Business Plan Template
BSBLDR511
Develop and use emotional intelligence
Student Assessment
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
· Information related to the unit of competency
· Guidelines and instructions to complete each task and activity
· A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents
· The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
· The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
· The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.
Document Usage
CAQA Resources
https://caqaresources.com.au/
Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources
This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template.
License Agreement:
Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below.
If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.
1. Student and trainer details
Student details
Full name:
Santosh Niraula
Student ID:
Contact number:
0449709036
Email address:
[email protected]
Trainer details
Full name:
2. Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:
BSBLDR511
Name:
Develop and use emotional intelligence
Releases:
1.0
Release date:
27/Sep/2018
3. Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to trainer/assessor
☒ Online submission via Learning Management System (LMS)
☐ Any other method _________________________________________________
(Please describe here)
4. Student declaration
· I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
· I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
· I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;
· For the purposes of assessment, I give the trainer/assessor permission to:
· Reproduce this assessment and provide a copy to another member of staff; and
· Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: _____Santosh Niraula___________________________
Date: __02__/__08___/____2020__________
5. Assessment Plan
The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number
Assessment method/ Type of evidence/ Task name
Sufficient evidence recorded/Outcome
Assessment task 1
Knowledge Test (KT)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2
Skills Test (ST)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 3
Interactive Presentation (IP)
S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 4
Roleplay and coaching session
S / NS (First Attempt)
S / NS (Second Attempt)
Outcome
C ☐ NYC ☐
Date assessed:
Trainer signature:
6. Completion of the Assessment Plan
Your trainer is required to fill out the Assessment Plan Outcome records above, when:
· You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
· Your work has been reviewed and assessed by your trainer/assessor.
· You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
· You have been provided with relevant and detailed feedback.
Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:
· Result of Assessment (satisfactory or unsatisfactory)
· Student name, signature and date
· Assessor name, signature and date
· Relevant and detailed feedback
7. Unit Requirements
You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.
Pre-Assessment Checklist: Task 1 - Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task have been clearly explained to me.
☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
☐ I confirm that the criteria used for this assessment have been discussed with me, as have the consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
· Written Questions
Instructions provided to the student:
Assessment task description:
· This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
· The Knowledge Test is comprised of twenty-three(23) written questions
· You must respond to all questions and submit them to your Trainer/Assessor.
· You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
· You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
· All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
· You must read and respond to all questions.
· You may handwrite/use a computer to answer the questions.
· You must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
· Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
· The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
· For more information, please refer to the Training Organisation’s Student Handbook.
Location:
· This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
· Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
· Complete a written assessment consisting of a series of questions.
· You will be required to answer all the questions correctly.
· Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.
· Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
· Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
· You must write your responses in your own words.
· Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
· When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
The purpose of this assessment task is to assess the students’ knowledge essential to the development and use of emotional intelligence in a range of contexts and industry settings.
Task instructions
· This is an individual assessment.
· To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
· To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1:
Explain why is it important to identify and evaluate your own emotional strengths and weaknesses and have an understanding of how this impact others in the workplace? Write your answer in 200-250 words
How do you identify and evaluate your own emotional strengths and weaknesses? Write your answer in 150-200 words
Satisfactory response
Yes
No
1.a) Indeed, it is very important to identify and evaluate our own emotional strength and weakness. It provides a complete knowledge of my strength and areas of improvement where I can improve to enhance and become better version of myself. This framework also provides area of development that can enhance one's career as well as areas that can be harmful for individual's growth. If I don’t know my own emotional strength, my self-efficacy or weakness then I might get triggered at any point that can have damaging impact on me and my team members. Emotions plays a significant part in our life since humans are emotional being. If these emotions are channelized in the right direction then any goal can be achieved while if they are scattered and disturbed then it may result in various kinds of conflicts. Hence, it is imperative to know our own emotional strength and weakness in order to be more productive.
b) As a manager, it is essential that you identify your personal stressors and emotional states related to the workplace to ensure you care for your own emotional and physical wellbeing and that of your work colleagues. Prolonged emotional stress in the workplace can lead to a loss of commitment to the organization. As energy, commitment and motivation decrease, unhappy workers may intentionally or unintentionally withhold resources, skills or knowledge from the organization. Uncertainty and fear related to the economy, or issues relating to your organization, can make team members feel vulnerable or at risk of personal hardship. Learning and adopting new ways of coping with workplace stress are vital to improving the performance of your team.
