Utilising emotional intelligence.........................................................................................................67

Activity 4A.........................................................................................................................................68
4.2 – Encourage a positive, inclusive emotional climate in the workplace...........................................69
4.3 – Use the strengths of workgroup members to achieve team and/or organisational objectives....69
Encouraging a positive emotional climate in the workplace.............................................................69
Benefits of a positive emotional environment in the workplace.......................................................70
Using strength of team members to achieve workplace outcomes..................................................71
Activity 4B.........................................................................................................................................72
Summative Assessments.......................................................................................................................73
References............................................................................................................................................74
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Unit of Competency
Application
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 are required to identify, analyse, synthesise and act on information from a
range of sources and who deal with unpredictable problems as part of their job role. They use initiative
and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of
teams.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Mapping Information
BSBLDR501 Develop and use emotional intelligence – Equivalent unit
Pre-requisite Unit
Not applicable
Unit Sector
Management and Leadership - Leadership

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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
1. Identify the impact of 1.1 Identify and use evaluation criteria to determine own
own emotions on emotional strengths and weaknesses
others in the 1.2 Identify personal stressors and own emotional states related
workplace to the workplace
1.3 Analyse and document potential emotional triggers in
workplace situations which may require determine
appropriate emotional responses
1.4 Evaluate the impact of own workplace behaviours that
demonstrate management of emotions
1.5 Use self-reflection and feedback from others to improve
development of own emotional intelligence
2. Recognise and address 2.1 Respond to the emotional states of co-workers and assess
the emotional emotional cues
strengths and 2.2 Develop a plan for identifying and responding appropriately
weaknesses of others to a range of cultural expressions of emotions
2.3 Apply techniques to demonstrate flexibility and adaptability
in dealing with others
2.4 Demonstrate consideration of the emotions of others when
making decisions
3. Promote the 3.1 Create opportunities for others to express their thoughts
development of and feelings
emotional intelligence 3.2 Assist others to understand the effect of their behaviour and
in others emotions on others in the workplace
3.3 Develop and implement plans to encourage the self-
management of emotions in others
3.4 Develop and implement plans to encourage others to
develop their own emotional intelligence, to build
productive relationships, and maximise workplace outcomes
4. Utilise emotional 4.1 Identify opportunities to utilise emotional intelligence to

intelligence to increase team performance in line with organisational
maximise team objectives
outcomes 4.2 Encourage a positive, inclusive emotional climate in the
workplace
4.3 Use the strengths of workgroup members to achieve team
and/or organisational objectives
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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Learning
 Identifies and uses strategies to improve own emotional intelligence.
Oral communication
 Uses appropriate language and nonverbal features to present information and seek feedback
 Uses listening and questioning skills to elicit the views of others and to clarify or confirm
understanding.
Interact with others
 Reflects on personal attributes and considers the impact on others and modifies approach to
support development
 Adapts personal communication style to model behaviours, build trust and positive working
relationships and to build understanding of emotional intelligence
 Leads a collaborative approach, using inquiring and inclusive techniques, to develop

understanding and skills that enhances individuals’ emotional intelligence.
Get the work done
 Leads processes to develop, implement and monitor plans and processes to ensure team
engagement and effectiveness.
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Assessment Requirements
Performance Evidence
Evidence of the ability to:
 Conduct an analysis to identify own emotional strengths, weaknesses, stressors, emotional

states and triggers, incorporating feedback from others
 Identify workplace situations and environments that may trigger an emotional response
 Model behaviours that demonstrate management of emotions
 Recognise the impact that cultural behaviours and beliefs may have on workplace interactions
 Recognise and respond to the emotional states of others
 Use emotional intelligence of self and others to enhance team performance
 Promote the development of emotional intelligence in others.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Knowledge Evidence
The candidate must be able to demonstrate the following knowledge to effectively complete the tasks
outlined in the elements and performance criteria of this unit, and to manage tasks and reasonably
foreseeable contingencies in the context of the work role:
 Key features of emotional intelligence principles and strategies
 Key elements of the relationship between emotionally effective people and the attainment of
business objectives
 Key strategies for communicating with a diverse workforce which has varying cultural
expressions of emotion
 Key features of emotional intelligence in the context of building workplace relationships.

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Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates

consistent performance of typical activities experienced in the management and leadership field of
work and include access to:
 Relevant workplace documentation and resources
 Case studies or, where possible, real situations
 Interaction with others.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and
training legislation, frameworks and/or standards.
Links
Companion Volume implementation guides are found in VETNet -

https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10
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1. Identify the impact of own emotions on others in the

workplace
1.1. Identify and use evaluation criteria to determine own emotional strengths and weaknesses
1.2. Identify personal stressors and own emotional states related to the workplace
1.3. Analyse and document potential emotional triggers in workplace situations which may require
determine appropriate emotional responses
1.4. Evaluate the impact of own workplace behaviours that demonstrate management of emotions
1.5. Use self-reflection and feedback from others to improve development of own emotional
intelligence
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1.1 – Identify and use evaluation criteria to determine own emotional strengths
and weaknesses
By the end of this chapter, the learner should be able to:
 Define emotional intelligence
 Create a list of their own emotional strengths and weaknesses.
Emotional intelligence
The concept of emotional intelligence in terms of leadership and management is relatively new,
becoming popular in the mid-1990s. Prior to this, intelligence was measured by an individual’s
intellectual ability, or their IQ. Intellectual intelligence and emotional intelligence are two completely
different functions and very often do not go hand in hand.
What is emotional intelligence?

Emotional intelligence is an individual’s ability to
recognise their own emotions and feelings, manage
their own behaviour in response to these emotions
and make balanced decisions in emotional situations. It
is also an individual’s ability to recognise the emotions
and feelings of others and interact with them in a way
that manages their behaviour and relationships with
others. It is the ability to recognise heightened
emotions in both yourself and others around you,
remove yourself from the stress and manage the
situation objectively, taking into account the feelings of
those involved, to arrive at a resolution agreeable to all
involved.
There are many variations of evaluation models for

emotional intelligence, but it is widely accepted that there are four components to emotional
intelligence which are categorised in pairs by both personal and social competence, and recognition and
regulation.
For effective leadership, a manager must demonstrate all of the four components in each given
situation or predicament.
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Personal competence Social competence
Recognition Self-awareness Social awareness

 Emotions  Empathy (recognition and
understanding of emotions and
 Behaviour
behaviours of others)
 Confidence
 Awareness and understanding of
 Accurate, honest and reflective self- feelings, emotions and behaviours of
assessment the organisation
Regulation Self-management Relationship management

 Maintaining emotional self-control in  Conflict management and resolution
emotive or volatile situations
 Inspirational and influential leadership
 Being honest and transparent and management style – leads by
example and models good emotional
 Able to adapt behaviour and approach
intelligence
according to the situation and changes
in the situation  Collaborative approach to management
– involves the team in decision making
 Initiative and innovative approach to
and resolutions
management
 Develops others
 Optimistic – uses every situation as an
opportunity
Why is emotional intelligence important?

Intellectual ability is obviously important in management and leadership; it is a quantifiable level of
knowledge and understanding about the organisation’s processes and procedures, productivity, mission
statement and objectives. This knowledge is the foundation of management and is an essential
requirement for running an organisation or a department or team within an organisation. You cannot
effectively manage a production line if you do not have a full understanding of the required processes
and procedures.
Emotional intelligence, however, is not necessarily regarded as employers as an essential requirement

for managers. It is not absolutely vital to the management of a team, but it is highly desirable. To return
to the point made about a manager needing to understand how the production line works in order to
keep it running smoothly, this is absolutely true of understanding how the members of your team work,
why and how they might react emotionally to a situation or behave inappropriately, and what you, as a
manager need to do and how you need to behave to resolve the problem and lead by example.
It could be argued that emotional intelligence is more important than intellectual ability when managing
people. Humans emotions are, after all, much more complex to understand and deal with than a broken
conveyor belt, and can have a huge impact on the performance of employees.
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Employees are human beings, and regardless of deadlines, targets and other workplace stresses and
demands, they rightfully expect to be treated as such; ignoring or avoiding their emotions and needs
makes for a bad feeling in the organisation which often has a negative effect on productivity, work ethic
and performance of individuals and/or teams.
Embracing their needs and emotions by proactively and collaboratively managing a resolution makes
employees feel valued and gains their trust and loyalty which in turn makes them more committed and
motivated to perform to high standards.
Identify own emotional strengths and weaknesses

Your emotional strength is your mental stability and resilience to
pressures and stresses. Some pressures may affect you more than
others. Often in our personal lives, we react differently to how we
would in the workplace; for example, a police officer who deals with
household burglary on a daily basis in a calm and supportive
manner would probably not react quite so professionally if it was
their property that had been burgled. The first step in developing
emotional intelligence is to acknowledge and understand your own
emotions and behaviours.
Before you start to consider what causes you stress in the

workplace, first identify your personal, generic, emotional strengths
and weaknesses. You need to be honest and transparent in your
self-assessment.
On the following page is a list of possible examples, but not a definitive list.
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Emotional strengths Emotional weaknesses
Open-mindedness Narrow-mindedness
Objectivity Subjectivity
Perseverance Defeated quickly
Honesty and integrity Tell people what they want to hear
Generosity Selfishness
Kindness and loving Spite and isolation
Loyalty Betrayal
Self-control No self-control/temper
Trust Jealousy
Optimism Pessimism
Forgiveness Holding grudges/vengeance
Empathy, compassion Inability to understand other people’s emotions
Sympathy Inability to feel sorry for other people
Calm and reasonable under pressure Irrational behaviour
Dedication and commitment Indifference
Honesty Dishonesty
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Activity 1A
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1.2 – Identify personal stressors and own emotional states related to the
workplace
 Identify their own stressors in the workplace
 Identify the emotional state caused by stressors.
Stressors in the workplace

