BSBLDR511 Task 1.docx Task 1 – Responding to Different Emotional States Instructions to Learners: • This summative assessment can be completed in class or at any other convenient location. • Students...

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BSBLDR511 Task 1.docx Task 1 – Responding to Different Emotional States Instructions to Learners: • This summative assessment can be completed in class or at any other convenient location. • Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor. • Please use the following formatting guidelines to complete this assessment task:  Font Size: 12; Line Spacing: Double; Font Style: Times New Roman • Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided. Instruction to Assessors: • You must assess student’s assessment according to the provided Marking Criteria. • You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission. • You must provide students with detailed feedback within 10 working days from submission. To better understand people’s moods, we can watch for behaviours that indicate their emotional mode. While we may not always be accurate in our interpretation, paying attention to non-verbal behaviours and emotions can help align communication behaviours more effectively. Use this activity to become more observant of others, by learning how to interpret the non- verbal behaviours associated with different emotional states to gain insight into how people are reacting to you and to what is being communicated. You can also use it to plan an appropriate response to use the next time you encounter each behaviour. Interpreting Emotional States Body language communicates how people are reacting to your spoken messages. For a more accurate interpretation of moods, look for "clusters" of behaviours associated with different emotional states. Reflective • leaning back • moving only minimally 1 | P a g e • holding an open posture or body position • aligning body directly with yours • holding direct eye contact • placing hand on, or stroking, the chin • tilting the head while listening • glancing occasionally to the side • lowering the brows slightly • passively accepting Responsive • leaning forward with an open position • holding the hands open with palms turned up • smiling with a relaxed mouth • nodding the head to indicate agreement • tilting the head to the side showing amiability • mirroring your body language • sitting on the edge of the chair • sitting with the feet under the chair • sitting with the knees apart • actively accepting Defensive • leaning back • folding the arms tightly across the body • adopting a closed posture or body position • crossing the legs • touching the lips with fingertips • pointing the feet towards door • angling the body away from you • bowing the head forward submissively • holding no eye contact • passively rejecting Responding to Emotional States Complete the chart by selecting one or two team members or customers that you have observed to be expressive in their non-verbal behaviours. Determine the natural emotional state or mode of each person. Then identify one of the behaviours you have seen used 2 | P a g e frequently and plan an appropriate response to use the next time you encounter the behaviour. Three examples have been provided. Co-worker/ customer Non-verbal Behaviours Emotional State Appropriate response John Tense facial expression Defensive  Is something wrong?  You look distraught.  Has something happened? Tuan Glaring eyes Combative  Are you angry with me?  Did I say something to upset you? Mary Hesitation in voice Reflective  You sound unsure.  How are you feeling about that suggestion? 3 | P a g e T A S K 1 – MA RK I N G C RI T ERI A BSBLDR511 Develop and use emotional intelligence S NYS Learner’s name: Assessor’s name: Observation Criteria S NS Linked non-verbal behaviours to emotional state Outlined responses to the emotional states of co-workers and assess emotional cues Identified the varying cultural expressions of emotions are utilise to respond to emotional cues in a diverse workforce Demonstrated flexibility and adaptability in dealing with others Took into account the emotions of others when making decisions Provided opportunities for others to express their thoughts and feelings Provided appropriate responses to identified emotional states in others Encouraged others to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes Encouraged a positive emotional climate in the workplace Feedback to Learner: Assessor’s Signature: Date: Instructions to Learners:  This summative assessment can be completed in class or at any other convenient location.  Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.  Please use the following formatting guidelines to complete this assessment task:  Font Size: 12; Line Spacing: Double; Font Style: Times New Roman  Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided. Instruction to Assessors:  You must assess student’s assessment according to the provided Marking Criteria.  You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.  You must provide students with detailed feedback within 10 working days from submission. Task 1 – Marking CRiteria BSBLDR511 Task 2.docx Task 2 – Application of Emotional Intelligence Instructions to Learners: • This summative assessment can be completed in class or at any other convenient location. • Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor. • Please use the following formatting guidelines to complete this assessment task:  Font Size: 12; Line Spacing: Double; Font Style: Times New Roman • Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided. Instruction to Assessors: • You must assess student’s assessment according to the provided Marking Criteria. • You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission. • You must provide students with detailed feedback within 10 working days from submission. Complete the Emotional Intelligence test at http://www.maetrix.com.au/meit/eitest.html Discuss your noted emotional strengths and weaknesses. Define how these may impact on stressors and triggers you would encounter in a workplace. Once you have completed the test and considered your general emotional states, using the findings outline any steps that you could take to further develop your emotional intelligence. Outline a strategy to manage your own emotions in a workplace. Discuss how your emotional intelligence level affects your interactions with others in a workplace context. Describe ways to engage with a range of cultures in the workplace based on your understanding of emotional intelligence. How do you usually account for other's emotions when it comes to decision making? Provide examples. Outline a strategy to encourage the emotional intelligence development of others in a workplace context. What is your role in this strategy? Provide an overview of model behaviours that demonstrate management of emotions and include any coaching strategies that you may apply.