Q2:
With personal stressors and your own emotional states, how can you effectively self-regulate and empathise in the workplace? Write your answers in 250-300 words.
Satisfactory response
Yes
No
Workplace stress refers to the adverse reactions or responses that occur when the demands of a job do not match the resources, needs or abilities of the employee. While some level of stress is expected in the workplace, unnecessary or excessive stress has the potential to hinder a person’s productivity or ability to perform in their role. Stressors are events or situations occurring in the workplace that trigger the stress response in an individual or team. Workplace stressors can cause physical, chemical or mental responses inside the body, affecting mental function and performance.
As a manager, it is our duty to identify and alleviate any potential workplace stressors that could be detrimental to our health or job performance or to the effectiveness of our team.
Q3:
Explain why is it important to develop an awareness of your emotional triggers in the workplace? Write your answer in 100-150 words.
Explain the benefits of analyzing and documenting your emotional responses. Write your answer in 50-100 words
Satisfactory response
Yes
No
a) Identifying a particular emotional state can be difficult, because people have several emotions they are experiencing all the time. Every mood present in a workplace situation has a corresponding emotional state. Learning to understand your emotional states and those of your work colleagues, and how to deal with them, will help you to make better organizational decisions and form positive relationships.
b) There are lot of benefits of analyzing and documenting emotional response in a journal.
Strengthens well-being and emotional effectiveness. It is can help in resolving traumas that hampers one to perform certain task. Keep a journal can helps us comprehend the trigger areas and resolve the feeling of fear to overcome our challenges
It boosts the human state and psychology as it helps to let go of emotions that holds us back. Proper documentation can help in release of good hormones that helps us to move on towards our goals.
Furthermore, keep a journal and documenting our emotional triggers helps in minimizing stress. Since writing provide us the power of releasing stress and expressing oneself such that one can gain clarity and peace
Q4:
How can you maintain emotional composure on the job, to maximise work relationships? Write your answer in 50-100 words
Satisfactory response
Yes
No
To maximize workplace relationships, managers can maintain emotional composure on the jobs by following strategies:
Ask for feedback, get to know your own strengths and weaknesses
Pay attention to your team, notice their mindset, and emotional state
Encourage open and honest communication
Take the time to acknowledge and thank your team for their effort
Q5:
Discuss how your self-reflection and feedback from others, are valuable tools in developing your emotional intelligence. Write your answers in 50-100 words.
Satisfactory response
Yes
No
Self-reflection involves thinking about, or reflecting on, what you do and how you act. Reflective practices involve stepping back from a particular situation to make sense of it, understand what it means, learn from it and apply that learning to future situations. The process of self-reflection brings together the skills of self-awareness, critical thinking, analysis and experiential learning. By applying critical thinking to their workplace experiences, your team members develop and deepen insights into what they did, how they felt and why they felt or behaved in that way. Self-reflection encourages your team members to do things differently based on careful consideration of the alternatives.
Q6:
Read the below scenario and answer the following question
You are working as a manager, and you have several employees in your team who are not managing their emotions. This seems to be caused by different personality types, which is leading to frustration over the inability to communicate and reach an understanding. Inexorably, the situation boils over, and an emotionally charged situation occurs.
A) Being a manager, should you provide opportunities for others to express their thoughts and feelings? Discuss three (3) different reasons why this is advisable. Write your answer in 100-150 words.