There are not many working environments or management roles in which stressors or pressures to
perform or fulfil the requirements of your role and responsibilities do not exist, and even in those
precious few that you may find, there are always unforeseen circumstances that can create them,
natural disasters for example, or changes to regulations or legislation.
Within a management or leadership role, the number of stressors is bound to be more than those
within a general worker’s, and the further up in the hierarchy you become, the more responsibility and
accountability is attached to them. People respond differently to similar stressors and pressures, and
what might concern one manager may be something where another manager thrives. It is quite
probable that there is more than one thing in your role that causes you stress and anxiety, and there
may be a number of things that evoke other emotions such as annoyance or anger. Recognising what
causes your own personal stress will help you to understand that of others within your team.
Types of stressors in the workplace might include:

 Demands, such as:
o key performance indicators (KPIs)
o targets
o budgets
o workload, which may be unmanageable, unfairly distributed, potentially unlawful
o time-management and schedules
o meetings with senior management
o overtime
 Poor leadership, such as:
o impatient/unfair managers
o multiple managers or supervisors
o managers that do not understand your role

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 Relationships, such as:
o bullying in the workplace
o conflicts between you and others that have not been adequately resolved
o conflicts between members of your team that you must resolve
o strained relationships with clients/suppliers/customers
 Dealing with conflict – such as angry customers
 Lack of support – from team members and/or supervision
 Lack of understanding, such as:
o poor communications from management
o not understanding your role and responsibility
 Change, which could be:
o to management
o own role and responsibility
o organisational structure – redundancies for example.
Emotional states caused by work-related stressors

The reasons for each aspect of employment causing you to feel stressed or under pressure may be
completely different and may evoke different types of emotional response. For example, systematically
failed sales targets may result in you being the subject of a performance management plan or other
disciplinary action which causes concern for the security of your role and anxiety about personal
financial commitments. Presentations to senior management or large groups of stakeholders may be a
more personal pressure for you if you are not confident in public speaking.
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Types of emotional states related to the workplace
Negative emotional responses Positive emotional responses
Frustration Acceptance and

acknowledgement of the problem
Inappropriate behaviour Positive change to behaviour
Lack of concentration Perseverance
Confusion and indecision Proactive and methodical

decision-making
Disappointment Continuous improvement
Anxiety/nervousness Excitement
Over-sensitivity Self-control
Withdrawal Motivation
Aggression Channelled energy
Anger Pragmatism
Recognising these stressors and your emotional response to them enables you to begin the journey to
developing your emotional intelligence. You may already be well on the way, particularly if your
emotional responses are positive ones.
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Activity 1B
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1.3 – Analyse and document potential emotional triggers in workplace

situations which may require determine appropriate emotional responses
 Identify and document their own emotional triggers in the workplace.
Analysing emotional triggers

We all have different emotional triggers, and some can be very specific to the individual such as being
called an unpleasant nickname, or a member of senior management always calling you by the wrong
name. The emotion is a reaction to an action or activity that compromises something that is very
important to you. That compromise is the trigger.
In order to identify your own emotional triggers, you need to consider the things that are most
important to you, that if threatened or removed would cause an extreme emotional reaction from you.
They are often your morals and values.
Possible emotional triggers could be the potential compromise of any of the

following concepts:
To feel valued To be liked To be accepted
To be in control To be respected To be needed
To be To be included To be treated fairly

understood
To be right Order Balance
Autonomy Predictability Safety
Fun Freedom Variety
Controlling emotional responses

By identifying and understanding the reasons for your emotional responses to work stressors and
personal pressures you have made yourself more aware of the issue. This consciousness should enable
you to recognise the trigger and stop the emotional reaction before it occurs. By being able to apply a
rational understanding of why the reaction occurs, you enable yourself to step away from the issue and
take stock of how you are going to deal with it and manage the emotional response.
You have identified the pressures and stressors that evoke this emotional reaction and the reasons why.
You have also identified your personal emotional strengths and weaknesses. In order to control your
emotional response to the work stressors, you should identify your emotional strength that is most
appropriate and suitable to deal with the issue.
When you get an emotional trigger:

 Stop
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 Detach yourself from the situation
 Think about the process you have put in place to deal with the issue
 Use that emotional strength to analyse the problem
 Is the need that you believe is being compromised really under threat, and if so, to
what extent?
 Have you taken it personally when that was not the intention of the action?
 If the need is being compromised, how are you going to deal with it objectively without
being over-sensitive and emotional?
As a manager or leader, controlling your emotional responses is a vital skill that gets more natural with
experience. It is important to remember that when you detach yourself from a situation, it gives you
time to choose how to respond as opposed to giving a reflex reaction.
Below is an example of potential stressors and emotional triggers experienced by a police officer and
the subsequent emotional strength and positive emotional response the officer might use to deal
rationally and objectively with the issue.
Work related stressor Emotional trigger(s) Emotional strength Positive emotional

response
Using personal protective Order Calm and reasonable Channelled energy

equipment to temporarily under pressure
Safety Self-control
disable/disarm a violent
offender
Giving evidence in court To be in control Honesty Self-control

To be right
To be respected
Justice
Delivering a death Predictability Empathy Pragmatism

message
Justice Sympathy Self-control
Balance Honesty
Documenting emotional triggers

Documenting your own emotional triggers will provide a reference point which can be revisited at any
point. This means that in situations where you might be feeling vulnerable, you will be able to identify
things which may heighten your emotions and put procedures in place to avoid this from happening.
Documentation can be in any form which is useful for you. Perhaps you keep a diary or a journal where
you can jot down your triggers, or you might use a notes app on your phone; choosing a format which
will aid your reference to this will increase the chances of it being useful.
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Activity 1C
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1.4 – Evaluate the impact of own workplace behaviours that demonstrate

management of emotions
 Explain why it is important for managers and leaders to control their emotions
in the workplace
 Roleplay a stressful situation demonstrating emotional control and positive

responses
 Identify the impact that emotional control and positive responses will have on
the team.
Management of emotions
It is important for everybody in the workplace, regardless of their position, to try to manage their
emotions in order to retain a professional environment. This is not always easy or achievable for some
people, and as human beings, emotional responses to adverse or diverse situations are natural
reactions. However, as managers and leaders, you have to model workplace behaviours that
demonstrate management of emotions because you set the tone and the standard for the behaviour of
the rest of your team and/or organisation.
Not only must you set the standard on which the rest of the organisation models its own behaviour, but
you will also have to deal with the consequences of inappropriate emotional responses and behaviours
from your subordinates and also possibly complaints from customers or clients exhibiting heightened
emotions. If you are unable to manage your emotions in these scenarios, you will exacerbate the
situation. Learning to control your emotions by detaching yourself from the issue and not taking it
personally, rather than just concealing your emotions, is the goal; by remaining impartial and indifferent
to the situation, you will be in a much more objective position to deal with it effectively and fairly.
This is obviously much easier to talk about than to put it into practice, but as a manager, your team and
others around you will look to you control a problem or situation and to provide solutions in a rational
and calm manner. If the manager is panicking or loses control of their emotions, chances are it will
cause panic amongst the staff and/or the staff may lose respect for them which will have a negative
impact on their authority and ability to manage their team.
Dependent on the nature of the industry in which you work, the

scale of the emotions you will have to manage might range from
frustration at a printer that is out of order and has not been
reported to fear for your own personal safety or that of members
of your team from either a customer or a member of staff that has
seriously lost their temper.
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You should consider the different types of situation you may have to deal with in your role and predict
the emotions you will need to suppress. As you become more experienced in management and
leadership and are exposed to more emotional situations, you should expect to become desensitised to
issues that would once have provoked a personal emotional response from you, and your personal
emotional strength will increase. This is not to say that you will lose your empathy and caring qualities,
rather you will become more pragmatic in your responses to emotional situations.
Evaluating the impact of workplace behaviours

A good way to ensure that your emotions are successfully managed in the workplace is to evaluate the
impact of your own behaviour. In most cases, expressing heightened emotion, whether this be worry,
sadness, anger, etc., will provoke a negative reaction from those around you.
To evaluate the impact of your own behaviour you could:

 Pay close attention to how the people around you are responding – the reaction
of others will be a good indicator as to how successfully you are managing your
emotions. A calm and collected team shows that they are not feeling your stress
 Reflect on your feelings – are you letting things wind you up to the point it effects
on the rest of your day? Simply paying attention to your own feelings can give you an
insight into the impact of your behaviour and the times when you may not be
displaying management of your emotions
 Ask your peers – it can often be difficult to understand the impact that our
behaviour has on others. It might be a good idea to create a feedback system to
identify which of your behaviours are demonstrating management of emotions and
which ones aren’t.
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Activity 1D
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1.5 – Use self-reflection and feedback from others to improve development of

own emotional intelligence
 Complete a self-reflection to explore a situation in which they have not been
successful in managing their emotions.
Improving emotional intelligence

