Unit Guide for Students

www.academies.edu.au

Qualification: BSB51915 Diploma of Leadership

and Management

Subject Name: Emotional Intelligence

Unit codes and Names
BSBLDR501 Develop and use emotional intelligence
Subject Guide for Student
Emotional Intelligence (T-1.8.3)
Course Contact Details
Course Coordinator Robert Cutuli
Telephone +61 2 9224 5592
Email r.cutuli@academies.edu.au

Teachers and Trainers

Email

Copyright@2014, Academies Australasia. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission.
Postal address: Level 6, 505George Street, Sydney, NSW 3000, Australia

Version 1.4 Last updated on 6/08/2017 by MM 2

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
UNIT DESCRIPTION

Introduction
Unit code BSBLDR501 Develop and use emotional intelligence
and name
Description BSBLDR501 Develop and use emotional intelligence
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.

Foundation Prepares plans and policies incorporating appropriate vocabulary, grammatical

Skills structure and conventions
Adapts personal communication style to model behaviours, build trust and positive
working relationships, and to support others
Plays a lead role in situations requiring effective collaboration, demonstrating high
level support and facilitation skills and ability to engage and motivate others

Knowledge explain emotional intelligence principles and strategies

Evidence describe the relationship between emotionally effective people and the attainment of
business objectives
explain how to communicate with a diverse workforce which has varying cultural
expressions of emotion
explain the use of emotional intelligence in the context of building workplace
relationships.

Performanc identify the impact of own emotions on others by identifying own emotional strengths
e Evidence and weaknesses, stressors, emotional states and triggers and gathering feedback
from others
model behaviours that demonstrate management of emotions
recognise and respond to the emotional states of others promote the development of
emotional intelligence in others

Delivery and This unit will be delivered with two face to face sessions in classrooms for both sections
Attendance mentioned above from week 1 to week 9. The trainers will deliver the training and assess the
students during those training hours. Details about the assessments dates, time, weighting
and type are explained in detail in the Assessment section.

Students are expected to

Spend at least 4 hours of study and relevant research per week for this unit
Attend and participate in the in-class work activities such as case studies, group
discussions, exercises, role plays, presentations, etc.
Complete and achieve a competent result in all the three assessments
Meet deadlines for all take home assessments. A 5% deduction applies after the due
date.
Must attend the written exams/tests on time.
Students are strongly encouraged to attend all lectures and class activities on time in
order to gain the required knowledge and to pass these units.

Resources Textbooks: There is no designated textbook for this unit. Some book chapters are available
in e-learning. In addition, the trainers will provide learner guides and relevant additional
readings through the E-learning system. Please check the e-learning for weekly readings
and activities.

Additional Readings:
Electronic resources for Leadership on the e-learning page.

Consortium for Research on Emotional Intelligence in Organizations

http://www.eiconsortium.org/index.html

Version 1.4 Last updated on 6/08/2017 by MM 3

Subject Guide for Student
Emotional Intelligence (T-1.8.3)

Daniel Goleman Introduces Emotional Intelligence

https://www.youtube.com/watch?v=Y7m9eNoB3NU

Daniel Goleman Explains Emotional Intelligence

https://www.youtube.com/watch?v=ZsdqBC1tHTA

Daniel Goleman - Leadership and Compassion - Empathy and Compassion in

Society 2013 https://www.youtube.com/watch?v=TnTuDDbrkCQ

Daniel Goleman on the importance of emotional intelligence

https://www.youtube.com/watch?v=7uQs1NxluKE

Daniel Goleman on why leaders need to connect on an emotional level - speaking to

Leaders In Business
https://www.youtube.com/watch?v=2ScJX404pnY

Emotional Intelligence: From Theory to Everyday Practice

https://www.youtube.com/watch?v=e8JMWtwdLQ4

Neuro-Linguistic Programming (NLP) http://www.nlp.com.au/

Emotional Intelligence Test

http://www.myskillsprofile.com/instructions/eiq16?gclid=CNS1q8LGk8kCFQyBvQod
XlkPdA

The Benziger Thinking Styles Assessment (BTSA) http://www.benziger.org/

The Johari Window https://www.youtube.com/watch?v=skKBI8wcMaA

http://changingminds.org/disciplines/communication/models/johari_window.htm

www.mindtools.com - the Information Skills section for articles on reading strategies

and note taking; the Communication Skills section has articles on making
presentations and writing skills.

Special Students should advise the Trainer or Course Coordinator of any special learning needs that
Needs they have. Where any particular learning needs are known, the College, if possible, designs
or adapts training delivery, learning and assessment strategies to meet these needs.