Satisfactory response
Yes
No
Being a manager, yes you should provide opportunities for others to express their thoughts and feelings. This is advisable due to the following reasons;
Helps and encourages team members to be an expert or pro at what they do
Helps to set goals for individuals that are unique to that person and reflect their abilities and personal aspirations
Gives team members some control over the way things are done and a sense of ownership in the process
Q6:
B) How can your emotions and behaviour affect other employees in the workplace? Provide an example and write your answer in 150-200 words.
Satisfactory response
Yes
No
As a manager, it is essential that you identify your personal stressors and emotional states related to the workplace to ensure you care for your own emotional and physical wellbeing and that of your work colleagues. Prolonged emotional stress in the workplace can lead
to a loss of commitment to the organization. As energy, commitment and motivation decrease, unhappy workers may intentionally or unintentionally withhold resources, skills or knowledge from the organization. Uncertainty and fear related to the economy, or issues relating to your organization, can make team members feel vulnerable or at risk of personal hardship. Learning and adopting new ways of coping with workplace stress are vital to improving the performance of your team.
Q6:
C) Identify the key elements that the relationship between emotionally effective employees can assist in the attainment of the organisation’s objectives. Write your answer in 200-250 words.
Satisfactory response
Yes
No
The knowledge and insights that comes from understanding the relationship between emotionally effective employee and can assist contribution towards the organization goal. One of the primary elements is self-efficacy as it offers one can boost their self-esteem and efficiency. Since self-efficacy plays a critical role. Essentially, it indicates confidence of an individual in his or her ability to control the results and overcome their limitations. Self-efficacy builds its foundation on determination to achieve one's goal as well as perseverance. By understanding this relationship, one is able to improve my self-efficacy which encourages me not to shy away from hard-work and helps in achieving my goals. Now, I am not discouraged by difficulties coming in my way or failures in life. I firmly believe that every problem has a solution its only that we have to change our prospective. This never dying attitude is one of the strong attributes of an effective leader. An employee who has high emotional intelligence often is more inclined towards his or her performance as well as never give up when faced any challenges or failure. They become a source of inspiration for others and motivate others to contribute their best in order to achieve their goals.
Q7:
Explain "Workplace emotions" and what these may include in 50-100 words? Mention any ten workplace emotions.
Satisfactory response
Yes
No
Emotional states or workplace emotions are characterized by an unperceived co-occurrence of two or more different emotional feelings, eliciting an instant physiological response to a situation. In other words, your emotional state brings a certain set of feelings that come about with a particular activity or under certain circumstances.
Following are the 10 workplace emotions
Pleasant
Anxious
Fearful
Angry
Kind
Expectant
Amused
Happy
Disgusted
Mixed
Q8:
Discuss how can you identify your stressors and emotional states and write your answer in 100-150 words
Satisfactory response
Yes
No
Emotional states are characterized by an unperceived co-occurrence of two or more different emotional feelings, eliciting an instant physiological response to a situation. In other words, your emotional state brings a certain set of feelings that come about with a particular activity or under certain circumstances.
For example, if a work colleague accuses you of saying something you didn’t actually say, it is likely that you will feel angry as a consequence yet not immediately perceive your own angry state. This rapid change in your emotional state will be evident by how you respond verbally, as well as through your facial expression and body language.
Identifying a particular emotional state can be difficult, because people have several emotions they are experiencing all the time. Every mood present in a workplace situation has a corresponding emotional state. Learning to understand your emotional states and those of your work colleagues, and how to deal with them, will help you to make better organizational decisions and form positive relationships.
Q9:
Explain the terms workplace stress and workplace stressors and provide one (1) example of each. Write your answer in 100-200 words.
Satisfactory response
Yes
No
Workplace stress refers to the adverse reactions or responses that occur when the demands of a job do not match the resources, needs or abilities of the employee. While some level of stress is expected in the workplace, unnecessary or excessive stress has the potential to hinder a person’s productivity or ability to perform in their role. For example: conflict with boss or co-worker.
