Assessment Task 1 Cover Sheet

Student Declaration
To be filled out and submitted with assessment responses

X I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).
X I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me.
X I have correctly referenced all resources and reference texts throughout these assessment tasks.
Ruth Margaret O'Leary
Student name
SCS1832
Student ID number
R. O'Leary
Student signature
1/6/2021
Date

Assessor declaration
 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.
Assessor name

Assessor signature

Date

Assessment outcome S NS DNS Resubmission Y N

Feedback

Student result response

X My performance in this assessment task has been discussed and explained to me.
X I would like to appeal this assessment decision.
R. O'Leary
Student signature

1/6/2021
Date

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.

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Assessment Task 1: Written Questions

Task summary
This is an open book test, to be completed in the classroom.
A time limit of 2 hours to answer the questions is provided.
You need to answer all of the written questions correctly.

Required
 Access to textbooks and other learning materials

Timing
Your assessor will advise you of the date and time of this assessment.

Submit
 Answers to all questions

Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the
task satisfactorily.

Re-Submission Opportunities
You will be provided feedback on your performance by your assessor. The feedback will indicate if
you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory
performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been
dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand
any part of this task or if you have any learning issues or needs that may hinder you when attempting
any part of the assessment.

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Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”,
which tell you how you should answer the question. Use the definitions below to assist you to provide
the type of response expected.
Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in detail, and identify
important points and key features. Generally, you are expected to write a response one or two
paragraphs long.

Compare – when a question asks you to compare something, you will need to show how two or more
things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you
are expected to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more
things are different, ensuring you indicate the relevance or the consequences. Generally, you are
expected to write a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important
issues or features and express some form of critical judgement. Generally, you are expected to write
a response one or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable
qualities or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should put forward arguments for
and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you
should provide a detailed response with key points and features and provide critical analysis.
Generally, you are expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why
something happened or the way it is. Generally, you are expected to write a response two or three
sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly
describe the required information. Generally, you are expected to write a response two or three
sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state
information in a list format.

Outline – when a question asks you to outline something, this means giving only the main points,
Generally, you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only
giving the main points. Generally, you are expected to write a response a few sentences long.

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Assessment Task 1 Instructions

Provide answers to all of the questions below:

1. Explain emotional intelligence and the importance of this characteristic at work.

Emotional mind, commonly known as EQ, refers to the ability of a person to comprehend emotionally,
manage emotionally and reasonably. It is crucial when it comes not just to psychology but also in the
commercial world to interpersonal communication. According to John F. Tomer (1), Psychologists
invented the word itself in the 1990s, but its use extended swiftly across other fields, like as business,
education and popular culture. Some of the reasons why emotional intelligence can be the key to
workplace success
 Passionate insights can lead to superior commerce decisions
 Sincerely shrewdly representatives are more likely to keep their cool beneath pressure
 Those with tall EQ are way better at settling conflicts
 Candidly cleverly pioneers tend to have more noteworthy empathy Representatives with tall
EQs are more likely to tune in, reflect, and react to constructive criticism
2. Explain each of the five essential principles of emotional intelligence as defined by Daniel
Goleman.
Daniel Goleman (2), an American psychologist, has devised an emotional intelligence framework with
five elements:
 Self-awareness: People with high EI comprehend their emotions and do not let themselves to
be governed by their sentiments. They realize their skills and limitations that they work in
these areas to improve their performance
 Self-regulation: Usually the capacity to control feelings and motivations. Individuals who self
control ordinarily don’t permit themselves to gotten to be as well irate or desirous, and they
don’t make incautious, careless choices. They think about the time to they act.
 Motivation: People with an EI are prepared to postpone instant results for long-term success.
They appreciate a challenge, are very productive and work for everything they undertake.
 Empathy: This is the capacity to know the wishes, desires and points of view of others around
you and comprehend them. Empathic individuals avoid being stereotyped and judged too fast,
and live their life frankly and openly
 Social skills: Individuals with solid social abilities are regularly group players. Instead of center
on their claim victory, they offer assistance others to create and sparkle.

3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and
Salovey (2004).

Emotive Intelligence Principles.

Principle 1: Emotional intelligence is a capacity of mind Just like most psychologists, we consider
intelligence the ability to do abstract reasoning: understanding meanings, grasping the similarities and
contrasts of two ideas, developing powerful generalisations and understanding when generalizations
are not suitable due to context
Principle 2: The best measure for emotional intelligence is capacity A basis for our thought is that the
intelligences are best judged by the ability to solve and the resultant patterns of accurate replies.