Assessment
s Assessment type Weight Due date
Assessment 1: Simulation Exercises and Case 100% Week 7
Studies (Individual In-Class Assessment)

Version 1.4 Last updated on 6/08/2017 by MM 4

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
ASSESSMENT 1: (SUMMATIVE)

Knowledge Tests, Work Based Exercises & Case Studies (Individual In-Class Assessment)

A combination of exercises consisting of question and answers, simulative case situations, problem solving,
calculations and activities. Questions also include theoretical knowledge testing and evidence in working with
a range of methods and techniques in developing a project plan.

Students are required to complete and submit the assessment in the class room in direct observation of the
trainer.

Marks allocated - 100%

Assessment criteria:
To be competent in this assessment, students must demonstrate the following:

identify the impact of own emotions on others by identifying own emotional strengths and
weaknesses, stressors, emotional states and triggers and gathering feedback from others
model behaviours that demonstrate management of emotions
recognise and respond to the emotional states of others promote the development of emotional
intelligence in others
develop and/or implement processes to manage ideas and information including:
communicating information to support others to achieve work responsibilities
facilitating employees' contributions to consultation on work issues
providing feedback on the outcomes of consultations
resolution of issues raised or referral to relevant personnel
evaluate and take necessary corrective action regarding unresolved issues, concerns and problems
raised by internal or external stakeholders

Submission of assessment tasks

All tasks within this guide must be completed. Time has been incorporated into the program schedule to
allow you to complete tasks by the due dates. Some tasks will be completed during class, and/or some tasks
will be completed in groups, and some you will be expected to complete in your own time. Your trainer will
advise.

The first page of each assessment task contains details of your Assessment. You must complete the
required fields under Details of Student prior to submitting your assessment.

Tasks must be presented in a clear format, preferably typed. Ideas and quotations taken from other peoples
work must be directly referenced. Penalties will be imposed for students who knowingly plagiarise the work
of others.

You must keep a copy of the work you submit as it will not be returned to you. For record keeping purposes,
your work will be kept in archieve to meet regulatory requirements

Your trainer will provide you with feedback and results for the tasks you complete.

Reasonable adjustment of assessments

Characteristics and circumstances such as having a disability; carer responsibilities; cultural or religious
obligations; being Indigenous; or having English as a second language may result in a student requiring
reasonable adjustments for some or all of their assessments. Reasonable adjustment describes the actions
or changes which will enable a student to participate on the same basis as other students.

Recognition of prior learning (RPL)

RPL is an assessment process that assesses the individuals non-formal and informal learning to determine
the extent to which that individual has achieved the required learning outcomes, competency outcomes, or
standards for entry to, and/or partial or total completion of, a qualification.

If you think your have completed elements of the unit of competency in your previous study and/or
work/previous experiences might be relevant to the unit you are about to studyyou may be eligible to apply

Version 1.4 Last updated on 6/08/2017 by MM 5

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
for Recognition of Prior learning. Please check the student handbook for detail policy and procedure for
RPL.

Cheating
Cheating is the intention to gain an unfair advantage in the assessment of a unit. This may include (but is not
limited to) resubmitting or largely reusing previously assessed work; fabrication of data and/or results;
colluding with others; allowing another person to complete an assessment on behalf of a student; accessing
an advanced copy of an test paper; copying from others in an assessment; bringing into an assessment
unauthorised material or information; knowingly helping others to cheat; taking actions which intrude on the
ability of others to complete their assessable tasks. Cheating will result in a zero mark for that assignment
and may lead to serious consequences, including expulsion.

Plagiarism
All assignments (except group work) must be the sole original work of the student. Plagiarism is not accepted
at any Australian education institution and carries strict penalties. Plagiarism occurs when a student takes
ideas, passages, text or any work of someone else and pretends that it is their own work. All sources and
references should be properly acknowledged by footnotes, end notes or a bibliography. Plagiarism will result
in a zero mark for that assignment and may lead to serious consequences, including expulsion.

Outcome of the assessment tasks

Once you have completed each assessment tasks and demonstrated satisfactory knowledge, skills,
performance required and provided sufficient evidence for critical aspects in each assessment for the unit,
you will be deemed Competent (C) for the unit. And you will be awarded Grade for the unit on the basis of
the marks you have scored in the assessment tasks as shown in the table below:

HD = 85 100%
D= 75 84 %
C= 65 74 %
P= 50 64 %
F= 0 49 %

A Not Yet Competent (NYC) result outcome is deemed when you have completed all the assessments but
demonstrated unsatisfactory knowledge, skills, performance required and/or provided insufficient evidence
for critical aspects in one or more assessments for the unit.

You may apply for reassessment(s) by resubmission and/or re-sit assessment(s) with unsatisfactory
outcome in order to achieve competency in the unit. Please read the student handbook for reassessment,
resubmission or re-sit assessments.

Recording of results
Upon completion of the subject the students' final results must be recorded on Paradigm the College
student management system.