Stressors are events or situations occurring in the workplace that trigger the stress response in an individual or team. Workplace stressors can cause physical, chemical or mental responses inside the body, affecting mental function and performance. For example: Lack of time.
Q10:
Explain the physical, emotional, mental and behavioural signs that someone suffering workplace stress may display. Write your answer in 100-150 words
Satisfactory response
Yes
No
Physical Signs: For example, anxiety, insomnia, fatigue, depression, high blood pressure, skin conditions, weight gain, muscle tension, nausea, stomach ulcers, irritable bowel syndrome, increased susceptibility to infections or viruses.
Emotional signs: For example, negative thoughts, disappointment in self, heightened emotional reactions, increased sensitivity, loneliness, loss of motivation, lack of self-confidence, mood swings.
Mental Signs: For example, confusion, lack of concentration, poor memory, indecision.
Behavioral signs: For example, changes in diet, increased smoking or drinking of alcohol, consumption of stress-related medication, nervous behavior, arriving late to work, taking more time off.
11:
Answer the following questions:
Identify and explain five (5) key features of emotional intelligence. Write your answer in 200-250 words
What are the different ways you can deal with negative emotions in the workplace? Give three examples and write your answer in 200-250 words.
Satisfactory response
Yes
No
Question 11a)
1. Self-awareness
Self-awareness is the ability to accurately recognise your: emotions, strengths, limitations, actions and understand how these affect others around you.
2. Self-regulation
Self-regulation allows you to wisely manage your emotions and impulses - you show or restrain certain emotions depending on what is necessary and beneficial for the situation. For example, rather than shouting at your employees when you're stressed you may decide which tasks can be delegated.
3. Empathy
To be empathetic means you are able to identify and understand others' emotions i.e. imagining yourself in someone else's position.
4. Motivation
Being self-motivated consists of: enjoying what you do, working towards achieving your goals and not being motivated by money or status.
5. Social skills
Effective social skills consist of managing relationships in a way that benefits the organisation.
11b) Here are some strategies to manage negative emotions at work
Compartmentalisation (when negative emotions from home affect your work)
Deep breathing & relaxation techniques.
The 10-second rule
Clarify
Blast your anger through exercise.
Never reply or make a decision when angry.
Know your triggers.
Q12:
Daniel Goleman (2000) reported that research conducted by the consulting firm Hay/McBer found six distinct leadership styles representing different components of emotional intelligence.
Explain these six distinct leadership styles. Write your answer in 200- 250 words.
Satisfactory response
Yes
No
The six distinct leadership style according to Daniel Goleman are:
Visionary — mobilize people toward a vision.
Works best when a clear direction or change is needed.
Most positive climate.
Coaching — develop people for the future.
Works best when helping people and building long-term strength.
Positive climate.
Affiliative — create emotional bonds and harmony.
Works best to heal rifts in teams or motivate people in stressful times.
Positive climate.
Democratic — build consensus through participation.
Works best to create consensus or get input.
Positive climate.
Pacesetting — expect excellence and self-direction.
Works best to get quick results from a highly competent team.
Negative climate.
Commanding — demand immediate compliance.
Works best in crisis or with problematic people.
Negative climate.
Q13:
Abraham Maslow (1943) developed a hierarchy of needs to understand what motivates people and meet the needs of team members.
Explain the hierarchy of needs in 150-200 words.
Satisfactory response
Yes
No
Human behaviour is generally motivated by the desire to improve quality of life.
Abraham Maslow (1943) developed a hierarchy of needs to understand what motivates people. Maslow’s theory suggests that an individual’s most basic level of needs must be met before the individual will focus motivation on the secondary or higher-level needs.
While Maslow’s hierarchy is not definitive or explanatory for every person, research has shown that individuals and teams in the workplace naturally move towards satisfying these successive needs in an effort to overcome whatever obstructs their job satisfaction.
As a manager, providing your team members with opportunities to express their thoughts and feelings is a step in the right direction towards fulfilling their fundamental needs in the workplace.