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Principle 3: Intelligent Problem Solving Does Not Correspond Neatly to Intelligent Behaviour. We
accept there's a significant qualification between insights and behaviour. A person’s behaviour is an
expression of that individual’s identity in each social context.
Principle 4: A Test’s Content—the Issue Understanding Zone Involved—Must Be Clearly indicated as
a Precondition for the Estimation of Human Mental Capacities Setting up the substance of the range.
To degree passionate insights well, tests must test from the fundamental subject matter; the
substance of the test must cover the range of issue- solving.
Principle 5: Substantial Tests Have Well-Defined Subject Matter That Draws Out Important Human
Mental Capacities Individuals display their thinking capacities as they fathom issues inside a given
subject zone. As such, a test’s legitimacy depends both on the substance it tests and the human
mental capacities it inspires.
4. Explain three strategies that can be used to build emotional intelligence.
There are 3 strategies that can be applied to build emotional intelligence according to Nelis (3):
 Know your stresses. Make an assessment of what worries you and be proactive in your life to
have less of it. If you know that you are send a tailspin to your work email before bed, leave it
until the morning
 Manage your adverse feelings. You are less prone to be overwhelmed if you can regulate and
lessen your negative emotions. Saying more easily than being done, right? Try it out: Do not
leap to conclusions if someone is upsetting you.
 Keep your vocabulary attentive. Concentrate on being a more strong workplace
communicator. Emotionally smart individuals prefer to use more precise language to describe
shortcomings, and then to concentrate on addressing them.

5. Explain how a manager with high emotional intelligence can assist in achieving business
objectives. Provide an example to illustrate your answer.

By becoming an emotionally intelligent leader you can motivate and inspire the people working for
you, to work better, and be more fulfilled at work. Emotional intelligence can help business owners
solve their retention and morale problems, improve information flow, getting people working better
together and driving forward business objectives. As an illlustration, Recent research by Talent Smart,
a recognized leader in the emotional intelligence field, shows that 85 percent of business people do
not feel respected and valued by their employer. This has a massive negative effect on our
organizational cultures. But do you think these bosses know their people do not feel appreciated or
valued? Not likely!

6. Explain the importance of recognising cultural differences in emotional intelligence.

Provide two examples to illustrate your answer.
Investigation into the connections between culture and emotions originates from 1872 when Darwin
stated that emotions and emotional expressions are universal. Since then, there has been a debate
among psychologists, anthropologists and sociologist on the universalité of the six fundamental
emotions (i.e. happiness, sorrow, rage, fear, disgot, and surprise). While emotion itself is universal, it
is constantly impacted by society. How emotions are experienced, expressed, perceived and
controlled depends on the social environment's cultural behaviour. It may thus be claimed that culture
is a vital framework to comprehend emotional differences for researchers. According to Wong, 2002
(4), There are more frequent shows of wrath, for example, in societies that value honor. Shame is
shown more vividly in societies that emphasize group membership. People more prone to exhibit
enthusiasm and delight in reaction to their own sucess in the United States, where self-gratification is
prioritized. In a large number of Asian countries with collective harmony of prime significance, many
individuals typically hide their own successes by expressing their delight.

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 7. Explain two ways of communicating effectively with a diverse workforce with varying
cultural expressions of emotions.

Find out how best communications get from the source culture: For example, people from some
cultures don't accept information from a manager who prefer the term to be a leader of the employee
group, a manager or a business manager. Play and stick to company guidelines. Finally, it is
preferable to guarantee the clear communication of the business' goals and objectives and place of
work is driven by business objectives rather than personal preferences, and to create the atmosphere
that individuals of all cultures and ethnic groups can engage in (5).
8. Explain two ways of using emotional intelligence to build effective workplace
relationships.
 It is crucial that we acquire and increase our capacity to communicate nonverbally. This kind
of communication is stronger than words. Emotions and messages are transmitted via our
body language, thus this ability is quite visible. Communicate well by the use of facial
expressions, gestures, contact with the eye, body movements and a solid link with our voice.
 The capacity of the partnership to employ humor and play. Good humor raises the discomfort
in a relationship and provides us the sense of release from a difficult event. Individuals can
smooth out certain discrepancies through mood and play, accepting challenges of connection
lightly.
REFERENCE LIST:
(1): John F. Tomer, 2003. "Personal Capital and Emotional Intelligence: An Increasingly Important
Intangible Source of Economic Growth," Eastern Economic Journal, Eastern Economic Association,
vol. 29(3), pages 453-470, Summer.
(2): Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of
emotional intelligence. Harvard Business Press
(3): Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional
intelligence:(How) is it possible? Personality and individual differences , 47, 36-41.
(4): Wong, C., & Law, K. (2002). The effects of leader and follower emotional intelligence on
performance and attitude: An exploratory study. The leadership quarterly , 13, 243-274.
(5): Ashkanasy, N., Hartel, C., & Daus, C. (2002). Diversity and emotion: The new frontiers in
organizational behavior research. Journal of management , 28, 307-338.

Assessment Task 1 Checklist

Student’s name:

Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No

Question 1

Question 2

Question 3

Question 4

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Student’s name:

Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No

Question 5

Question 6

Question 7

Question 8

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name

Date

Strathfield College RTO: 91223 CRICOS Provider Code: 02736K

Strathfield College RTO: 91223 CRICOS Provider Code: 02736K