In the previous chapters, you understood the concept of emotional intelligence and have analysed and
identified what causes your own personal emotional responses both in general and in the workplace,
attaching theoretical coping strategies to each stressor. Unlike intellectual intelligence that tends to
mature in late adolescence and remain the same throughout our adult lives, emotional intelligence can
be an ability that is developed and improved indefinitely and with experience as you become attuned to
the behaviours of others.
As with any skill, in order to improve it, you have to constantly evaluate your performance through self-
reflection and by obtaining feedback from others. The following exercises might help you to develop
your emotional intelligence.
Strategies to improve your emotional intelligence

include:
 Talking about your feelings
 Taking responsibility for your feelings
 Using feelings to make decisions
 Using feelings to set targets and objectives
 Using feelings to discuss and resolve incidents.
Talk about your feelings

Describe matters with feelings, and put an emotional label on how you felt at the time. For example, if
you were stuck in a traffic jam and late for a meeting you might have been using expletives and saying
things such as, “This is just my luck”, or “I’m never going to make it on time.” You might even exhibit a
change in behaviour such as banging your head on the steering wheel or revving the accelerator
unnecessarily whilst stationary. You obviously know that none of these remarks or behaviours are
helpful and actually heighten the emotion you are experiencing.
Instead, you should be trying to think in emotions and feelings, saying things such as:
 I feel impatient
 I feel annoyed
 I feel worried (that this may have a negative impact on the outcome of the meeting).
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You may not find that you can do this automatically whilst in the middle of the situation but this is what
developing emotional intelligence is all about. As soon as you start detaching yourself from situations
and taking a step back to analyse how you are feeling, you can start to manage your feelings and
emotions more rationally.
Take responsibility
When you look back at incidents where you have had to manage your emotions, take responsibility for
your own feelings. Regardless of what has happened, nothing or nobody can be held accountable for
your chosen response to a stimulus. As discussed in earlier chapters, emotional intelligence is the ability
to respond thoughtfully, not react without thinking. For example, in the traffic jam scenario, you may
have felt annoyed at yourself because you didn’t leave yourself sufficient time to get to the meeting.
Where incidents cannot be helped, such as the traffic jam having been caused by an accident, there is
nothing anybody could have done to prevent it. If the colleagues or clients at your meeting take
exception in the latter circumstances, you might question their emotional intelligence.
Use feelings to make decisions

When making any decisions within the workplace, you should obviously consider all the factual and
tangible consequences, but you should also take into account how it will make people feel.
You should ask:

 How will I feel if I do this?
 How will I feel if I don’t?
 Why will I feel like this?
 What else could I do that would make me feel

better/different?
 What will others feel?
 What could I do to make others feel better?
You should also ask for feedback from others involved or affected by your decision. Considering their
feelings and actively asking for their contribution will make them feel valued and shows your respect for
them as human beings, not just employees. It is these processes that help to build quality relationships
within the workplace between management and subordinates which subsequently fosters loyalty and
retention of quality members of staff.
Use feelings to set targets and objectives

Every organisation has its aims and objectives, and it is the role of management to ensure that these
goals are met. The objectives should reflect the mission and the ethos of the organisation which
generally sets out the values and morality of the company. Why not adopt the same approach to your
own goals and targets?
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You could ask:

 How do I want to feel when the target is reached?
 How do I want the members of my team to feel when they have reached the
target?
 How do they want to feel when the target is reached?
 How do they want to feel along the way?
 How do I want senior management to feel when the target is reached?
 What can I do to ensure these feelings are reached?
Attach feelings targets to your goals and ask for regular feedback from those involved during the
journey. For example, if making the employees feel valued is one of the targets, you might decide in
consultation with them that in order to do this they want regular updates and communication on the
progress of their work throughout the project. This then gives you a metric by which to measure your
progress.
Use feelings to discuss and resolve incidents

When dealing with an incident or conflict in the workplace, either between you and a colleague or
members of your team, always ask all involved how the incident made them feel. This may sound
irrelevant, but it is surprising how personally some people take the most minor issue. For example, a
flippant comment to an administrative assistant about the printer running out of paper could ruin their
day, and they might even go home and worry about it, particularly if it is a member of the management
team that made the comment.
The issue may not come to light for a few more days until the administrative assistant mentions it to a
colleague and explains how it has affected him/her. The manager may have forgotten about the printer
running out of paper and have no knowledge of the bad feeling they have caused. By having a
conversation with the administrative assistant and asking them how it made them feel allows them to
air their grievance and gives the manager the opportunity to understand how their actions have
adversely affected a colleague. It also enables the manager to explain the lack of intent to harm the
administrative assistant’s feelings.
Self-reflection and feedback from others

As with all self-reflection, you have to be honest and open in order for it to be of any value. Each time
you are involved in a matter that requires the use of emotional intelligence and you having to manage
your emotions, try asking yourself the following questions and recording your responses for future
comparison and evaluation.
Example incident
You return to the office after a meeting and enter reception. Your receptionist tells you that she has
forgotten to take down a telephone number for an important potential client who is awaiting a call back
from you, the manager. There is another customer waiting in reception. You are angry, but you roll your
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eyes and make a joke to the customer that, “You just can’t get the staff”, before walking away without
saying anything to the receptionist.
Self-reflection
Question Response
How did I feel at the time? Angry, frustrated, worried.
Why did I feel like this? Angry because the potential client was worth a lot of money to the
organisation.
Frustrated because the receptionist should know better and it is
standard procedure when taking a call to take a contact number.
Worried that the client might question the professionalism of the
organisation or me because I have not called back.
What was my emotional I tried to disguise my real feelings with an attempt at humour by
response? embarrassing the receptionist in front of the customer.
How did that affect the It probably made the receptionist feel useless and humiliated in front of
situation? a customer.
It did not resolve the matter.
How did it affect me? It made me look unprofessional in front of the customer.
It made me feel guilty and ashamed of myself for treating the
receptionist badly.
How did it affect others? It probably made the customer feel awkward and damaged their opinion
of me. It upset the receptionist.
How could I have responded Acknowledged the omission discreetly and politely and returned later to
differently? speak with the receptionist when the customer had gone, in order to
salvage as much as possible from the situation.
How do I feel now? Irritated with myself.
Why do I feel like this? Because I have upset a member of my staff, damaged my reputation and
quite possibly that of the company, and still haven’t managed to call the
potential client back.
What else do I need to do to I need to apologise to the receptionist and give her a chance to explain.
put it right?
I need to try and contact the potential client and explain the reason for
not calling back without blaming the misunderstanding on the
receptionist.
What do I need from others I need the receptionist to accept my apology.

to put it right?
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Feedback from the receptionist
Question Response
How did you feel at the Upset, angry, annoyed, embarrassed, worried.
time?
Why did you feel like this? Upset, angry and annoyed at myself because it is a fundamental part of
my job and I forgot to do it.
Upset, angry and annoyed at you because of the remark you made to
the customer and because you ignored me.
Embarrassed because the customer then tried to make me feel better
about my omission after you had gone.
Worried that there might be disciplinary repercussions.
What was my emotional You were rude and humiliating.

response?
How did that affect the It made it worse.

situation?
How did it affect you? I was worried for the rest of the day, which affected my confidence to do
my job. I was not as friendly on the telephone because I was concerned
that I would make the same mistake again. I hid from you when you
came through reception later to go to another meeting.
How could I have responded Spoken to me later or in private.

differently?
How could you have Tried to find the number of the potential client as soon as I realised I
responded differently? hadn’t taken it down.
How do you feel now? Scared of you.
Why do you feel like this? Because you didn’t come back to talk to me.
What else do you need from To forgive me for the omission.

me to put it right?
What do you need to do to Apologise.

put it right?
You can see that the feedback from the receptionist is very similar to the feelings of the manager. This
reflects the fact that when emotions are not managed, they affect those involved in very similar ways.
Seeking feedback on emotions management from colleagues and members of your team not only helps
to develop your emotional intelligence, but it also encourages them to think in a similar way to develop
their own.
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Activity 1E
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2. Recognise and address the emotional strengths and

weaknesses of others
2.1. Respond to the emotional states of co-workers and assess emotional cues
2.2. Develop a plan for identifying and responding appropriately to a range of cultural expressions of
emotions
2.3. Apply techniques to demonstrate flexibility and adaptability in dealing with others
2.4. Demonstrate consideration of the emotions of others when making decisions

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2.1 – Respond to the emotional states of co-workers and assess emotional cues
 Identify the emotional state of a co-worker from a previous situation and
determine the emotional cues which led to this conclusion
 Outline how they responded to the co-worker and determine whether this was
a suitable reaction.
Recognising and appreciating the emotional strengths and weaknesses of others