Appeal against assessment outcome

Students may wish to appeal against an assessment outcome, refer to the Student Handbook for
assessment appeal process.

Students have the right to challenge the assessment decision made by the assessor. The following steps
are to be followed if a student wishes to exercise this right.
1. The student should first discuss his/her opinions with the assessor. If still not satisfied with the decision
the student may appeal to the Course Coordinator. He/she must notify the assessor of the intention to
appeal.
2. The Assessor will notify the Coordinator that an appeal has been lodged.
3. The Course Coordinator will collect information from the student and assessor and give a decision.
A record of the appeal and any subsequent actions and findings will be made.

Version 1.4 Last updated on 6/08/2017 by MM 6

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
Re-module
If a student achieves 50 or over in a Unit but fails to satisfy 1 or more elements within the competency will
be given RE Grade. In this situation, Trainer/Assessor will assess the student on the outstanding element/s.
Student's initial marks and grade withstand and changes will only occur to the competency.

Deferred assessment
Special Consideration for a deferred assessment will be considered on one of the following grounds:

That the students work at any time during the academic year was affected by illness or other
extenuating causes.

That the student has been affected substantially by illness or other causes that prevented the
student from preparing for all or part of a component of assessment.

The Program Coordinator will have the discretion to accept or reject an application for Special
Consideration for a deferred assessment.

Re-Assessment
When a student could not demonstrate competency in any one unit, the student can be considered for re-
assessment.

Students who committed plagiarism might not be eligible for any re-assessment in that unit. Students have a
maximum of three re-assessments opportunities in any one unit.

The Program Coordinator will have the discretion to reject or assign re-assessments in particular situations.
The student may incur costs in cases of re-assessments as they are conducted outside of standard provision
or schedule.

Reassessments must be submitted within the deadline as advised by the course coordinator/trainer

Late assessment submission

Late submissions will be reduced by 10% per week. Assessment will not be accepted after two week of due
date. No assessment will be accepted after week 9.

After this the student will be deemed to have failed the subject. Students who have compelling reasons for
late submission should apply for an extension in advance or as soon as practicable.

Re-enrolment
Students are allowed to re-enrol two times upon failing a subject under the following conditions:

If a Student has failed, an assessment for a subject.

If a Student has failed, due to partial submission of assessment for a subject
If a Student has not satisfactorily completed a part of an element for a subject

Version 1.4 Last updated on 6/08/2017 by MM 7

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
DELIVERY AND ASSESSMENT SCHEDULE / TIMETABLE

Week Topics Reading (If Assessment Task Weighting Assessment

applicable) Due Date

Introduction Section 1 on Introduction to the Nil Nil

E-learning unit
identify the impact of own
emotions on others by
identifying own emotional
strengths and
1
weaknesses, stressors,
emotional states and
triggers and gathering
feedback from others

Section 1 and Assessment 1 (Ongoing

identify the impact of own Notes 1on E- Ongoing - Student
emotions on others by learning activities)
identifying own emotional
strengths and
2
weaknesses, stressors,
emotional states and
triggers and gathering
feedback from others

model behaviours that Notes on E- Assessment 1 (Ongoing

demonstrate learning Ongoing - Student
management of emotions activities)
recognise and respond to
the emotional states of
3
others promote the
development of
emotional intelligence in
others

providing feedback on Notes on E- Assessment 1 (Ongoing

the outcomes of learning Ongoing - Student
consultations activities)
4 resolution of issues
raised or referral to
relevant personnel

establish and/or Notes on E- Assessment 1 (Ongoing

implement policies to learning Ongoing - Student
ensure that the activities)
5 organisations cultural
diversity and ethical
values are adhered to

identify diversity, current Notes on E- Assessment 1 - (Ongoing

and potential, within the learning Ongoing Student
industry sector, activities)
6
community and
workplace

provide leadership Written Assessment 1: 100% Submission of

through own behaviour response Due Assessment 1
including:
7 professional conduct that
promotes trust with
internal and external
contacts

Version 1.4 Last updated on 6/08/2017 by MM 8

Subject Guide for Student
Emotional Intelligence (T-1.8.3)
adjusting own
interpersonal
communication style to
meet the organisations
cultural diversity and
ethical environment

provide leadership Notes on E-

through own behaviour learning Amendments &
including: corrections to
professional conduct that assessment
promotes trust with
internal and external
contacts
8
adjusting own
interpersonal
communication style to
meet the organisations
cultural diversity and
ethical environment

# Reviewing Project Activities and Late submissions Late

# Project closure re-assessment submissions
Feedback Session
9
Challenge Tests
In class Activities
Reassessments
The unit of competency is delivered for nine weeks. Each week is comprised of 4-hour sessions. If a certain task is due in Week 3, this
means students are required to submit their assessment during the session or at the end of the 4-hour session.

Version 1.4 Last updated on 6/08/2017 by MM 9