Q14:
Creating an emotion-free workplace is unrealistic. Managers are better served by learning to handle emotions appropriately, rather than trying to banish emotions from the workplace altogether.
Support the statement in 150-200 words.
Satisfactory response
Yes
No
Creating an emotion-free workplace is unrealistic. Managers are better served by learning to handle emotions appropriately, rather than trying to banish emotions from the workplace altogether.
As a manager, you must create an emotionally healthy workplace, providing opportunities for teams and individuals to express their fears, frustrations and anger, and managing their emotional responses appropriately. Self-awareness involves understanding how you feel and why, and communicating those feelings to others. Managers should use emotional intelligence to help team members recognize their own feelings and emotions and understand what is triggering a particular response.
Q15:
Answer the following questions:
A. Successful organisations implement emotional intelligence to maximise the strengths of workgroup members to achieve outcomes by taking a flexible/adaptable approach when dealing with staff. Justify this statement in 100-150 words.
Satisfactory response
Yes
No
Due to the social environment in which organizations operate, work teams are sure to have deep and significant emotional interactions in the workplace. Managers must encourage team members to act with new awareness and sensitivity towards one another. Promoting the development of emotional intelligence in your work colleagues helps them to understand and master the behaviors of success. It encourages collaborative decision-making where team members listen to one another, think things through and respond with genuine respect for one another. An emotionally intelligent workplace culture is considered a huge competitive advantage, as it reduces unproductive conflict, organizational uncertainty and delays in achieving work outcomes.
Q15:
B. We all have different emotional triggers; how will you develop an awareness of your triggers and use this awareness to allow control of emotional responses? Write your answer in 150-200 words
Satisfactory response
Yes
No
The workplace can be a stressful environment and involve many situations that may trigger strong negative feelings. It can be important for managers not only to be able to control their own feelings, but also help workers de-escalate emotional situations. This can help maintain workers’ morale, allow them to perform according to their potential, and contribute to a healthy work environment. For most stressful situations, it is helpful when a manager is able to respond in a calm, rational and positive manner. This can help lessen the intensity of workers’ emotions and encourage them to see the situation more objectively. In contrast, it can be very unhelpful when managers overreact or add their own emotions into the mix, further fueling workers’ emotions. When managers react in unhelpful ways, it can send the message to workers that the managers are incapable of remaining calm and leading the team through hard times. On the other hand, managers who can help resolve an emotionally charged problem or demonstrate empathy can give workers confidence that they are overseen by strong and competent leaders.
Q16:
What would you include in a workplace plan for identifying and responding to a range of cultural expressions of emotions? Write your answer in 50-100 words
Satisfactory response
Yes
No
Here are some examples of cultural expressions of emotion.
Nonverbal cues
Nonverbal emotional cues often have special meanings unique to an individual’s culture. Body movements such as hand-shaking or eye winking have precise, culturally defined meanings and will not be appropriate forms of communication to all individuals. Facial expressions can be both universal and culturally specific.
Group Cohesion
Cultures differ in the degree to which emotions are expressed depending on whether they facilitate or hinder group cohesion
Q17:
Answer the following questions:
What is workplace diversity? Write your answer in 30-50 words
How can you encourage a positive emotional climate in the workplace with employees from diverse backgrounds? Write your answer in 100-150 words.
Satisfactory response
Yes
No
Workplace diversity is the term used for the workplace composed of employees with varying characteristics, such as different sex, gender, race, ethnicity, sexual orientation, etc. A company with workplace diversity is the company who has employees with a wide range of characteristics and experiences.
Creating a Positive Work Environment
Clear communication. Good communication between a boss and his or her employees is essential for a positive working relationship.
Listen to everyone's ideas. Each one of your employees is with your company for a reason.
Recognize hard work.
Show your trust.
Have some fun.
Lead the way
Q18:
Explain any five (5) triggers and challenges in the workplace? Write your answer in 100-150 words.
Satisfactory response
Yes
No
The top 5 triggers of stress include:
1....