You have identified and evaluated your own personal emotional strengths in relation to the workplace,
and you now need to develop your understanding of those of the people with whom you work and
manage.
As a manager, you are expected to be able to deal effectively with others and develop and refine your
emotional intelligence in order to do so. This is not necessarily the case with all of your co-workers who
may not have responsibility for the behaviour and actions of anyone but themselves. This is not to say
that some of your co-workers might possess highly advanced emotional intelligence or that others have
very little, or none at all.
You will probably find that there are mixed levels of emotional intelligence amongst your colleagues and
this in itself can cause issues and conflicts because they do not manage their emotions in the same way
as one another. You need to recognise where on the scale of emotional intelligence each of those
people under your management lies and respond to their emotional states accordingly.
Emotional states
In the first element, you looked at different emotional responses, particularly your own, which might
occur in the workplace. Your emotional responses will differ to those of your colleagues because we all
have different personalities and emotional strengths and weaknesses. Something that motivates you, a
production deadline, for example, may not evoke the same drive from an employee on the production
line that is paid minimum wage and performs the same repetitive tasks on a daily basis.
Likewise, something that concerns the same production line

employee, such as needing to request time off for a child’s
medical appointment, will not concern you at all. That
employee may be worried about having to go to your office
and ask for time off, and this may affect her behaviour
towards others on the production line (she might snap at
them or ignore them because she is pre-occupied with the
trip to your office), or it might affect her performance and
ability to do her job properly because she is nervous. The
emotions she is experiencing are potential causes of conflict
which you may very well have to resolve before she has even
made it into your office to ask the question that has caused
all the problems.
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As a manager, you need to be able to recognise the emotional strengths and weaknesses of others
within your team and the emotional states that they produce. An emotional state is actually two
separate concepts. The state we are in determines how we perceive something that is happening to us
or around us which results in the emotion we feel towards it. The emotion we feel towards the same
stimulus may be completely different depending on the state we are in.
For example, a colleague plays a practical joke on you by hiding your lunch box. After a productive and
lucrative meeting with a new client that has ensured you treble your sales targets halfway through the
month, you probably won’t care about the hidden lunch box and may be amused when you find it later
in the day in your filing cabinet when you are looking for something else. However, after a tough
meeting with your manager about falling sales figures when you need to attend another meeting on the
other side of town for which you are running late?
State
Emotion Perception
You will often find that the subsequent response is determined by the emotional state of the individual
and will also vary according to the state. With the lunch box example, the response in the happy
emotional state might be that the individual who has had his lunch box hidden goes out and buys the
whole office lunch as a celebration of the trebled sales. The response from the stressed individual
is most probably going to be one of anger or aggression.
Emotional
Filter Response
state
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Emotional states
There are more emotional states than you might have imagined. This selection is not exhaustive.
Affecti Agitati Aliena Ambiv

on on tion alence
Anxiet Appreh Bittern

Apathy
y ension ess
Boredo Confid Depres

Calm
m ence sion
Disapp Embarr
ointme Desire Doubt assme
nt nt
Enthus Euphor Frustra Gratitu

iasm ia tion de
Helples
Grief Guilt Hate
sness
Humilit Jealous
Hope Joy
y y
Lonelin Nostalg Optimi

Mania
ess ia sm
Patienc Remor
Pride Rage
e se
Shynes Suspici
Shame Shock
s on
Sympa Vulner
Terror Worry
thy ability
Recognising different emotional states may be quite difficult because some of the physical features and
behaviours, or emotional cues, that individuals demonstrate are common to a number of different
states.
Emotional cues
An emotional cue is basically a sign that gives an indication as to the emotional state of an individual. It
is generally a non-verbal movement of a part of the body, usually involuntary, unintentional and
unconscious.
Generic emotional cues include:

 Facial expressions
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 Body movement
 Tone of voice.
Facial expressions include:

 Smile – joy, happiness, amusement, affection, confidence, enthusiasm, to
embarrassment, euphoria, gratitude, mania, nostalgia, optimism, pride, shyness
 Frown – agitation, anxiety, bitterness, frustration, hate, rage, suspicion, worry,

confusion
 Blink – agitation, anxiety, apprehension, guilt, vulnerability, mania, rage
 Raise eyebrows – doubt, hope, shock, suspicion
 Widen eyes – apprehension, helplessness, hope, mania, optimism, shock,

terror, vulnerability
 Facial flushing – agitation, embarrassment, guilt, rage, shame, shyness
 Downturned mouth – depression, disappointment, grief, loneliness, remorse,

vulnerability
 No expression – ambivalence, apathy, boredom, calm, patience.
Body movements include:

 Fist pump – enthusiasm, euphoria, joy
 Throat-clear – uncertainty, apprehension
 Jaw drop – shock
 Both hands to mouth – apprehension, shock,

terror
 Both hands to head – frustration,

disappointment
 Dropping the head – protection, apprehension,

agitation, humility, shame, remorse, shyness,
vulnerability
 Freeze – helplessness, shock, terror
 Slumped shoulders – depression, disappointment, helplessness
 Gesticulating – agitation, enthusiasm, desire, joy, mania, rage
 Jumping – shock
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 Shaking – agitation, apprehension, enthusiasm, euphoria, frustration, rage,

terror
 Pacing – agitation, anxiety, mania, rage, worry.
Tone of voice includes:

 Falling pitch – calm, ambivalence, apathy, depression, disappointment,
helplessness, nostalgia, vulnerability
 Rising pitch – agitation, anxiety, desire, euphoria, joy, mania, rage, terror, worry
 Sarcasm – bitterness, doubt, suspicion
 Raised – agitation, confidence, hate, mania, rage.

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You can see just from these examples that emotional cues can be quite confusing, especially if you don’t
know the person. For example, agitation and anxiety share a number of common emotional cues that, if
misread, could cause more conflict or a more heightened emotional state than you first started with.
What’s more, emotional cues can be unique to an individual such as repeatedly tapping the side of the
leg when agitated or whistling when nervous. Understanding generic emotional cues can help you to
assess the emotional states of your co-workers, but taking the time to get to know their personalities is
instrumental in predicting how they might respond to specific pressures or situations.
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Activity 2A
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2.2 – Develop a plan for identifying and responding appropriately to a range of

cultural expressions of emotions
 List the six basic emotions proven to be universal in all cultures
 Identify the different cultures in their workforce and state whether each could
be considered collectivist or individualist
 Create a plan for responding to common expressions of emotion of one

culture.
Cultural differences
Diversity in Australia
Australia is a hugely multi-cultural nation. Aboriginal and Torres Strait Islander peoples are the original
inhabitants of Australia and have been living there for between 40,000 and 60,000 years. Since Great
Britain established the first European settlement in 1788, people from over 200 countries have migrated
to Australia, and they and their descendants make up the rest of the population. Different cultures have
varying ways of expressing emotions, and it is important that you understand these emotional cues in
order to respond appropriately and sensitively.
Similarities in expressions of emotions

Extensive psychological research over time and across many different cultures all over the world has
established that human beings experience and react with universal facial expressions to six basic
emotions.
The six basic emotions are:

 Happiness
 Sadness
 Anger
 Fear
 Surprise
 Disgust.
However, research has also shown that the extent to which these
emotions are shown using facial expressions varies according to different cultures. The “display rules” of
each culture determine how much emotion individuals are allowed to convey in a given situation.
Creating a plan
You should first identify the cultures that are present and their priority or understanding of emotions.
You may need to research information about communication and emotional intelligence in each culture.
It may help to understand the role of collectivist and individualistic countries.
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To communicate with a diverse workforce which has varying cultural expressions,

you can:
 Identify cultures that are present
 Assess their understanding of expressions and non-verbal communication

methods
 Research information about communication and emotional intelligence in

cultures present
 Research information on the role of collectivist and individualistic countries.
Collectivist cultures
Collectivist cultures feel the need to fit in with all around them without drawing attention to
themselves. They tend to mask negative emotions by controlling their facial expressions when in the
presence of others, particularly authority figures.
They include:
Canad Argenti
Nepal Brazil
a na
Bulgari
China Egypt Greece
a
Indone
India Japan Korea
sia
Lebano Portug Roman

Russia
n al ia
Ukrain Saudi Singap

Serbia
e Arabia ore
African
Vietna Malays
Turkey countri
m ia
es
Palesti Pakista Philippi

Poland
ne n nes
Individualist cultures
Individualist cultures encourage the importance of power and autonomy and are much more overt with
their emotions and facial expressions.
They include:
United States Germany Austria

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United Kingdom Italy France
Czech Republic Finland Estonia
Belgium Luxembourg South Africa
Australia Switzerland Ireland
Poland The Netherlands Hungary
Language and priority of emotions

It is also important to be aware that the names of some emotions do not have an equivalent across all
languages so when dealing with co-workers from a culture different to your own that appear to be in an
emotional state it is important not to confuse matters with words being lost in translation.
Some cultures also have different priorities of emotions; for example, generically speaking, honour and
shame in the Far East would have more meaning to individuals and society than they perhaps would in
the United States of America.
It is important to familiarise yourself with the emotional differences of the varying cultures within your
organisation and the emotional cues and responses you are likely to encounter in order to respond fairly
to all co-workers you encounter in emotional states, regardless of their culture.
Other influences on emotional responses

It is also worth noting that there are other cultural influences that may affect the way individuals
respond in emotional situations.
These differences might include:

 Age – younger, more inexperienced co-workers might react with heightened emotion
to older, more experienced employees
 Gender – studies suggest that men are more likely to hide feelings of fear and surprise
than women, whereas women are more likely to control feelings of disgust, contempt
and anger
 Socio-economic class – boundaries of what is deemed acceptable behaviour and

emotional response may differ according to socio-economic class
 Language – barriers in language can make it difficult to understand and resolve

problems, particularly when vocabulary to describe emotions cannot be translated
from one language to another
 Mental ability – an individual with learning difficulties will quite probably respond
much differently to someone without them. Equally, the mental health of an individual
could also have a bearing on their emotional responses
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 Past experiences – personal and professional past experiences can change the
way individuals respond emotionally to certain situations and stimulus. For example, a
co-worker who has past experience of nursing in a
hospital emergency department is less likely to faint
at the sight of blood than an employee who has
never witnessed physical trauma. It is also worth
bearing in mind that past experience of abuse
(emotional, physical, sexual) or repeated exposure to
witnessing and dealing with horrendous events can
desensitise individual’s emotional responses to any
number of situations.
Activity 2B
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2.3 – Apply techniques to demonstrate flexibility and adaptability in dealing

with others
 Identify matters that might arise when dealing with others in their organisation
 Describe how they adapted their approach in a situation to deal with the matter
 Identify the six styles of leadership and determine their preferred style.
Dealing with others

It doesn’t matter how large or small your workforce is; it will inevitably contain a plethora of
personalities with unique capabilities, needs and possibly emotional limitations and abilities. As a
manager, it is your responsibility not only to manage their workload but also all the human aspects that
occur on a daily basis. Dependent on the nature of your workforce and industry, the matters that arise
may range from basic frustration with broken equipment to full-scale trauma as a result of a serious
incident in the workplace. Whatever arises, the way in which you deal with the people involved will
have a significant impact on the outcome of the incident.
Matters that arise may include:

 Complaints about from workers about co-workers such as time wasting
 Incorrect wages
 Mistakes in the rota
 Holidays and time off
 Disputes between colleagues
 Disciplinary
conversations/actions
 Personal issues affecting work
 Unforeseen circumstances
 Angry customers/colleagues.
Using emotional intelligence to build workplace relationships

Emotional intelligence can be used to build workplace relationships through:
 Considering and understanding others’ thoughts, needs and actions
 Adapting behaviour to facilitate communication
 Collaboratively resolving conflict
 Improving active listening

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 Increasing self-awareness, awareness of others and emotional reasoning.
The important thing to remember when dealing with others is to treat them as individuals. Knowing
your team will enable you to do this with much more accuracy and will also make them feel valued.
Each member of your team will have their own emotional needs and level of emotional intelligence. You
will have to adopt a number of things in your approach to ensure you deal with the situation on their
level.
You will need to demonstrate flexibility and adaptability in the following areas:
 Vocabulary – The words you use must be understood by the individual
 Tone – You may need to adopt an empathic approach, or the situation may
require assertiveness
 Time – Some people will be quick and simple to deal with whilst others will be
much more demanding of your time. You need to remain in control of the situation but
gauge how much time should be spent with one individual if progress is not being
made
 Solutions – You may have to be creative with the possible solutions you offer,
and you should also remember that one size will not fit all; as with time, some
individuals will be more difficult to please
 Your own capabilities – You should also know when you have exhausted your
own abilities to deal with an individual and be able to recognise when the situation
requires escalation to the next level of authority or expertise.
Leadership styles
As a manager, you probably have a preferred leadership style, and this may work most of the time, but
it is important to vary your approach when necessary.
Daniel Goleman’s book, Leadership: The Power of Emotional Intelligence, first published in 2002, states
that the most successful leadership is that of managing the emotions of their team in order to keep
motivation and morale high. The better a leader understands the members of their team, the more
successful they can be in stimulating and maintaining motivation to achieve the desired goals. But not
all people can be managed in the same way.
The six leadership styles Goleman identified are:

 The visionary leader – This style of
leadership sets out a vision or an ideal and shares it
with the team, guiding and supporting, but not
directing team members in a specific direction. It is
often used when a new direction is needed, and
there is no clear path yet forged. It is often more
successful with young and inexperienced individuals
than with seasoned workers resistant to change
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 The coaching leader – This is a much more personalised approach to leadership in

which much time is invested in long conversations with individual workers in order to
link the goals of the organisation with the individual’s personal goals and career
aspirations. For individuals who already know what they want, are already doing it, and
are self-motivated, this style of leadership can be overbearing and can seem like micro-
management
 The affiliative leader – This style of leadership places the importance on the emotional
needs of the workforce over work and organisational needs, and this sort of leader
wants to retain harmony amongst the whole workforce at all costs. It can be quite
destructive if the workforce takes advantage of the kindness and compassion afforded
to them and it can also be regarded as sweeping issues under the carpet in order to
appease the emotions of the staff
 The democratic leader – This is a collaborative approach in which management seeks

the input of their workforce for decision-making processes. It is an effective way of
gaining support from the workforce as it allows them to take ownership of the goals,
but it can also be regarded as management not knowing what they are doing
 The pace-setting leader – This approach is to lead by example. A pace-setting leader

will often bring in new and exciting challenges, demonstrating their own ability and
excellence, and expecting the same from everyone else. If a situation needs rescuing
they will often wade in and resolve matters themselves. Very little guidance is offered
to the workforce, and they are expected to know what to do and get it done. It works
best with an experienced and able team who are highly motivated
 The commanding leader – Perhaps the most traditional style of leadership, the
commanding leader issues clear instructions with no room for manoeuvre that they
expect will be completed without any questions asked. It is as far from democratic as
possible. This type of leader has a powerful presence and can often be seen as cold and
aloof. This style works best in a crisis when results or changes are needed immediately,
and a floundering team needs clear guidance.
Our personalities lend us to a specific style of leadership, but a good manager should employ a
combination of all styles to suit the occasion and the people with whom they deal.
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Activity 2C
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2.4 – Demonstrate consideration of the emotions of others when making

decisions
 Describe a decision-making process they have undertaken that took into
account the emotions of others.
Considering emotions of others

Emotional intelligence gives you the ability to show empathy and understanding of other people’s
feelings. When making decisions that concern or will affect the emotions of your workforce, you need
the ability to understand how they will feel about the decisions you make and why they will feel that
way.
This is a trait of the affiliative leader who desires harmony and collaboration amongst every member of
the workforce and could also be described as a collectivist approach to leadership. In business, decision-
making is often about saving time and money and making improvements to existing processes and
procedures. It often does not concern the emotions of others. However, when managing people, and
making decisions that will affect them personally and emotionally, the process is not as straightforward
as rational thought.
When making decisions consideration should be given to the following:

 How the decision will affect individuals emotionally
 How it will affect individuals personally
 How it might affect people financially
 How it might affect people socially
 How it might affect their productivity
 How it might affect their mood in the workplace
 How it might affect your relationship with them
 How it might affect their relationship(s) with others
 Any effect it might have on the mental health of an

individual
 Ramifications for the organisation
 Short-term effects on the individual’s emotions
 Long-term effects on the individual’s emotions.

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Soliciting input from others in the decision-making process

We have decided that it is important to consider the emotions of others in decision making, but how are
you going to get an accurate picture? You might know your workforce incredibly well and can predict
the effect a decision may have on them, or they might be vocal about how they anticipate a decision will
impact upon their emotions. You also might have no idea.
You could request feedback from your workforce to help you make a decision based on their emotions.
If the decision affects just one individual, an informal conversation might suffice. If, however, the
decision affects a large group of people you might need a more formal approach to obtain feedback,
such as an open forum or an employee survey.
Whilst it is important to consider the emotions of others in making decisions, it is also important to
remain objective and balanced in your considerations. It is also vital that you do not avoid legal or
ethical requirements when making your decisions. For example, if an employee has stolen an item of
another employee’s property, you could not make a decision on how to handle it based on the
emotions of the perpetrator. However, you could possibly make a decision on how to handle it based on
the emotions of the victim.
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Activity 2D
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3. Promote the development of emotional intelligence in

others
3.1. Create opportunities for others to express their thoughts and feelings
3.2. Assist others to understand the effect of their behaviour and emotions on others in the
workplace
3.3. Develop and implement plans to encourage the self-management of emotions in others
3.4. Develop and implement plans to encourage others to develop their own emotional intelligence,
to build productive relationships, and maximise workplace outcomes
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3.1 – Create opportunities for others to express their thoughts and feelings
 Explain how one process to provide others an opportunity to express their
thoughts and feelings would work.
Expressing thoughts and feelings

It can be quite daunting for people with whom you work and manage to express their thoughts and
feelings. In a working environment, we are often told not to and instead to maintain a professional
manner and attitude at all times. This is certainly true of colleagues working with customers and
members of the public, and also in terms of maintaining positive and courteous working relationships
with one another. However, that is not to say you cannot provide safe opportunities for your team to
have their thoughts and feelings heard.
The benefits of developing emotional intelligence within your workforce are multiple, but perhaps the
best one for managers of people is that if they are able to manage their own emotions themselves,
which prevents you from spending time doing it for them. It enables both you and your workforce to get
on with the task at hand without having to spend time dealing with issues and incidents of an emotional
nature.
Training sessions
You could hold paid, group training sessions as part of the personal development of each employee that
cover. Benefits of the development of emotional intelligence such as better performance at work,
higher income, job stability and job satisfaction.
They may need to practice active listening, which includes:

 Giving their full attention
 Not talking over the top of others
 Maintaining eye contact (for face-to-face

interactions), except where eye contact may be
culturally inappropriate
 Repeating back what the speaker has said
 Speaking clearly and concisely
 Using appropriate language and tone of

voice
 Using appropriate non-verbal

communication (body language) and personal
presentation (for face-to-face interactions).
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Colleagues may also need to:

 Develop self-awareness – Give employees five minutes at the end of their shift to keep
a daily journal in which they reflect upon their emotions and feelings from that day
 Participate in one-to-one meetings – Offer each employee a short, five-minute

meeting with yourself in which they can talk to you about any concerns they have or to
get worries/frustrations off their chest in a controlled and safe environment. This could
be beneficial to you as a manager as they may raise issues of which you were unaware
that could be threatening to the organisation or to other employees
 Undertake difficult conversations – Actively encourage your employees to meet with

you to have the difficult conversations about taboo issues that are usually swept under
the carpet
 Build time into team meetings for rants and moans – In your regular meetings, allow a
short period of time that can be used for employees to have a rant about their
frustrations but make sure that when you move on, you really do move on
 Build optimism – Use every opportunity to provide positive feedback to your

employees, either individually or in groups. The more genuine praise you shower on
them, the more buoyant their confidence and motivation. Equally, use opportunities to
provide developmental feedback that encourages self-reflection
 Specific developmental goal for each colleague – Build into their personal appraisals
specific goals in their development of emotional intelligence so they have something
quantifiable for which to aim.
Providing your workforce with safe opportunities to express their feelings and emotions away from the
“shop floor” will encourage them, as individuals and a group, to start taking responsibility for their own
emotions and behaviours and understand those of others around them.
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Activity 3A
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3.2 – Assist others to understand the effect of their behaviour and emotions on
others in the workplace
3.3 – Develop and implement plans to encourage the self-management of
emotions in others
 Outline a method to assist others to understand the effect of their behaviour
and emotions on others in the workplace
 Develop a plan for a colleague who suffers with stress to help them to self-
manage their emotions.
Emotional control of others

A big part of developing emotional intelligence is not just understanding and managing your own
emotions but understanding how your behaviour and emotions affect others around you. It is incredibly
important to be self-aware and reflect on your actions and behaviour, and it is also important to seek
feedback from others in order to gain a full perspective of the impact of your behaviour and emotions
on others. As stated earlier, an emotion or behaviour that upsets one colleague, such as using expletives
in frustration, may not even register with another.
Listening to feedback from colleagues about their own displays of emotion and behaviour can be quite
an emotive process for some individuals, and it should be handled sensitively and privately. Restorative
approaches are quite powerful and meaningful in these circumstances.
Restorative justice
Restorative justice is actually an approach to criminal justice where the emphasis is not on punishment
but on repairing the damage that has been caused. It focuses on the needs of both the victim and the
offender, where the two come together to agree on a resolution to the matter. Resolutions can be
incredibly innovative and enlightening and can build and strengthen relationships.
It works just as well in community situations including the workplace. A restorative meeting takes place
when somebody or a group of people have caused harm or offence to another person or another group
of people. It is a controlled conversation in a calm environment that is mediated by somebody impartial
and usually of higher authority than those involved. Ground rules are set at the beginning by which all
parties around the table must abide in order for the conversation to run smoothly.
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The idea of the restorative meeting is to enable those that have been harmed or offended to explain to
the person that has caused the harm how their behaviour made them feel and why. It also gives the
person that has caused the harm to explain to the person they harmed how they felt and why they
behaved the way they did. It gives both parties the opportunity to reflect on their emotional responses
to the situation and think about what they could have done differently. It also gives both parties the
opportunity to tell each other what they need from the other person to repair the situation and what
they need to do themselves to resolve the matter.
Restorative meetings can be quite powerful when two colleagues come face to face to discuss their
emotions and feelings. Often the true extent of the harm caused and the emotions felt are not realised
until discussed directly with those involved. Often the person who has caused the harm has little or no
idea of the impact their behaviour and emotions have had on others, and it can be a sincere and honest
lesson learned for future behaviour and emotional responses.
Restorative meetings cannot be forced upon individuals; the conversations must be honest in order to
be meaningful and truly restore the harm that has been caused. If one of the parties is reluctant to take
part, they are unlikely to say what they really feel which will render the meeting useless. Talking openly
about feelings in the workplace is quite a difficult concept to grasp and get involved with for a lot of
people, but it can be a truly liberating and enlightening experience for all involved.
This is particularly true if you are the manager of those involved as it gives you more of an insight into
their psyche and helps you understand their behaviour further. Whilst the outcome of the meeting is
ultimately up to those involved, by acting as a mediator you can subtly steer the conversation to ensure
that the result is satisfactory to you as their manager.
It is worth taking time to consider practical aspects of a restorative meeting in order to make it as
successful as possible.
Time
When are you going to hold the meeting? Consider how long after the incident has occurred; too soon
and emotions may not have settled sufficiently to have a rational conversation and/or each party may
not have had enough time to reflect on their emotions. If you wait too long, the impact of the behaviour
may have been forgotten.
The time of day will also have an effect. At the end of a busy shift and parties may not give their full
attention. You should also take into account key times in the working day when the parties involved
need to be completing time-specific tasks.
Restorative meetings can go on for some time depending on the number of people involved, the extent
and severity of the incident up for discussion, and the personalities of those involved. Ensure you
schedule plenty of time so the meeting is not rushed or you run out of time, and a resolution is not
reached.
You may need to hold the meetings in or out of work time. Taking colleagues off the shop floor at the
same time might cause them embarrassment, but bringing them into the workplace in their own time
might also cause resentment and inconvenience.
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Location
Practical things to consider include:
 Size of the room – is it big enough for the number of people involved?
 Furniture in the room; such as:
o is there a table of an appropriate size and shape?
o are there enough chairs and are they sufficiently comfortable?
o if there are windows in the room are there blinds to keep prying eyes
out?
o temperature of the room – if the room is too hot or cold it will be a distraction
 Noise; consider whether others will be able to overhear or will be disturbed
 Whether it should be on or off-site.
Set up of the room

You want those involved to be as comfortable and at ease as possible. Consider:
 The shape of the table – all parties involved need to be able to see one another
clearly
 Where the mediator is going to sit – usually at the head of the table in order to
convey impartiality
 Where you want the parties involved to sit.
Seating is quite simple if there are only two people as you would naturally sit them opposite each other.
If both the harmed and the harmer are groups of people similar in size would you sit them in their
respective groups on each side of the table or would you split them up so they are disbanded?
If there is only one person that has been harmed and a group of people that have caused the harm how
would you seat them? Seating the group opposite the individual could compound the harm that has
already been caused due to the impression of strength in numbers.
Taking turns
During a restorative meeting, one of the fundamental rules
is that only one person talks at once. Sometimes people
find this hard to comply with when someone says
something to which they totally object but have to remain
silent and listen. Having a talking piece – any object of
your choice that is held by the speaker whilst making their
contribution – is a visual reminder to the rest of the group
that they must remain silent when they are not holding it.
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All restorative meetings should be recorded and minutes held on the personnel file of each colleague
involved. Are you going to make the notes or are you going to request administrative support from a
colleague?
Restorative meetings should be private and uninterrupted affairs since the people involved are
discussing personal feelings and emotions and they do not want colleagues barging in on the
conversation. Interruptions also disrupt the flow of the discussion and can have a negative impact on
the outcome. Put a sign up on the outside of the door saying “Meeting in progress. Do not disturb.”
All these things may seem quite trivial, but you must respect the fact that you are asking your
colleagues to reveal their personal feelings and emotions to one another when they may have only ever
muttered a couple of words to one another in passing in the corridor. You should make the experience
as calm and valuable as possible. Not only that, if they have a positive experience of a restorative
meeting, they are more likely to engage in the process again and recommend it to others.
Questions for restorative meetings

As chair of the meeting, you should have a standard set of questions that you ask both the person who
has been harmed or offended and the person that has caused the harm or offence. The questions centre
on thoughts, feelings and emotions before, during and after the incident, rather than the actual
behaviour or action itself. The following template is a guide and can be adapted for your own purposes.
During the opening, you should:

 Introduce yourself and your role in the organisation (if necessary)
 Inform all parties that you are only there to chair the meeting and are totally
impartial
 Explain the purpose of the meeting; an incident has occurred that has affected
all the parties involved in some way, and you are all here to resolve the matter
 Inform everyone that they will all have an opportunity to speak but must wait
until it is their turn and must not talk over or interrupt anyone else whilst they are
speaking
 Explain the presence of the minute taker (if you have one) is to record the
conversation and that they will all receive a copy of the minutes and a copy will be
placed on their personnel file
 Reassure all parties that the meeting is private and whatever is said during the
meeting will not be repeated to other parties
 Encourage honesty and transparency.
Questions may include:

 What happened?
 What were you doing before it happened?
 What were you thinking before it happened?

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 How did you feel before it happened?
 What were you thinking when it was happening?
 How did you feel when it was happening?
 What did you do after it happened?
 What were you thinking after it happened?
 How did you feel after it happened?
 What do you think about what happened now?
 How do you feel now about what happened?
 How do you think other people felt about what happened?
 Who has been affected by what happened?
 What could you have done differently?
 What do you need to do to resolve the matter?
 What do you need others to do to resolve the matter?
It is up to you, or indeed the parties involved, who starts the speaking. If the incident was quite serious
and affected a large number of people, the answer to the question that asks, “Who has been affected by
what happened?” can have quite a significant impact on the understanding of the parties involved,
particularly if you make a visual representation of the all those affected, either by writing a list of names
or drawing a diagram.
Example of a restorative meeting

Henry and Jason are both waiters in a family restaurant. They are usually good friends, and both are
usually mellow, friendly and hard-working members of the team. Henry checks the shift rota to find that
a new member of the team, Nell, has been put down for a number of his usual shifts. Without thinking,
Henry marches over to Nell who is taking a customer’s order in the busy restaurant and starts shouting
expletives and gesticulating at her for taking his shifts. Nell has no idea what he is talking about. Jason
hears the commotion and intervenes. Henry shouts at Jason and accuses him of fancying Nell. The
supervisor hears the shouting and takes control, ushering Henry away from the public arena.
As a manager, you know that Henry’s behaviour was out of character and suspect that there may be
more to this than resentment at a reduction in shifts. You have also checked the rota and realise that
the supervisor had made a mistake and that Henry’s shifts should not have been altered. You speak to
Henry who states that he is having some financial difficulties at present and needs all the shifts he can
get. He is mortified about his behaviour and wants to make amends. You suggest that a restorative
meeting would be a possible way forward. All parties agree.
Parties involved in the restorative meeting include:

 Henry (the harmer)
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 Nell (the harmed)
 Jason (the harmed)
 The supervisor (a contributor and one of the affected).
Questions to Henry
Questions Potential responses from Henry
What happened? I went mad at Nell because I thought she’d pinched my shifts. I
think I swore at her. And I shouted at Jason for trying to help.
What were you doing before it I was checking the rota to see if there was any overtime and I
happened? saw that Nell had been put down for three of my usual shifts.
What were you thinking before it That she’s only been working here two minutes and already
happened? she’s stealing other people’s shifts.
How did you feel before it Angry. I can’t afford to lose any shifts. I needed more not less.
happened? Worried as well that I wouldn’t be able to make the rent this
month if I lost those shifts.
What were you thinking when it was I wasn’t thinking.

happening?
How did you feel when it was Out of control. Really mad.
happening?
What did you do after it happened? I went home.
What were you thinking after it I thought I might have lost my job.
happened?
How did you feel after it happened? Annoyed and angry at the loss of shifts and also angry with
myself for probably losing my job.
What do you think about what After you told me about the mix up with the rota, I think I was
happened now? an idiot.
How do you feel now about what Embarrassed. Ashamed. Really sorry for upsetting Nell and
happened? Jason. Relieved I haven’t lost my job.
How do you think other people felt Shocked. Upset.

about what happened?
What could you have done Spoken to the supervisor before I went off on one. None of this
differently? would have happened.
What do you need to do to resolve I need to apologise to Nell and Jason, and the supervisor. And I
the matter? need to explain that it was nothing to do with them, I’m just
under a bit of financial pressure at the minute, and I lost my
rag. It’s not an excuse, but that’s why I responded the way I
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did.
What do you need others to do to I’d like Jason to forgive me. And I’d like Nell to give me another
resolve the matter? chance since she doesn’t know me very well and I’m actually
quite a nice guy.
Questions to Nell
Questions Potential responses from Nell
What happened? I was just taking an order from a family when Henry came out
of nowhere and started yelling abuse at me about stealing his
shifts in front of the whole restaurant.
What were you doing before it Just taking the order from the customer.
happened?
What were you thinking before it Whether the kid was ever going to decide what flavour ice
happened? cream he wanted.
How did you feel before it Fine. Enjoying my shift.

happened?
What were you thinking when it was I just thought, “What is he going on about?” and then “When
happening? is he going to stop?” The whole restaurant was looking at him.
How did you feel when it was Surprised at first. Then a bit scared because he was really going
happening? for it. Not just shouting, he was waving his arms around as
well.
What did you do after it happened? I apologised to the customers I was serving and then went to
the back to put their order in.
What were you thinking after it That he was nuts. And I wondered whether the customers
happened? might complain and what I would tell them if they did.
How did you feel after it happened? I was physically shaking right after. He really scared me. And I
was quite embarrassed for him because he made a real fool of
himself. And then I was worried about the extra shifts he had
said I had been given because I’m at University on those days
and can’t do them.
What do you think about what Now I know the reason for it I can understand how Henry felt,
happened now? but I still think it was a bit much.
How do you feel now about what I feel bad for Henry.
happened?
How do you think other people felt The customers in the restaurant were quite shocked, and I
about what happened? think some were a bit frightened. I think others thought it was
quite funny. I know the supervisor felt awful when he realised
he’d made the mistakes on the rota and had sent Henry home
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without explaining. Jason was really worried about him.
What could you have done I maybe should have tried to calm him down and take him to
differently? the back, but I was just so surprised by what he had done.
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What do you need to do to resolve I need to accept Henry’s apology and get to know him properly.
the matter? I’d also like to offer him a couple of my shifts because I’ve got
loads of deadlines for Uni coming up and I haven’t got time to
do them.
What do you need others to do to I’d like Henry to apologise to Jason.

resolve the matter?
Questions to Jason
Questions Potential responses from Jason
What happened? Henry went absolutely mad at Nell, swearing at her for stealing
his shifts. I went over to try and calm him down, and he yelled
at me that I was poking my nose in because I fancied Nell.
What were you doing before it Just tidying up behind the bar.
happened?
What were you thinking before it What I was going to have for dinner.
happened?
How did you feel before it I was looking forward to my break and my dinner.
happened?
What were you thinking when it was That this isn’t like Henry and wondering why he was being so
happening? aggressive. Nothing normally bothers him.
How did you feel when it was I was worried about Nell and what she thought of Henry. And I
happening? was embarrassed for Henry because all the customers were
watching. Then I was annoyed at his comment about me
fancying Nell, because I don’t.
What did you do after it happened? I carried on working. I didn’t get to take my break because after
Henry went, we were short staffed.
What were you thinking after it I was wondering what made him do it.
happened?
How did you feel after it happened? Worried about Henry. And embarrassed for him. And
embarrassed about the comment he made about me fancying
Nell. After what had just happened to her I didn’t really think it
was appropriate for me to say, “Oh, by the way, I don’t fancy
you.” So, then I felt awkward for the rest of the shift.
What do you think about what I wish he’d told me about his financial problems. I’d have lent
happened now? him some money or offered him a couple of my shifts.
How do you feel now about what I feel sorry for Henry.
happened?
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How do you think other people felt I think everyone was just really surprised. I know Nell was quite
about what happened? scared by the experience.
What could you have done I maybe shouldn’t have waded in. I think I made the situation
differently? worse.
What do you need to do to resolve I need to make sure Henry knows I’m here for him if he needs
the matter? any help. And I also need to tell Nell that I don’t fancy her.
What do you need others to do to I want Henry to apologise to Nell and for Nell to give another
resolve the matter? chance to find out what a nice guy he really is. I also want
Henry to tell my girlfriend that I don’t fancy Nell and that he
just made it up.
In this sort of scenario, where the incident is quite serious, and a number of people have been involved,
it is useful to leave the question about who has been affected until the end for all parties involved to
answer collaboratively because often each party has a different view on who was affected and why, and
it has a greater impact when combined.
Questions Potential responses from all parties
Who has been affected by what  Henry

happened?
 Nell
 Nell’s flatmates – she told them all about it when she got
home
 Jason – Jason’s girlfriend who then worried whether Jason
did actually fancy Nell
 Supervisor
 Manager
 50 customers who witnessed the incident
 The business – half of the customers might not return, all
were given a discount on their meals, word of mouth from
the customers about the incident.
You can see that the emotions and needs of all of the parties involved are quite similar, each one feeling
empathy for each other and wanting to try and repair the situation themselves. Restorative meetings
can also reveal personal issues that are hindering the performance of colleagues or that as a manager
you can respond in a supportive manner. For example, you could offer Henry some additional shifts or
give him an advance in his wages to help with his financial problems.
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Activity 3B
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3.4 – Develop and implement plans to encourage others to develop their own
emotional intelligence, to build productive relationships, and maximise
workplace outcomes
 Develop a three-step plan for one of their colleagues (or peers if not in a
workplace) which will help them to develop their emotional intelligence.
Benefits of emotional intelligence to the workplace

Encouraging your workforce to develop their own emotional intelligence helps them to build productive
relationships not only in the workplace but also enhances their personal relationships, as they gain
confidence to manage their emotions and relationships rationally and thoughtfully. It develops their
prospects for promotion and inherent rise in salary and boosts their overall self-confidence.
Whilst you are supporting their personal development, you are also maximising workplace outcomes.
The following chart that demonstrates the potential workplace outcomes of developing emotional
intelligence within an organisation was researched and compiled by Dr Benjamin Palmer and Professor
Con Stough from Swinburne University and is based upon their seven-factor model of emotional
intelligence.
Using emotional intelligence to attain business objectives

Emotionally effective people can attain a wider range of business objectives; they have greater self-
awareness and the capacity to identify and understand the impact their own feelings on thoughts,
decisions, behaviour and performance at work. This, in turn, leads to better productivity and fewer
distractions or conflict; when they do engage in conflict, they are usually better at resolving it, leading to
better long-term outcomes.
Emotional intelligence skill Definition Workplace outcome
Emotional self-awareness The skill of perceiving and  The capacity to identify and
understanding one’s own understand the impact one’s
emotions. own feelings is having on
thoughts, decisions,
behaviour and performance
at work
 Greater self-awareness
Emotional expression The skill of effectively expressing  Creating greater

one’s own emotions. understanding amongst
colleagues about yourself
 Creating trust and
perceptions of genuineness
amongst colleagues
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Emotional awareness of others The skill of perceiving and  Greater understanding

understanding others’ emotions of others, how to engage,
respond, motivate and
connect with them
 Interpersonal
effectiveness
Emotional reasoning The skill of utilising emotional  Enhanced decision-making

information in decision-making where more information is
considered in the process
 Greater buy-in from others
into decisions that are made
Emotional self-management The skill of effectively managing  Improved job satisfaction

one’s own emotions and engagement
 Improved ability to cope
with high work demands
 Greater interpersonal
effectiveness
 Enhanced productivity and
performance
Emotional management of The skill of influencing the  The capacity to generate

others moods and emotions of others greater productivity and
performance from others
 The capacity to generate a
positive and satisfying work
environment for others
 The capacity to effectively
deal with workplace conflict
Emotional self-control The skill of effectively controlling  Emotional wellbeing

strong emotions experienced
 The capacity to think clearly
in stressful situations
 The capacity to deal
effectively with situations
that cause strong emotions
You can read more at: http://www.eiconsortium.org/measures/genos.html

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Activity 3C
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4. Utilise emotional intelligence to maximise team outcomes

4.1. Identify opportunities to utilise emotional intelligence to increase team performance in line
with organisational objectives
4.2. Encourage a positive, inclusive emotional climate in the workplace
4.3. Use the strengths of workgroup members to achieve team and/or organisational objectives
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4.1 – Identify opportunities to utilise emotional intelligence to increase team

performance in line with organisational objectives
 Identify and outline two potential opportunities to utilise emotional intelligence
to increase team performance.
Utilising emotional intelligence

This section of the unit will explore how to utilise emotional development in order to maximise team
outcomes.
Emotional intelligence should broaden your horizons in terms of what a team can go through. That isn’t
to say that they should be put through unnecessary stress, but as a team, you should be able to cope
with challenging situations in a productive way. Regardless of the work you carry out, there should be
many different opportunities for you to utilise emotional intelligence to increase performance. These
may be explicit opportunities which are obvious to you, or they may be more subtle.
For example, opportunities for utilising emotional intelligence might include:

 Peak sales times – stressful times such as this really require emotional
intelligence from any person, and a lack of this is likely to result in a flustered, stressed
salesperson. Using emotional intelligence during periods such as peak sales times will
help to ensure that staff remain calm, working effectively and towards targets
 Customer-facing roles – working directly with customers can be challenging,

and the ability to not allow emotions to rule a situation can require a lot of effort. In
general, being able to manage emotions will make for a more successful transaction
between employee and customer
 Teamwork – similarly to above, the ability to manage emotions makes for

successful interactions in the workplace. A team who are able to recognise and manage
their feelings will be able to work together and keep the organisational objective in
mind.
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Activity 4A
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4.2 – Encourage a positive, inclusive emotional climate in the workplace

4.3 – Use the strengths of workgroup members to achieve team and/or
organisational objectives
 Explain why it is important to encourage a positive emotional climate in the
workplace
 Identify a range of individuals within their workplace and assess their skills and
abilities against workplace outcomes.
Encouraging a positive emotional climate in the workplace

The following information is taken from Establishing positive emotional climates to advance
organizational transformation by Leslie E. Sekerka and Barbara L. Fredrickson. The whole paper can be
read at http://www.academia.edu/167097/Establishing_Positive_Emotional_Climates
It is acknowledged that the type of emotions of humans engaging in a social interaction will determine
whether the interaction is a positive or negative one. For example, if an individual approaches another
with a radiant smile and open arms, it is likely that the other individual will respond with a smile and a
cheery countenance, making for a positive interaction. If, on the other hand, the first individual storms
up to the other with a grimace and their fists clenched, the interaction is much more likely to be
negative.
Since we work alongside other people, there are inevitably going to be social interactions, from an
acknowledgement in the corridor, a conversation on the way into the building from the carpark, to an
hour-long conversation amongst a group of workers at lunchtime. Positive emotions breed positive
social interactions and the more positive social interactions that take place within an organisation, the
stronger and more positive the relationships become between the workforce. Building a positive
community within the organisation encourages workers to independently join together to work
collaboratively on projects. When team members have a strong relationship, they are more likely to
sustain positive emotions and a positive mindset. This maintenance of positive energy then breeds ideas
and creativity which results in innovation and increased productivity.
The satisfaction the team members enjoy from their

successes increases motivation for further success and a
further increase in productivity. As the positive mood
and emotions continue, the members of the team then
sought to take on new challenges with other teams,
increasing the collaboration growing the cohesion of the
community within the organisation. The more the
workers collaborate and share success and satisfaction
as a whole, the less competition there is for allocation of
resources as it becomes a shared ownership for the
benefit of the whole organisation.
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Individual members of the workforce start to see themselves as part of the fabric of the organisation
instead of individual workers and view themselves as we, the organisation, and not I. The positive
environment creates a workplace that is fun, satisfying, productive, supportive and innovative, and one
in which the workforce takes ownership and responsibility for the part they play in its success. Any
negative emotions emanating from an individual are quickly negated by the wave of positivity around
them.
Benefits of a positive emotional environment in the workplace
Collaboration amongst workers who achieve a goal

that benefits all leads to positive emotions which
contributes to a positive emotional climate
Positive emotional climate in the workplace creates

positive organisational identification
Positive organisational identification leads to

increased internal organisational strength and
stability
Increased internal strength and stability leads to

increased and innovative productivity and
performance
Increased productivity and performance

contributes to development and growth of
organisational community
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Using strength of team members to achieve workplace outcomes

As your workforce develops their own emotional intelligence, they become much more able to manage
their emotions and those of others. The negative emotions that were destructive and a hindrance to
you achieving your business goals and objectives are replaced by positive emotions which breeds a
positive emotional climate in the workplace and ultimately an organisation that thrives on the
satisfaction they achieve collaboratively as a whole. The motivation to improve and innovate continues
with each goal it reaches. The obstacles that prevented positivity and cohesion due to a lack of
emotional intelligence have been transformed into the workplace outcomes from Chapter 3.4 that now
ensure the positive productivity that enables you to reach those business objectives.
Workplace outcomes
If you consider the workplace outcomes that have been achieved throughout your workforce through
the development of their own emotional intelligence you can see the importance of emotional
intelligence in all workers. In fact, if you think back to the beginning of this unit when we considered
that emotional intelligence was not an essential requirement of an employee, without these workplace
outcomes, the whole organisation would be littered with barriers to achievement.
Consider the opposite of the workplace outcomes and how much negativity they would bring to your
work environment and the success of the organisation.
The capacity to identify and understand the

impact one’s own feelings is having on thoughts, Greater self-awareness
decisions, behaviour and performance at work
Creating greater understanding amongst Creating trust and perceptions of genuineness

colleagues about yourself amongst colleagues
Greater understanding of others, how to engage,

Interpersonal effectiveness
respond, motivate and connect with them
Enhanced decision-making where more Greater buy-in from others into decisions that are
information is considered in the process made
Improved job satisfaction and engagement Improved ability to cope with high work demands
The capacity to generate greater productivity and

Enhanced productivity and performance
performance from others
The capacity to generate a positive and satisfying The capacity to effectively deal with workplace
work environment for others conflict
Emotional well-being The capacity to think clearly in stressful situations
The capacity to deal effectively with situations that cause strong emotions
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Activity 4B
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
 Skills Activity
 Knowledge Activity
 Performance Activity.
This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!
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References
These suggested references are for further reading and do not necessarily represent the contents of
this unit.
Websites
Emotional intelligence: http://www.eiconsortium.org/measures/genos.html
Positive emotional climates:

http://www.academia.edu/167097/Establishing_Positive_Emotional_Climates
All references accessed on and correct as of 04/10/18, unless other otherwise stated.

Develop emotional intelligence

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Develop emotional intelligence

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BSBLDR511

Develop and use emotional

Recognising and appreciating the emotional strengths and weaknesses of others..........................32

Utilising emotional intelligence.........................................................................................................67

Unit Mapping Information

BSBLDR501 Develop and use emotional intelligence – Equivalent unit

Management and Leadership - Leadership

4. Utilise emotional 4.1 Identify opportunities to utilise emotional intelligence to

 Identifies and uses strategies to improve own emotional intelligence.

Interact with others

 Leads a collaborative approach, using inquiring and inclusive techniques, to develop

Get the work done

Evidence of the ability to:

 Conduct an analysis to identify own emotional strengths, weaknesses, stressors, emotional

 Model behaviours that demonstrate management of emotions

 Recognise and respond to the emotional states of others

 Use emotional intelligence of self and others to enhance team performance

 Promote the development of emotional intelligence in others.

 Key features of emotional intelligence principles and strategies

 Key features of emotional intelligence in the context of building workplace relationships.

Assessment must be conducted in a safe environment where evidence gathered demonstrates

 Relevant workplace documentation and resources

 Case studies or, where possible, real situations

 Interaction with others.

Companion Volume implementation guides are found in VETNet -

1. Identify the impact of own emotions on others in the

 Create a list of their own emotional strengths and weaknesses.

What is emotional intelligence?

There are many variations of evaluation models for

Personal competence Social competence

Recognition Self-awareness Social awareness

Regulation Self-management Relationship management

Why is emotional intelligence important?

Emotional intelligence, however, is not necessarily regarded as employers as an essential requirement

Identify own emotional strengths and weaknesses

Before you start to consider what causes you stress in the

Emotional strengths Emotional weaknesses

Perseverance Defeated quickly

Honesty and integrity Tell people what they want to hear

Kindness and loving Spite and isolation

Forgiveness Holding grudges/vengeance

Empathy, compassion Inability to understand other people’s emotions

Sympathy Inability to feel sorry for other people

Calm and reasonable under pressure Irrational behaviour

Dedication and commitment Indifference

 Identify the emotional state caused by stressors.

Stressors in the workplace

Types of stressors in the workplace might include:

o key performance indicators (KPIs)

o workload, which may be unmanageable, unfairly distributed, potentially unlawful

o time-management and schedules

o meetings with senior management

 Poor leadership, such as:

o multiple managers or supervisors

o managers that do not understand your role

 Relationships, such as:

o bullying in the workplace

o conflicts between members of your team that you must resolve

o strained relationships with clients/suppliers/customers

 Dealing with conflict – such as angry customers

 Lack of support – from team members and/or supervision

 Lack of understanding, such as: