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Learner Resource
BSBPEF502
Develop and Use
Emotional Intelligence
Learner Resource
Precision Group (Australia)

Level 13, 269 Wickham St, Fortitude Valley 4006
Email: info@precisiongroup.com.au
Website: www.precisiongroup.com.au
© 2020 Precision Group (Australia)
BSBPEF502 - Develop and use emotional intelligence (Release 1)
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2 Learner Resource Produced 16 July 2020
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Version Control & Document History
Date Summary of modifications Version
Version 1 final produced following assessment

16 July 2020 1.0
validation.

Learner Resource Produced 16 July 2020
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Table of Contents
ABOUT THE BUSINESS SERVICES TRAINING PACKAGE 6
ABOUT THIS UNIT OF COMPETENCY 8
CHAPTER 1: PREPARE TO DEVELOP EMOTIONAL INTELLIGENCE 9
1.1 Develop Evaluation Criteria for Assessing Emotional Strengths and Weaknesses 11
1.2 Assess Emotional Strengths and Weaknesses Against Evaluation Criteria 18
1.3 Identify and Analyse Potential Emotional Stressors in the Workplace 19
1.4 Identify Methods for Responding to Emotional Stressors 25
1.5 Seek Feedback from Others to Identify and Confirm Methods for Responding to
Emotional Stressors in the Workplace 29
Activity 1 31
Key Points: Chapter 1 33

Chapter 1 – ‘True’ or ‘False’ Quiz 34
CHAPTER 2: DEVELOP EMOTIONAL INTELLIGENCE 35
2.1 Analyse and Document Emotional Responses of Co-Workers 36

2.2 Develop a Plan for Identifying and Responding to a Range of Emotional Expressions
38
2.3 Apply Techniques that Indicate Flexibility and Adaptability in Dealing with Others in
the Workplace 42
2.4 Apply Techniques that Show Consideration for the Emotions of Others When
Making Decisions 46
2.5 Consult with Relevant Stakeholders and Identify Improvement Areas for Own
Emotional Intelligence 49
Activity 2 51


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CHAPTER 3: PROMOTE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN OTHERS 55
3.1 Identify Workplace Opportunities for Others to Express Their Thoughts and Feelings
57
3.2 Develop Tasks for Assisting Others to Understand Effect of Personal Behaviour and
Emotions on Others in the Workplace 60
3.3 Implement Identified Opportunities and Tasks in the Workplace According to
Organisational Policy and Procedures 62
Activity 3 68

SUMMARY 72
REFERENCES 74

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About the Business Services Training Package
The BSB Business Services Training Package covers a diverse range of industries and occupations.
Business Services covers a range of cross-industry functions and services supporting the commercial
activities of all industries.
Defining Qualifications
When units of competency are grouped into combinations that meet workplace roles, they are
called qualifications. These qualifications are aligned to the Australian Qualifications Framework
(AQF). Each qualification will have ’packaging rules’ which establish the number of core units,
number and source of elective units and overall requirements for delivering the qualification.
Delivery and Assessment of Qualifications

RTOs must have the qualifications (or specific units of competency) on their scope to deliver
nationally recognised training and assessment. RTOs are governed by and must comply with the
requirements established by applicable national frameworks and standards. RTOs must ensure that
training and assessment complies with the relevant standards.

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Qualification Training Pathways

A pathway is the route or course of action taken to get to a destination. A training pathway is the
learning required to attain the competencies to achieve career goals. Everyone has different needs
and goals, and therefore requires a personalised and individual training pathway.
Foundation Skills
Foundation Skills are the non-technical skills that support the individual’s participation in the
workplace, in the community and in education and training.
Australian Core Skills Framework (ACSF)

This Assessment meets the five ACSF core skills as described in the Foundation Skills mapping.

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About this Unit of Competency
BSBPEF502 - Develop and use emotional intelligence

This unit standard BSBPEF502 Develop and Use Emotional Intelligence describes the skills and
knowledge required to develop and use emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the workplace.
The unit applies to individuals who are required to identify, analyse, synthesise and act on
information from a range of sources and who deal with unpredictable problems as a part of their job
role. These individuals may be responsible for leading a team or work area.
This Learner Resource is broken up into three elements. These include:
1. Prepare to develop emotional intelligence
2. Develop emotional intelligence
3. Promote development of emotional intelligence in others
At the end of this training, you will be asked to complete an assessment pack for this unit of
competency. You will need to access a supervisor, a manager, or your assessor who can observe you
perform project or workplace tasks and verify your competency or performance.
On competent completion of the assessment, you must have demonstrated skills and knowledge
required to develop and use emotional intelligence.

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Chapter 1: Prepare to Develop Emotional Intelligence
Emotional intelligence is the ability to evaluate and manage one’s emotions, as well as the emotions
of other people. This chapter will give you an overview of how you can develop criteria for
evaluating emotional intelligence, which will help you identify emotional strengths and weaknesses.
Evaluating emotional intelligence can also help you identify stressors in the workplace. This chapter
also covers methods for managing stressors by means of self-evaluation and feedback from co-
workers.
Peter Salovey and John D. Mayer (1990) defined emotional intelligence as a type of social
intelligence that allows people to monitor and regulate their emotions, as well as use it to guide
their thoughts and actions.
Intellectual intelligence is not enough to be successful in life. Many academically brilliant people can
also be socially inept, which can negatively impact both their professional and personal
relationships. Intellectual intelligence can help you get into university, but emotional intelligence will
help you manage the stress of dealing with exams.

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Emotional intelligence affects the following:

1. Work performance
Emotional intelligence can help you navigate social relationships in the workplace, lead and
motivate others, and work toward excellence in your career. Many companies now value it
just as much as technical ability, requiring applicants to undergo emotional intelligence
testing before hiring. If you are able to bring your emotions into balance at will, you will be
able to act more rationally even in stressful work situations.
2. Physical health
Being unable to manage stress levels can negatively impact health. When uncontrolled,
stress raises blood pressure, suppresses the immune system and increases the risk of heart
attacks and strokes.
3. Mental health
Uncontrolled stress can also leave you vulnerable to anxiety and depression. If emotions are
not understood and managed, mood swings and an inability to form relationships can result,
leading to feelings of loneliness and isolation.
Memories are also strongly linked to emotions. Learning to retain healthy connections with
the emotional portion of your brain will significantly expand your range of choices when
reacting to different stimuli. Additionally, emotional memory factors greatly in your
decision-making process. Honing your emotional intelligence will help prevent you from
repeating decisions that had negative emotional reactions.
4. Relationships
If emotions are understood and regulated, there is an increased ability to express your
feelings and to understand how others are feeling. This allows for more effective
communication and stronger relationships.
While some claim that emotional intelligence is an innate characteristic, it is possible to develop it
further to be more successful and feel more fulfilled, both in your workplace and in your personal
life. Emotional intelligence generally includes three key skills:
1. Emotional Awareness
The ability to identify emotions in yourself or in others.
2. Ability to Harness Emotions
The ability to utilise your emotions during tasks, such as thinking and problem-solving.
3. Ability to Manage Emotions
The ability to regulate emotions, such as cheering up another person or calming yourself
down.

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1.1 Develop Evaluation Criteria for Assessing Emotional Strengths and Weaknesses
1.1.1 Principles of Emotional Intelligence
Daniel Goleman, a psychologist who contributed to the rise of the concept of emotional
intelligence, proposed these five key principles of emotional intelligence in the workplace, which
are self-awareness, self-management, motivation, empathy and social skills (1998).
These principles provide more detail than the three key skills previously mentioned and can be
summarised into four categories:
1. Self-Awareness
This is the ability to know your own emotions, strengths, weaknesses, and goals, as well
as how they impact your actions and other people. It is characterised by having self-
confidence and a realistic assessment of oneself. There are three stages of self-
awareness:
Emotional self-
Recognising emotions and their impact on your life
awareness
Accurate self-
Accurately identifying your own strengths and weaknesses
assessment
Self-confidence Knowing your self-worth and capabilities
Being able to accurately identify your emotions and abilities helps you figure out which
areas you need to improve on. This principle is also the foundation for other principles,
as you cannot properly manage and harness your emotions if you do not know them in
the first place. Self-awareness can be applied in the workplace by analysing emotional
stressors and the reason behind those stressors, as well as actively asking for feedback
about your own behaviour.
2. Self-Management
This involves taking what you know about your own emotions and finding ways to apply
integrity and flexibility in decision-making by keeping disruptive emotions in check. A
huge part of managing yourself involves holding yourself accountable and committing to
improving yourself.
You can practise self-management in the workplace by remaining calm during stressful
situations and adapting your response to others’ emotional expressions. The ability to
keep your emotions in check while resolving issues will show that you are able to
respond effectively and rationally to any situation. Showing control under stress will
allow others to approach you more easily and create a more open relationship between
workgroup members.

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3. Social Awareness
Being socially aware refers to the ability to accurately identify others’ emotions. It
involves being conscious of what other people are feeling at any given time based on
their behaviours and being able to respond in appropriate ways to different situations.
This means adjusting the way you interact with others in the workplace, depending on
the situation and their emotions.
Empathy plays a key role in social awareness. Empathy deals with processing and
understanding others’ reactions, emotions and motivations from their perspective. This
is a valuable skill to become an effective leader, as it involves putting yourself in
someone else’s shoes and feel what they are experiencing so that you can respond
appropriately.
There are three kinds of empathy:
The ability to know how another person feels and what

Cognitive empathy
they may be thinking
Also called 'emotional contagion', this is the ability to

Emotional
attune to another person's emotional processes and
empathy
respond appropriately
Compassionate The ability to feel and understand another person's pain

empathy and respond to it
The ability to relate to other people from their perspective helps establish respect and
understanding between workgroup members. Empathy can be demonstrated in the
workplace by actively asking co-workers about their opinions and offering them
guidance and support whenever they need it.
4. Relationship Management
Relationship management involves connecting with others. Before managing your
relationship with someone, you must know what outcome you want to get out of it. It is
important to note that this skill considers not just what you want to happen in the
relationship, but also the other person’s needs. This can be applied in the workplace
through teamwork and mediation of conflicts.
Goleman’s principles of motivation and social skills can be categorised here. Motivation
involves assessing your position and goals and understanding why you want to reach
them. It involves the ability to find the good in each situation, especially failures, and
learning to move forward. Being able to motivate yourself and others effectively can
increase productivity and efficiency in the workplace.
Social skills, on the other hand, is the culmination of the previous principles. It uses
emotional intelligence in action by negotiating your own motivations with others’ and
coming to a compromise. This includes being persuasive, finding common ground and
resolving conflicts in the workplace effectively.

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1.1.2 Existing Evaluation Criteria

Knowing whether you have a high or low level of emotional intelligence is a difficult task. There
are areas of the self that remain unanalysed and this can cause harm or potential not being met.
To assist people in understanding more about themselves, numerous tests and studies have
been developed and conducted to quantify and evaluate emotional intelligence. Though not
wholly accurate, these tests can give you a starting point into understanding where you stand
and where you want to go regarding your own emotional intelligence.
The following is a list of some tests that measure emotional intelligence:
 Bar-On Model of Emotional-Social Intelligence (ESI)
This model was developed by Reuven Bar-On (2006) and is designed to evaluate a
person’s ability to manage personal, social and environmental change. The model
evaluates their self-awareness, empathy, self-management and motivation, as well as
their ability to adapt to solve problems related to their emotions.
 Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
This test was developed by Mayer, Salovey, and Caruso (2002) and it measures how well
a person is able to perceive, understand, manage and use emotions. These are
measured by having the person solve tasks related to each ability.
 Genos Emotional Intelligence Inventory
This is a workplace tool developed by Palmer, Stough, Harmer, and Gignac (2009),
usually used by Human Resources to evaluate potential employees. Unlike other tests,
this does not evaluate emotional intelligence directly. Instead, it measures 70 workplace
behaviours that effectively demonstrate emotional intelligence in the workplace. The
inventory attempts to assess the awareness of self and others, authenticity, emotional
reasoning and self-management.
These tests all measure the principles of emotional intelligence, giving test-takers an overview of
principles they are proficient in and principles they need to improve on.
1.1.3 Developing Evaluation Criteria

Although there are many existing evaluation criteria for you to use, it may be helpful for you to
develop your own. This allows you to contextualise it according to your job role or your
workplace and focus on certain aspects of emotional intelligence that you feel are more
important to your work. Some existing evaluation criteria may be very general or do not
emphasise the specific skills that your workplace needs; therefore, it may be more useful to
develop your own.

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Testing yourself on each of the principles will let you know what your emotional strengths and
weaknesses are, and how these can be applied in your workplace. Your strengths and
weaknesses will be based on the principles previously discussed. For example, questions about
the relationship management principle will help you identify how well you empathise with your
co-workers or if you lack the ability to motivate them effectively. Additionally, questions about
your self-management may let you know that your strengths lie in being able to calm yourself
down when you are angry.
The types of tests that are suitable for measuring emotional intelligence are the following:
 Yes or No
This type of test only has two answer options, either yes or no. An example is shown
below:
Do you manage your stress level in the workplace effectively?
a. Yes
b. No
Although this type of test is simple and straightforward, its binary nature can limit
responses. The responses may also not be applicable at all to the persons taking the test,
in which case you should opt to use the other types of tests listed.
 Scale
This type of test gives a statement and you must rate yourself based on the statement
on a provided scale. The answers are usually on a five-point scale and they list how
applicable the statement is to you, from 1 being least likely and 5 being most likely. An
example of a statement in this form is shown below:
I am a happy person.
1 - Strong disagree
2 - Somewhat disagree
3 - Neutral
4 - Somewhat agree
5 - Strongly agree

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The statement may also ask about the frequency of your actions. Another example is:
I smile at co-workers who I am not close to.
1 - Never
2 - Rarely
3 - Sometimes
4 - Frequently
5 - Always
 Freeform Response
This type of test allows for any type of response. This is best when giving a scenario,
where the response can be any action possible to do in real life. For example:
One of your teammates’ performance at work is not up to standards. How do you

address this issue?
Since this type of test allows freedom of response, scoring the test itself may be difficult.
In order to create a test like this, you should list down all possible correct responses.
When scoring the test, refer to your answer key, but allow room for variations. This test
can help you analyse emotional intelligence in-depth, as the answers to different
scenarios often reveal what the test-taker’s process of thinking of a response is.
The next thing to consider are the specific skills you want to evaluate. A good foundation to start
with is the three skills required for emotional intelligence: being aware of emotions, harnessing
emotions, and managing emotions. If you want your criteria to be more specific, you can also
base your questions or statements off Goleman’s principles of emotional intelligence in the
workplace.
To start developing your own evaluating criteria, list down the principles you want to include. It
is generally a good idea to cover all principles, but if you feel that your workplace or job task
does not really require a certain principle, you can opt to focus more on the others.
Contextualise these principles according to your job role or workplace. You can also use
situations that commonly arise within your organisation as examples. Next, write down
questions or statements that correspond to those principles.

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A sample questionnaire with four statements per principle is provided below. Responses to it are
on a five-point scale, with 1 being least like the test-taker, and 5 being most like the test-taker.
The statements are general, but you can reword them to be more specific and fit the context of
your workplace:
Self-Awareness
I know what situations can cause me stress.
I know why I react to things the way I do.
I set goals for myself that I know I can achieve.
I know when I feel upset.
Self-Management
I encourage myself to do my best at work.
I set realistic goals for myself.
I analyse the situation before reacting.
I can calm myself down quickly when I’m angry.
Social Awareness
I understand what others are feeling based on their facial expressions.
I can pick up on changes in others’ voices while they are speaking.
I understand others’ body language.
I know when others feel upset.
Relationship Management
I know what my co-workers’ strengths and weaknesses are.
I am able to motivate my co-workers to do their work efficiently.
I can calm people down quickly.
I know how to find common ground with others.

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In the sample questionnaire, all the questions are worded positively, such that answering with a
high number means that you have a good grasp of the emotional intelligence skill being asked
about. For this test, the higher the score, the more developed one’s emotional intelligence is.
You may also word some questions negatively, such that answering with a high number means
that the emotional intelligence skill is not fully understood by the test-taker. An example of a
negatively worded question is “I often lose my temper.” Remember to note down which
questions are worded negatively in your answer key.
An emotional intelligence test could also be used to measure job satisfaction. A person who
scores highly on emotional intelligence is more likely to be satisfied with their job and those who
perform the best are in positions that require them to use their emotional intelligence
frequently. Meanwhile, people with a high level of emotional intelligence but are in a job that
does not require them to utilise it are reported to perform more poorly and are less committed
to their job.
A good test that measures emotional intelligence would be more rigorous, having more
questions or statements than the example above. The questions should also be specific to your
workplace and the industry it belongs to. For example, an emotional intelligence test for
someone who works in sales would have questions that focus more on dealing with customers.
Meanwhile, an emotional intelligence test for a manager or team leader would have more
questions related to motivating and encouraging co-workers effectively.
To summarise, the following steps are how to develop your own evaluation criteria for
measuring emotional intelligence:
1. Decide on the type of test, whether the responses will be in yes-or-no form, scale rating
or freeform.
2. List which emotional intelligence skills and characteristics are the most essential for your
job role, workplace or industry.
3. Write the questions for each category in the skills or principles of emotional intelligence.
4. Make sure the questions are specific to the industry and type of workplace you work in.
5. You may opt to rearrange the order of the questions so that the test-taker does not
know which specific skill of theirs is being tested. Make sure you keep an answer key
that indicates the skills that the questions correspond to.

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1.2 Assess Emotional Strengths and Weaknesses Against Evaluation Criteria
Now, look at how you scored and compare the items that you felt were most like you and the ones
that were least like you. The way you answered these questions could provide clues to learning your
strengths and weaknesses.
1. Were your strengths in reading your own emotions, or in reading other people’s emotions?
2. Do you find it difficult to regulate your own emotions?

3. Is it difficult for you to motivate yourself and others to perform your/their best?
4. Do you find it difficult to figure out how others are feeling?
5. Are you able to connect and interact positively with others?
Identifying your strengths and weaknesses will allow you to function in a work environment that
plays to your strengths and helps you achieve your goals. If your result shows that managing your
emotions is the category with the lowest score, you can focus your effort into improving that skill.
You may practise self-regulation by stopping before you act and asking yourself how and why you
feel this way. It may help you gain insight into which emotions are driving your behaviour.
Remember that your level of emotional intelligence is not fixed. You can always continue to improve
it. Adjusting the way you interact with other people is a sign of effective leadership. Great leaders
are the ones who show transformative qualities. Transformative leadership inspires valuable change,
and it can enhance morale, motivation, and performance of followers.

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1.3 Identify and Analyse Potential Emotional Stressors in the Workplace
It is important to identify emotional stressors in the workplace. These are what trigger your stress
and other negative emotions such as anger and sadness. If stress is becoming a problem for you and
your team members, you may need to take action to reduce this. Too much stress reduces
emotional intelligence, which negatively impacts your leadership capabilities.
A certain amount of stress is normal, but the main culprits of severe work-related stress are the
following:
1. Deadlines
2. Interpersonal conflicts
3. Staff management
4. Dealing with too many issues and problems
Not everything in the workplace can be controlled, but that does not mean there is nothing you can
do. It is about finding ways to manage workplace stress, not about making huge changes or
rethinking your ambitions. The only thing you can have constant control over is yourself, so focus on
that.

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Some symptoms, both physical and psychological, of chronic stress are:
Depression Anxiety Irritability Feeling unmotivated
Compulsive Lack of sleep or too Unintentional gain or

behaviour much sleep loss of weight
Even if a job has become increasingly stressful, you can retain a large measure of self-control and
self-confidence by understanding and practising emotional intelligence. When it comes to work
satisfaction and success, it matters just as much as intellectual ability. Emotional intelligence is about
communicating with others effectively, overcoming differences and defusing tension and stress.
1.3.1 Identifying Emotions

The first step to identifying emotional stressors is to be aware of what emotions you feel.
However, feelings are complex, and it is difficult to identify them. You may have been taught to
ignore and override your feelings as most people have. Sometimes, even if you can identify
them, it may become hard to express them appropriately. For example, feeling mild annoyance
may be expressed as intense anger. It is important to identify your feelings to be able to express
them properly.
Before you learn to identify them, it is important to understand the following about your
feelings:
1. Feelings can result in physical reactions
During moments of emotional stress, you can experience bodily reactions such as
increased heart rate, perspiration and trembling. This is because feelings are mediated
by a part of the brain called the limbic system and the autonomic nervous system, which
cause involuntary reactions.
2. Feelings are influenced by thoughts
How you interpret a situation can result in various feelings. If you perceive a person as
selfish and unreasonable, you may feel anger towards them. If you are jealous of
someone, you will be inclined to react accordingly towards them whenever you interact.
3. Feelings can be simple and complex
Simple feelings could be anger, sadness, fear, love, excitement, or joy. Complex feelings
may be a combination of basic emotions and last longer compared to simple feelings.
For example, fear is a basic emotion, while free-floating anxiety is a complex emotion.

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4. Feelings give you energy

If you acknowledge your feelings and express them appropriately, you will feel more
energetic. When you remain unaware of them, you may feel numb and tired.
5. Multiple feelings can arise at once
For example, you may feel anger and fear together in response to a threat. It is also
possible to feel both a negative and positive emotion at the same time.
6. Feelings are contagious
If you spend much of your time with a person who is depressed, you may start to feel
sad, too. Similarly, you may feel happy around a person who is excited. Interacting with
optimistic people can encourage you to feel positive emotions.
7. Feelings are never right or wrong
Emotions simply exist. The perception and judgment can be right or wrong, but feelings
are simply there. All people experience both positive and negative emotions.
8. Feelings tend to be suppressed
Suppression can be conscious or unconscious. You can ignore and withhold your
emotions, but they still exist. You may experience a vague sense of unhappiness, but you
may find it difficult to pinpoint what is making you unhappy.
As discussed, suppressed emotions manifest themselves through bodily sensations. It is
important to tune into your body to identify what you feel. A process called ‘experiential
focusing’ was developed by Eugene Gendlin (2007). This process allows you to give a concrete
form to your emotions, which makes it easier to identify them. The following are the steps for
tuning into your body:
1. Physically relax for five to ten minutes to slow down your mind.
2. Ask yourself, "What am I feeling right now?"
3. Tune into the place in your body where you feel emotional sensations. This is your inner
place of feelings.
4. Wait and pay attention to whatever you can sense, without anaysing or judging.
5. After observing the feeling, identify what the feeling is.

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1.3.2 Identifying Emotional Stressors

Controlling your emotions means you can recognise them and can develop strategies to act on
them when appropriate. The following steps may help you with the process of identifying and
analysing emotional stressors in the workplace:
1. Understand What Causes Your Emotions
Human emotions fall into basic categories, such as joy, fear, surprise, sadness, disgust
and anger. More complex emotions are combinations of these basic ones. Jealousy, for
example, is a complex emotion in reaction to fear. This fear may be caused by things in
your personal life. You may feel that you are not ‘as good’ as someone else, or fear being
abandoned because you are not ‘perfect.’
If you can learn to recognise what kinds of situations cause which emotions, you will be
able to tell the difference between anger and fear. Remember that sometimes multiple
emotions can show up at the same time and the person who is experiencing the
emotions may not be able to distinguish between the two.
2. Recognise that Emotions are Not Random
Emotions often occur on a subconscious level. By learning to recognise your emotions
and bringing them to a conscious level, you will be more able to control them.
Repressing emotions does not make them disappear on their own. If you can recognise
the emotion the moment you feel it instead of letting it build up and intensify, you will
know that you are gaining control.
Another crucial thing to do is to accept responsibility for your emotions. Do not blame
other people for them. Taking full responsibility will help you control your emotions
better.
3. Be Aware of What You Thought or Experienced When the Emotion Began
Regularly during the day, ask yourself how you are feeling. Keep a journal, if you can.
Even if you only use it at the end of the day, write down your thoughts, feelings and
situations that cause a particular emotion in you. Stop and analyse what you were
thinking about. Focus until you find what thought was causing that emotion. This way,
you can pinpoint the trigger that made you feel that way instead of letting its origin slip
away.
Documenting your emotions also helps in determining just how much of a trigger you
can tolerate. Understanding these things will help in facilitating your emotions when
faced with overwhelming situations.

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If you are unsure of how to start writing in your journal, you can use the following
guidelines:
occur?
situation
where did the
When and
happened?
What
Identify
you have?
thoughts did
What
behave?
How did you
Reflect
the outcome?
have changed
think could
What do you
unexpected?
expected or
outcome
Was the
Theorise
the future?
situations in
similar
change
can you do to
What actions
outcome?
change the
can do now to
anything you
Is there
Conceptualise
You may already know what triggers certain emotions in you but analysing it further by using the
steps outlined above may help you discover the hidden roots of your stress. For example, an
employee may have made a joke while talking to their manager, but the manager did not laugh.
The employee interpreted the lack of reaction as the manager being angry at them and jumped
to the conclusion that they did not do a good job that day. This can spiral to feelings of sadness
and inadequacy, all in just a short amount of time without the person even being aware of it. If
they took the time to analyse their feelings in that situation, they would have realised that the
manager’s lack of reaction was not an expression of anger toward them.

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There is nothing wrong with negative feelings and thoughts, as you cannot control them all the
time. These are natural, as long as you do not let them consume you with worry. Like the
example above, there may have been times that you assumed something was about you. You
may have misinterpreted something and felt anger or sadness. Feeling those emotions at the
moment is fine, as long as you take the time later to calm down and analyse your emotional
state.
You should also note what kind of relationship you have with your emotions.
1. Do you experience feelings that change smoothly, encountering one emotion after
another as your experiences change?
2. Are your emotions accompanied by physical sensations, in places such as your stomach
or chest?
3. Do you experience discrete feelings, such as anger, sadness, fear, and joy, each of which
is evident even in subtle facial expressions?
4. Can you experience feelings strong enough to capture others’ attention?
5. Do you factor your emotions into your decision-making?
If any of these experiences are unfamiliar, then you may have learned to suppress or disregard
the emotions you are feeling. Many people are disconnected from their emotions, especially the
strong core emotions such as anger, fear, sadness and joy. This may be the result of experiences
that taught them to shut their feelings off. But although emotions can be distorted, denied, or
ignored, they cannot be eliminated. They are still there, whether the person is aware of them or
not.
In order to be emotionally healthy and intelligent, you must rediscover and reconnect with your
emotions, accept them and become comfortable with them. Do not let your past emotions and
the situations that triggered them distract you from your goal. Learn to recognise and anticipate
what triggers your emotions.

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1.4 Identify Methods for Responding to Emotional Stressors

Once you have acknowledged what situations trigger certain emotional states in you, it is time to
address how to respond to them. A few methods that you can try are the following:
1. Make Choices
It is important to make sure you make a conscious choice and not simply react to a situation
with pure emotion. Here are some good things to remember before acting:
Who do you want to be? What are your morals? What do

Principles you want from this exchange? Ultimately, what is the
decision that you would not look back on with regret?
Which response is the one that will result in the outcome

you desire? For example, if you get into a fight and you want
Logic to take the pacifist route, you can just walk away. But there
is a good chance that they will be insulted, so it might be
better to apologise and calm them down.
2. Change Your Outlook

In order to experience fewer negative emotions, you must change the way you see the
world. It takes time and effort, but it means learning how to let go of some things and find
good things in everyday life.
You may find that changing your outlook also changes your emotions. Being optimistic is
important. Instead of letting emotions take over because you pessimistically expect them to,
try to evaluate the world around you and find a learning experience in the things that
happen. Keep your perspective open and allow yourself to grow with each event.
Acknowledge that there are certain things you cannot change, but do not allow them to
anger and frustrate you. What you can change is your reaction.
3. Discard Upsetting Thoughts and Negative Emotions
There are many ideas that can upset people repeatedly. Though they are made up, many
people pressure themselves to conform to these thoughts. Here are some common notions
about the self that are wrong:
 “I must be perfect in order to be worthwhile.”
Nobody is perfect. If you believe you must be perfect in every situation, you will only
cause yourself stress.
 “I must be loved and approved by everyone.”
There will always be one or two people who will not really like you, and that is fine.
You are not required to be liked by everyone and the sooner you learn this, the
easier it will be to discard feelings of inadequacy and disappointment.

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 “I hate it when I am frustrated, treated badly, or rejected.”

Small doses of frustration can be healthy for you. It improves patience and resilience
to adversity. It is all about taking things into perspective and building resistance to
letting your emotions control your every action.
 “I hate it when things do not work out the way I want them to.”
The only thing you can control without compromise is yourself. The rest is beyond
you. Learn to adapt and accept that there are things that will not go as you planned.
4. Eliminate Many Negative Core Beliefs About Yourself
Some people do not think of themselves highly enough. Their self-esteem is almost non-
existent and many of their emotions result from not being able to love themselves
adequately. Some common negative core beliefs are:
 “Misery comes from outside forces, which I cannot influence.”
You cannot control the things that happen around you, but you can change how you
perceive them. You are the only one who can choose to change your own situation.
 “It is easier to avoid difficulties and responsibilities than to face them.”
Even painful experiences can serve as a basis for learning and future growth once
you get through them. It is childish to go through life thinking that difficulties can be
avoided.
 “Because I had no control over my life before, I have no control over my present and
future.”
Change is the only constant thing. People do not stay the same as time passes.
Situations change, people learn and growth happens. Learning to let go of the past
can help you improve your life.
 “I could be happy if I did nothing and enjoyed myself.”
An unmotivated life is a life left unrealised. Setting new goals, new objectives, and
striving for your ambitions help give more meaning and purpose to life. While you
can, it is better to explore and actively search for your goals and purpose.
5. Discard Negative Ideas that Come from Feeling Inadequate
Inadequacy comes from low self-esteem, the idea that you are not good enough. Banishing
inadequacy from your thoughts can help you accomplish more things. Some habits that form
from feelings of inadequacy are:
 All-or-Nothing Thinking
This type of thinking assumes that everything is either good or bad. There is no in-
between.

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 Disqualifying the Positive

You may feel that positive statements are untrue, while negative comments are
things you “knew all along.”
 Personalisation
You falsely believe that you are always at the root of bad situations.
 Mind Reading
You immediately assume that you know what other people think of you. Instead of
asking and clarifying their thoughts, you assume the worst.
6. Discard Negative Ideas that Come from Fear
People can be afraid of a lot of things, but you should not let fear rule over your decision-
making. Rationalise things and understand the root of your fear and find a way to face it
rather than cower from it. Some common thoughts that stem from fear are:
 Over-Generalisation
A single negative event turns into a pattern of defeat. A failed job application
becomes two, and suddenly you may believe that you are incompetent. You
generalise not because of a pattern, but because you fear the pattern.
 Labelling and Mislabelling
This is an extreme form of over-generalisation. When you make a mistake, you
instantly label yourself as a “loser.” Mislabelling involves describing a situation with
words that are emotionally charged, and often extreme or irrational.
 The Fortune Teller Error
You already believe that things are going to turn out badly. You have no evidence of
this, but you are convinced anyway.
 Jumping to Conclusions
You immediately jump to the worst conclusion without even facing the facts. You
think that preparing for the worst is better than hoping for the best because you are
afraid, not hopeful.
7. Avoid Negative Ideas from Other Complex Emotions
Do not give in to defeatist emotional responses. Realise that you are more than what you
think of yourself. Focus on interpreting your worth positively if you catch yourself thinking
the following thoughts:
 Magnification or Minimisation
Magnification, also known as catastrophising, is the exaggeration of the importance
of insignificant events. Meanwhile, minimisation is lessening the importance of
something significant. These two blow up a person’s problems. This cognitive
distortion is often found in people who experience panic attacks frequently.

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 Emotional Reasoning
You assume that your negative emotions reflect how things really are, “I feel it,
therefore, it must be true.” You put your emotional weight on situations so that you
can regain some sort of control.
 Should Statements
You beat yourself up as a way to become motivated to do something. You ‘should’
do this, you ‘must’ do that, you ‘ought’ to. This type of thinking only brings you
undue stress instead of motivating you. And when you direct ‘should’ statements
toward others, you feel anger, frustration, and resentment.
8. Seek More Positive Experiences
Some experiences, like listening to a specific song or eating certain foods, can trigger good
emotions. The more pleasant memories you recall, the easier it is to realign yourself to that
mood. It is far easier to get out of an angry or sad emotional state when you know what a
happy state feels like.
The way you cope with the stress can come in different forms. This can be facing the cause of the
stress directly to solve the issue immediately. For example, if a deadline is causing you stress, your
strategy may be to finish it as soon as possible so you can stop worrying about it.
You can also choose to take a step back from the cause of the stress. If you feel too overwhelmed, it
is best to take time to calm yourself down before you face it again. Try to do any activity that relaxes
you but note that this is only to take your mind off the issue temporarily. Actively avoiding the
problem will only cause your stress to accumulate and will not solve anything. As soon as you feel
ready, approach the cause of your stress with a refreshed mind.
No matter what method you choose to address your emotional stressors with, it is important to
continue acknowledging the emotion. Just because you are not reacting to it does not mean that the
emotion does not exist. Controlling your emotions is essential, but you must learn not to suppress
them. Suppressing your emotions can cause not only emotional symptoms but physical disorders as
well.
Controlling your emotions is built by reducing stress, remaining focused, and staying connected to
yourself and others. It involves expressing emotions, even the negative ones, in a healthy manner.
Being able to connect to your emotions by having a constant awareness of them and how they
influence your thoughts and actions is key to understanding yourself and remaining calm in tense
situations.

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1.5 Seek Feedback from Others to Identify and Confirm Methods for Responding to
Emotional Stressors in the Workplace
If you feel stressed at work, chances are, your co-workers feel the same way. Managing stress in the
workplace goes beyond individual methods and strategies. As an organisational issue, emotional
stressors should be dealt with collectively. When the organisation openly recognises work-related
stress, it de-stigmatises this and allows the members to feel more comfortable sharing their
emotions. This helps in the development of everyone’s emotional intelligence.
Sharing the emotional stressors you have identified can allow you to compare them with your co-
workers, allowing you to check if they have encountered these as well. They can then give you
feedback if the methods you use to handle your stress are effective and share their own methods
with you. There may also be resources within the organisation that you can use to address your
emotional stressors. You can ask if these are available so you can utilise them.
There may also be situations that trigger your co-workers that you are unaware of. Knowing this
information will help you foster an emotionally safe and healthy working environment for everyone.
It is also important to remember that you should respect others’ boundaries if they choose not to
share their emotions. If you try to bring up the topic and the person you are speaking to does not
feel comfortable sharing, do not insist.

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Addressing stress in casual situations can help, but if the emotional stressors in the workplace
cannot be prevented or managed by the members, they need to be addressed formally. You may opt
to hold a meeting to compile all the members’ concerns into a list and think of methods that the
organisation can implement to address the concerns. However, meeting and discussing this as a
group may feel uncomfortable for some. You can also opt to have relevant personnel, such as the
office therapist or the human resources department, conduct one-on-one interviews in a safe
environment.
Based on feedback from others, review or reflect on your emotional stressors and the methods you
use to handle them. Reflecting is closely linked to learning from experience, in which you think about
what you did and what happened and decide what to do differently next time. The difference
between ‘thinking’ and ‘reflective practice’ is that reflective practice requires conscious effort to
think about events and develop insights into them.
Reflective practice is an active, action-based, and ethical set of skills, situated in real time and
dealing with complex situations. To develop the critical thinking necessary for reflective practice, it is
helpful to follow these steps:
Read
Learn about the behaviours that you want to develop and improve.
Ask
Ask others about the things they do and why they do them in that manner. Ask for
feedback about what you are doing.
Watch
Observe what is happening around you and how you react.
Feel
Pay attention to your emotions and why you feel that way.
Talk
Share your views and experiences with people who can offer support.
Think
Learn to value the time spent thinking about your behaviours.
Thinking is only a small part of the process. You must learn to develop an understanding of the
theory and others’ practice, too. As much as possible, explore ideas with other people. Reflective
practice does not have to be done alone; it can be a shared activity.
Reflective practice can improve your self-awareness, as well as help you develop creative thinking
skills and encourage you to engage actively in your work. In work situations, regularly reflecting will
support more meaningful discussions about the development of your professional life. Although it
will take time to apply the technique and adjust it to suit your needs, it will ultimately save you time
and energy in the long run.
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Activity 1
On pieces of paper, write down situations that make you feel stressed. Everyone’s
papers will be collected in a box. Papers will be chosen randomly and read out loud. If
you find a certain situation stressful, raise your hand.
Situations that cause me stress Situations that do not cause me stress


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Notes


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Key Points: Chapter 1

 The three key skills of emotional intelligence are emotional awareness,
harnessing emotions and managing emotions.
 The four principles of emotional intelligence in the workplace are self-awareness,
self-management, social awareness and relationship management.
 Evaluation criteria for measuring emotional intelligence can vary in format but
should be specific to your job role, workplace or industry.
 Acknowledging and understanding the causes of emotional stressors in the
workplace is the first step to solving them.
 Documenting your emotions can help you trace their actual causes.
 Using feedback from others can help you improve your methods of dealing with
emotional stressors.

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Chapter 1 – ‘True’ or ‘False’ Quiz

Tick ‘True’ if the statement is correct, and ‘False’ if not. True False
Everyone needs to be aware of their emotions and what causes

them.
Emotional intelligence is an inborn characteristic that cannot be

changed.
Having greater emotional intelligence can help in both work and

personal life.
It is important to persist in making others tell us their emotions in

order to figure out the best way to address their issues.
Emotional intelligence in the workplace is just as important as

technical skills.
Self-management is the ability to know your own emotions and their

effects on others.
Intense emotions can cause bodily reactions like increased heart

rate.
Keeping a journal can help with documenting emotional stressors.
Negative emotions should not be expressed at all.
Emotional stressors in the workplace may require organisational

intervention.
Encountering stress during work is natural and mostly unavoidable.

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Chapter 2: Develop Emotional Intelligence
After learning what the key skills and principles of emotional intelligence are, you need to further
analyse your own emotional intelligence in order to develop a plan to improve it. Practising
emotional intelligence actively helps facilitate its faster development while allowing you to improve
your interpersonal relationships at the same time.
Applying your emotional intelligence skills and techniques in the workplace maximises the
capabilities of communication channels, fosters better overall relationship management and
improves morale for the team. Properly utilising this will help you interact more positively with your
team and reach your organisation’s goals.
As discussed in the previous chapter, the three key skills that make the foundation of Goleman’s
framework are emotional awareness, the ability to harness emotion and the ability to manage
emotions. These skills apply to your own emotions and to other people’s emotions.

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2.1 Analyse and Document Emotional Responses of Co-Workers
Understanding the mental state of your co-workers is a crucial skill that enables appropriate and
useful emotional expressions in any situation. Through experience, everyone has learned that when
engaging in face-to-face communication, social information is conveyed by emotional expressions.
Emotional states are the specific emotions that a person feels at any given moment and these can be
conveyed through emotional responses and expressions.
Emotional responses are physical cues that happen automatically as a result of you feeling emotions.
These are usually subtle and cannot be controlled. Meanwhile, emotional expressions are how you
express the emotions in general. These can be obvious or subtle and verbal or nonverbal. Emotional
expression also includes a lack of expression as a result of suppressing your emotions.

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Nonverbal indicators of emotion include apparent behaviours such as facial expression, eye contact
and tone of voice. Other less obvious messages include posture and physical distance between
people. Understanding these kinds of responses and expressions is important for social interaction
because of the need to modify your own behaviour in response. The ability to effectively process
emotions helps in the success of personal and workplace situations. Additionally, those who can
understand responses and expressions can better develop superior social skills and form more
positive relationships.
Empathy is defined as understanding and relating to another person’s feelings. Sympathy, on the
other hand, is defined as feelings of pity for someone else’s misfortune. Empathy is an essential part
of social awareness and it is what you should aim to achieve. It is widely regarded as a crucial
attribute of leaders, as empathy in teams helps in achieving higher work satisfaction, enablement
and improvement in team outcomes. Empathy involves the ability to:
Understand another person's situation, perspective and feelings
Communicate that understanding and check its accuracy
Act on that understanding with the other person in a helpful and useful way
Develop your empathy by being more observant of others’ emotional responses and expressions.
When communicating with your co-workers, take notice not only what words they say but their tone
of voice, how fast they speak, their posture, how far they are standing from you and the subtle
changes in their facial expressions. Detecting their emotional expressions and choosing the
appropriate way to respond can improve your empathy and strengthen your professional
relationships.
A few examples of emotional responses you can look out for in others are listed in the table below:
Emotional Response Emotional State
Jaw droop Surprise
Fist Anger
Throat-clearing Uncertainty
Pout Unhappiness
Frown Displeasure
Face flushing Embarrassment
Eyebrow raise Surprise
Laugh Pleasure

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2.2 Develop a Plan for Identifying and Responding to a Range of Emotional Expressions
The key skills of emotional intelligence can be learned by anyone. However, there is a difference
between learning about emotional intelligence and applying that knowledge in real life. To
effectively change behaviour in ways that will remain stable even under pressure, you need to learn
how to overcome stress by remaining emotionally aware. You need to have experience and practise
your skills every day.
There are four barriers to building emotional intelligence skills in organisations:
Not understanding the importance of developing emotional intelligence
Lack of desire or interest in developing emotional intelligence
Lack of self-awareness about one's need to develop emotional intelligence
A bias or fear because of the term 'emotional intelligence' and what they think is required to
develop it
Emotional intelligence focuses on powerful and practical skills that anyone can use. To be an
effective leader, you need to have a desire to listen, learn and communicate across diverse groups
and varying emotional expressions. The first step is to learn how to observe and identify emotional
expressions accurately.
2.2.1 Cultural Display Rules

Emotional cues can differ greatly across cultures. For example, research by Matsumoto, Yoo and
Fontaine (2008) compared the facial expressions of Japanese and Americans. They found
differences in expressions of emotions and how these were interpreted according to the culture.
Display rules are the cultural norms that dictate how emotion should be expressed. Cultural
context acts as a basis for reading emotional cues when people are trying to communicate.
People with different cultural backgrounds allocate their attention differently.
For example, East Asians focus more on the central region of a person’s face, specifically towards
the eyes and the direction of the gaze. Western Caucasians, on the other hand, concentrate
more on the eyebrows and mouth of the person they are speaking to.

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This is illustrated in the stylised emoticons used by Asian and Western communities. Asian
emoticons express emotion through the eyes, while the mouth typically stays the same.
Meanwhile, Western emoticons express emotions through the mouth, while the eyes remain
neutral. You can see sample emoticons in the table below:
Asian
(^_^) (>_<) (@_@)
Western
:) :( :/
You should take note of these differences to know what type of expressions is appropriate to
respond with. Though culture changes from place to place, general knowledge of how these
cultures express emotions will give you a general guideline on what to watch out for. Different
cultures respond to emotions, depending on how they were conditioned to react. Australians
usually have no trouble deducing people’s true feelings based on facial expressions. Meanwhile,
Japanese people may be more likely to look for contextual cues such as phrases or actions to
understand others’ emotions better.
If you are speaking to someone from a Western culture, since you know that they will most likely
be looking at the movements of your eyebrows and mouth, you can utilise these to nonverbally
support your message. And if you are talking to someone from an Asian culture, they will most
likely use their eyes to communicate while the rest of their face is neutral. While speaking, you
can gauge their interest and agreement to what you are saying by observing their eyes.
It is also important to note that in the broadest definition of culture, social groupings like gender
and socio-economic standing are also included. People will express their emotions according to
their upbringing and the norms of their community.
Culture is not static. Cultures continue to evolve, so categorising a culture as strictly
‘individualistic’ or ‘collectivistic’ provides an inaccurate picture of the culture. It may help to
associate a culture with their common individualistic or collectivistic behavioural patterns, but it
is best to not limit them to those. Every aspect of emotion is affected by culture. It influences
how people identify emotions and decide what emotions to express. Thus, exploring emotions in
different cultures is very important in developing your emotional intelligence.
Planning around different cultural backgrounds will give you a good idea of how other people
may react and how you should respond to them. However, keep in mind that although a
person’s cultural background impacts their emotional expression, you should also observe their
individual patterns. Putting the person first before the culture will guide you into not just
becoming a more understanding person, but a better leader as well.

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2.2.2 Strategies for Responding to Expressions of Emotion

As discussed before, you can recognise when others are experiencing certain emotions by paying
close attention to them. You can pick up on both their verbal and nonverbal cues through active
listening and making eye contact with them.
Some strategies to keep in mind are:
 Acknowledge others’ emotional expressions
If you think you may have noticed an emotional expression, acknowledging it is the
best response. Emotional cues, whether they are positive or negative, should not be
ignored or brushed aside. Negative emotions, in particular, should be tended to
immediately to prevent them from growing and intensifying.
 Use ‘I - statements’
If the person you are talking to does not share any more information about what
they are feeling, you can try to ask by using ‘I - statements.’ Use these statements to
show that you notice that they are feeling something, instead of making
assumptions about their emotions.
For example, you can say, “I noticed you seem down lately, is something wrong?”
instead of “You’re sad today, aren’t you?” This avoids putting them on the spot and
they may be more willing to share their feelings with you.
 Listen carefully
If the other person’s emotion is negative, do not try to solve their problems for them
if they do not ask for it. If they choose to share their problems with you, simply
listen and provide them with the support that they need.
You can apply the following techniques to gain more insight into their situation and
make them feel that they are being taken seriously:
Pay attention to them without interrupting. Avoid

Active listening planning what you want to say next, as this can make
you lose track of what they are saying.
Ask open-ended questions to get them to share more.

Active Talking their problems out can help them work through
questioning their issues and it shows that you are concerned about
them.

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 Use body language

Aside from observing others’ body language, do not forget that you must show body
language that is appropriate for the situation, too. When you are silent, you are still
communicating nonverbally. If you insist that you are fine, while your eyebrows are
furrowed and you are looking away, your body is clearly signalling the opposite of
what you said.
If you are unsure of what nonverbal cues to display, you can try mirroring. This
means subtly copying the other person’s gestures and posture. Matching your body
language with theirs can build rapport but be careful not to overuse it. Do not mimic
anything that is unique to that person, such as accents or unusual gestures. You
should also avoid mirroring negative body language, such as crossing your arms.
Mirroring is only effective if you do it subtly because overtly copying another person
may make them feel like you are mocking them. It is best to utilise it during casual
conversations or when the other person is happy or calm.
2.2.3 Planning How to Respond to Emotional Expressions

Preparing an action plan before going into a conversation with someone can be helpful if you
think they will feel certain emotions. For example, planning how to tell someone bad news can
help you prevent them from getting overwhelmed with sadness or anger.
For planning your response to emotions, your action plan should have the following steps:
1. Identify the goal
Think of your end goal or the outcome you want from the conversation. What do you
want to do and how do you want the other person to feel?
2. Identify the steps
Next, list the steps you need to follow in order to achieve the goal.
3. Identify resources needed
Identify how much time you need to have the conversation and if you need help from
other people. You can also plan to use items if you think they will be helpful, such as
tissues in case someone cries.

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2.3 Apply Techniques that Indicate Flexibility and Adaptability in Dealing with Others in
the Workplace
Being a good leader requires more than just verbal skills and the ability to manage stress. You also
need to be able to adapt and be flexible when dealing with others. Adaptability is the ability to
change and adjust your ideas according to changes in the environment and in other people, while
flexibility is the willingness to accommodate and compromise with others to meet both of your
needs.
You need both of these skills to handle your own stress and the problems that arise at work. As
discussed earlier, emotional stressors are an inevitable part of work, but you can view these issues
as opportunities to develop your emotional intelligence. You can display your adaptability and
flexibility in different workplace situations, such as asking for clarifications if there are changes to
organisational policies and procedures. Or you can collaborate with others on tasks you do not
usually work on in order to facilitate your creative problem-solving skills.
In general, being flexible at work requires you to do the following:
1. Identify your core values
Your core values are the things you believe are most important in your life. These shape your
priorities and making sure that your actions are aligned with them are what makes you
happy. In the workplace, keeping your core values in mind can anchor you during periods of
change.
2. Keep an open mind
To be flexible, you must consider perspectives different from yours. Analyse and understand
other people’s views and try to see challenges as opportunities.
3. Improve your skills
Work can throw unexpected challenges at you from time to time, so it is important that you
continue to develop your skills to prepare yourself. Always keep yourself updated with the
latest news in your organisation and industry and try to learn about a wide variety of things.
4. Stay optimistic
Similar to being open-minded, you must try to see the positive side of things. When you find
yourself in stressful situations, being optimistic can help you stay resilient and resolve
problems.
5. Manage your stress
Facing stressful situations at work can make you lose control of your emotions. Always try to
keep yourself calm to avoid making decisions or taking actions that you will regret later.

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6. Plan for the unexpected

You can anticipate changes by keeping yourself updated on the news and analysing past
events. This can help you minimise risks in the workplace.
7. Build strong relationships
By socialising and building trust with your co-workers, you can have a strong support system
you can rely on.
Being flexible and adaptive in the workplace also means adjusting the way you communicate based
on their emotions and communication style. The four communication styles are the following
(Alvernia University, 2018):
Communication Style Characteristics
 Speaking in a loud, demanding voice

 Blames, intimidates and criticises other people
Aggressive
 Issues commands
 Usually does not listen to other people
 Acts indifferently and yields to other people

 Does not express their own needs and wants
Passive
 Avoids confrontations
 Usually avoids eye contact and cannot say ‘no’
 Appears passive but acts out in indirect ways

 Mutters to themselves instead of speaking directly
Passive-Aggressive
 Has difficulty addressing their anger
 Builds resentment and may try to sabotage others
 Expresses their own needs while acknowledging others’

needs
Assertive  Aims for both people to achieve their goals

 Is direct without being overbearing
 Can confront others without assigning blame

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People are usually not categorised into just one communication style, but you can get a sense of
how aggressive or passive they are based on the way they interact with you. Noticing the way they
communicate will help you adjust the way you interact with them. If they are passive, you can pay
more attention to them by questioning them actively and getting their opinions. Or if they are
aggressive, you can modulate your own voice to help them act more calmly.
Other communication styles you should be mindful of are functional, personal styles (Cumbo, 2017):
Communication Style Characteristics
 Looks at situations logically and objectively

 Relies on statistics to be informed
Analytical
 Dislikes vague language
 Does not usually use emotional language
 Prefers seeing the big picture

 Often thinks outside the box
Intuitive
 Likes going straight to the point
 Does not usually have the patience to go over details
 Likes going over details

 Plans steps thoroughly
Functional
 Methodical in their process
 Usually good at implementing plans
 Good at listening to others

 Resolves conflicts effectively
Personal
 Uses emotional language
 Builds deep relationships with others
When you keep these different communication styles in mind, you can easily identify what others’
styles are and how you can interact in a more effective way with them.

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Another method to handle issues with other people is through humour or playful communication.
This broadens your emotional intelligence because you adapt to whatever challenges the problem
throws at you and it trains you to be more flexible when coming up with solutions. For example, if
you feel that a conversation with someone is about to turn into an argument, you can use humour
that is appropriate.
As always, just be mindful of cultural differences in humour. Some types of humour may be accepted
by people and be frowned upon by others. By judging when it is suitable to use humour and by using
humour that is not offensive to the other person, you display your ability to change according to the
situation. This allows you to:
Take hardships in stride

By seeing your frustrations and disappointments from new perspectives, you can
survive annoyances, difficulties and setbacks.
Resolve conflicts
Using humour often helps you say things that are difficult to express. This helps de-
escalate conflicts without destroying your relationship with the other person.
Simultaneously relax and energise yourself

Playful communication relieves fatigue, which allows you to recharge and accomplish
more.
Think more creatively

Loosening up frees you of rigid beliefs, allowing you to adapt to problems and adjust
your methods of dealing with them.

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2.4 Apply Techniques that Show Consideration for the Emotions of Others When Making
Decisions
People who perceive emotions accurately better understand difficult situations. This includes where
people are coming from, why they are doing what they do and how their own behaviour is holding
them back. As discussed previously, you can observe how people feel about certain things by paying
attention to their emotional cues.
This is helpful if you are discussing important decisions with people whose communication styles are
passive or passive-aggressive. Actively questioning them on their opinions will let them voice their
views more directly and let you take their perspective into consideration before making decisions
that will affect them.
2.4.1 Dealing with Difficult Emotions

Including other people in decision-making can often become more complicated when the people
involved show signs of emotional distress. It is difficult to deal with these expressions without
getting carried away with their emotions, but it is important for you to acknowledge and
consider their emotions before making the best decision.

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The following are common emotional states that others may have during the discussion:
1. Sadness
If you notice that someone is feeling down because of the decisions being presented,
you can briefly pause the discussion to ask them what they think. As always, ask them
about their feelings without putting them on the spot by using ‘I - statements.’ Asking
them about their opinions will let them share any reservations they have about the
decision. It is important to note that talking about their feelings may lead to more overt
expressions of sadness, such as crying.
Crying is a natural response to disappointment, sadness or frustration towards unmet
expectations, whether from oneself or from others. It can also be from pent-up stress
and anxiety. Whatever the root cause is, it is always important to give the person crying
some time to settle down before moving on. If it is severe, allow them the option to
reschedule the discussion. It is important to do this because their emotions can affect
the decision being made. Remember to not make them feel like their tears are invalid
and allow them to recover so that both of you can have a more meaningful discussion.
2. Embarrassment
When a person realises or feels that they have been acting or thinking in a way that is
harmful to themselves or to others, they can feel embarrassed. Do not try to interrupt
their reaction. Instead, give them time to process their emotions. Once you sense that
they can move on, ask them to explain their realisation and what they will do to rectify
their behaviour.
3. Anger
Anger usually comes from someone hearing something they did not want to. This can
result if the decision you are presenting is against their expectations or will affect them
in ways they do not want to. In these cases, it is important that you keep calm and not
add insult to injury. Give them a chance to vent and identify the cause of their anger.
Once they have calmed down, find a way to look for the solution to the problem
together. If their anger seems inconsolable, request that you schedule another meeting
so that they can calm down first.
4. Confusion or Fear
If the other person does not fully understand or fears the decision you want to
implement, the best method is to listen. Ask about their confusion or fear and listen to
their explanation. Do not try to dampen their emotions because it is better for you to
understand what they are facing. Do not go straight to saying that you understand what
they feel. When someone is afraid, they want to be understood, not patronised. Once
the emotion has subsided, explore the root of their fears. What do they feel like they will
lose? Is the loss real or imagined? Take reasonable steps to understand how you can
help the other person and clarify the decision you are proposing.

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5. Resistance to Change
When you want to make a decision, you need to consider who it will affect and in what
ways. Not everyone will immediately understand why you want to make this decision
and they may try to resist it. You can help by understanding what is preventing the other
person from moving on. Try to learn what is at stake or what they are not getting with
the change. It is important to be open with the other person, ensuring that you show
genuine concern and curiosity to communicate where you are coming from and
understand where their hesitance stems from.
The common element of dealing with these situations is openness and reserving judgment
towards someone’s reaction. Respect their emotions and remember that their reactions are
natural reactions. Your conversation with them must aim to promote growth for them to
improve themselves. Regardless of how intense the emotions they feel are, give them time to
process their emotions before proceeding with the discussion.
2.4.2 Resolving Conflicts

Conflict and disagreements are inevitable in personal and professional relationships, especially if
an important decision is being made. Resolving conflict in healthy, constructive ways can build
and strengthen trust between people. The ability to manage and resolve conflicts in a positive
way is supported by the previous techniques discussed.
The following are ways you can handle conflict:
Conflicts take a lot of time and energy, especially if you want to

Choose your
resolve them in a positive way. Consider what is worth arguing
arguments
about and what is not.
Collaborate Communicate with the other person to agree on a solution.
You and the other person must give up elements of your

Compromise
positions to come up with an agreeable solution.
To move past the conflict, you need to give up the urge to

Forgive
punish others for their actions or seek revenge.
If it seems like the conversation is going nowhere, you can

End conflicts that choose to disengage. Be sure to communicate that you would
cannot be resolved like to continue the discussion at a later time, so the other
person knows you are not ignoring them.

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2.5 Consult with Relevant Stakeholders and Identify Improvement Areas for Own
Emotional Intelligence
Stakeholders refer to any person or group who have vested interests and can be affected by the
actions within an organisation. For example, customers are stakeholders that will be affected if the
organisation changes the cost of their products. Meanwhile, within the organisation, employees are
stakeholders that will be affected by significant management decisions.
To identify the relevant stakeholders, consider anyone who is directly involved or can be affected by
your activities in the workplace. In the context of emotional intelligence, these will be whoever you
interact with on a regular basis or collaborate on tasks with. The following is a guide for you to
assess their level of interest or involvement in your activities (Watt, 2014):
1. Conduct a stakeholder analysis
Identify how your activities and methods of interacting with others at work affect the
stakeholders. Consider if your activities benefit them or support them on their own
activities.
2. Assess the stakeholders’ influence
Identify how much influence your stakeholders have over your work activities. It will help
you figure out who to prioritise in your communications.
3. Identify the stakeholders’ goals and expectations
Figure out or ask what the stakeholders want most from you and how they want you to
achieve it.
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Once you have identified who has the most involvement or influence over your activities, you should
prioritise asking them for feedback. You should keep all your stakeholders involved and
communicate regularly with them, but the stakeholders you have identified as the most important
must be prioritised.
Reach out to these key stakeholders and ask for feedback regarding your emotional intelligence.
Make sure that you seek feedback by doing the following:
Instead of asking general questions, ask stakeholders about the

Ask specific specific ways you have acted. You can summarise past
questions situations and ask them if they think you were able to apply
emotional intelligence appropriately.
Ask stakeholders questions that cannot be answered by just a

Ask open-ended
'yes' or 'no.' This allows the discussion to go into further detail
questions
and give you more insight.
Seek ways on how you can improve by asking them how they
Ask for suggestions think you should act in certain situations in the future. Ask for
concrete examples of how you should apply their suggestions.
Keeping an open line of communication with stakeholders keeps them updated and makes you
accountable as you work on improving your emotional intelligence. When they are given regular
updates, they may also be more inclined to support you with your activities.
The purpose of seeking feedback is to address issues and apply suggestions that were pointed out.
See how you can integrate their recommendations into your interactions with other people and
remember to follow up with them. Even if you decide not to use their suggestions, it helps to follow
up with them and discuss why you ended up not using their suggestions. This shows that you value
their input and are committed to improving your emotional intelligence.

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Activity 2
In this exercise, you must discuss strategies for surviving on a deserted island with your
group. Your group must decide on one tool that you can bring and delegate the tasks
each person will do on the island. You must cooperate with your group and everyone
must agree on the final decision, which your group will then present to the other
learners.
Tool Tasks Delegated


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Notes


Learner Resource

 Assessing your co-workers’ emotional cues and responding to their emotional
states are important to improve your professional relationships.
 The way people convey their emotions can depend on their cultural background.
 Being adaptable and flexible in your interactions with others involves observing
their communication styles and using humour.
 People’s emotions can affect decision-making.
 Conflicts and disagreements are inevitable but can be resolved in a healthy
manner.
 Showing expressions of emotion, even negative ones, is natural and should not
be invalidated.
 Areas of improvement can be identified by asking for feedback from key
stakeholders.

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Understanding the mental state of co-workers enables appropriate

and useful emotional responses in any situation.
Emotional intelligence focuses on practical skills that anyone can use

to improve their personal or professional lives.
Cultural behaviour does not influence how positive and negative

emotions should be experienced and expressed.
Having a high level of emotional intelligence helps one defuse issues

before they escalate.
Nonverbal cues are just as important as the words spoken.
Conflicts and disagreements are not supposed to happen in personal

and professional relationships.
Sympathy is defined as the ability to understand and share another

person’s feelings.
Signs of sadness from other people should be ignored.
Active listening helps one observe all the subtle complexities in a

conversation.
Resolving arguments in a healthy manner can help build trust.

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Chapter 3: Promote Development of Emotional Intelligence

in Others
Emotions have an impact on people’s learning skills by influencing their ability to process
information and understand what they encounter accurately. Additionally, learning how to manage
one’s feelings and relationships enables people to be successful. Due to this, it is important for
leaders to create a positive, emotionally safe workplace environment to optimise team members’
learning. Specific behaviours and skills can be taught to help teams develop emotional intelligence.
Emotional intelligence requires abstract reasoning, including the ability to perceive and understand
emotion and understand how emotions facilitate and influence thought. These skills can be learned
with enough experience. Through modelling, direct instruction and coaching, leaders can help team
members learn to monitor their own feelings, handle difficult situations calmly without giving up,
channel their motivation to work in positive ways and relate to others in a supportive manner.

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It is important for all members of a team to have the skills necessary for emotional intelligence, as it
improves productivity through the following:
1. Morale
Having good morale will give team members more reason to reach the goal and persevere
even after experiencing difficulties.
2. Better Communication
Fostering empathy among team members will improve how they relate and relay
information to each other. Better channels of communications mean fewer conflicts and less
chance of mistakes.
3. Conflict Resolution
Good emotional intelligence helps resolve conflicts in a healthy and efficient manner. It also
reduces the chance of forming office politics by directing members’ attention to work.
4. Collaboration
Social skills and empathy will open the opportunity to collaborate more often. Valuing each
other’s opinions fosters an environment that promotes the sharing of ideas. This will result
in a better working atmosphere where each member feels like their contributions are
worthwhile.
5. Ability to Take and Give Criticism
Developing emotional intelligence allows people to learn how to give and receive
constructive criticism. Learning how to deliver criticism from a place of genuine concern
ensures that you concentrate on the actions rather than the person. It will also help the
recipients of criticism to take it as a chance to become better rather than seeing it as a
personal attack.

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3.1 Identify Workplace Opportunities for Others to Express Their Thoughts and Feelings
Developing emotional intelligence not only affects your relationship with your team, but it also
builds a better foundation in your workplace. It is important that you find opportunities to apply
emotional intelligence to increase the efficacy of your team members with each other.
Self-awareness is an important component of emotional intelligence. As you learned, one of the
attributes of self-awareness is the ability to recognise one’s own feelings. Team members, however,
may not always identify what they are feeling or understand why they feel those emotions, let alone
know what to do about how they feel.
Team members’ ability to understand their emotions is linked to greater self-confidence since this
understanding gives them greater control over their emotions. You can support team members
develop this self-confidence by helping them learn to identify what they usually think about and
what they feel when they make decisions.
Talking about both positive and negative feelings is one way to help team members learn how to
deal with their emotions appropriately. Addressing their stress, anxiety, frustration and
disappointment can help them learn to identify their feelings.

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A barrier to developing your team members’ emotional intelligence may be their lack of willingness
to do so. You should be aware that some of them may express the following maladaptive emotional
behaviours:
Emotional perfectionism
They believe that they should not have negative feelings. They think that they should
always be in complete control of their emotions, because they are afraid of being
exposed as weak or vulnerable.
Fear of disapproval and rejection

They believe that people will belittle or reject them if others know how they really
feel. They are so terrified of rejection that they would rather suppress their feelings
and put up with abuse rather than take the chance of making anyone mad at them.
Passive-aggressive behaviour
They hide their feelings instead of disclosing their true emotions. They give others
the silent treatment, an inappropriate and common strategy to elicit feelings of guilt
from other people.
Hopelessness
They are convinced that their situation cannot improve no matter what they do.
They may feel that they have already tried everything and nothing works.
Low self-esteem
These people believe that they are not entitled to have emotions like
disappointment, sadness or anger. They think they should meet others’ expectations
without considering their own needs.
Spontaneity
They believe that they have the right to immediately say what they think and feel
when they are upset, without regard for whether or not it is appropriate to do so.
Mind reading
They believe that others should know how they feel and what they need, even
though they have not disclosed what they need. Their belief that people close to
them can guess what they need provides an excuse to engage in non-disclosure. This
results in them feeling resentful because they will feel that people do not care about
their needs.
Martyrdom
They are afraid to admit that they are angry or hurt because they do not want to give
anyone the satisfaction of seeing them vulnerable. Taking pride in controlling their
emotions does not support clear and functional communication.

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You can set time to have one-on-one consultations with team members if required, but generally,
your conversations with your team members about emotions do not need to be rigidly structured
like regular meetings. As such, they do not have to be scheduled in advance and have an agenda
prepared for them. You can accomplish your goal simply by chatting during breaks or setting a time
to go out for lunch or dinner with the team. Keep your tone casual, as these conversations should be
relaxed.
However, not everyone finds expressing their feelings easy. They may be afraid of anger and
conflicts with others and believe that people in good relationships should not have arguments. As a
leader, you can give team members guidelines about the language to interact productively with one
another about their emotions. For example, using ‘I - statements.’ A team member can say, “I feel
frustrated when…” instead of “He was rude.” This enables them to identify their emotions and avoid
placing blame onto other people for the way that they feel.
You should also remember to be aware of the different ways team members respond to and display
emotion. As you know, emotional expression varies from culture to culture. Displays of emotion can
also vary from individual to individual. It is important for you to be sensitive to their different ways
of emotional expression. It is also essential for team members to understand that their peers may
respond to and display emotions differently than they may.
Being aware of their emotions is only a part of emotional intelligence. Team members who are
emotionally intelligent should also know how to manage these emotions. They will sometimes be
frustrated or anxious when they try to learn something that is difficult. Leaders cannot eliminate
frustration in the workplace, but they can help team members learn to manage these feelings.
Having these discussions with them regularly lets you encourage them to participate in the
workplace more and interact more with other co-workers. It also lets you bring up issues that other
co-workers may have pointed out. You can identify any areas in their behaviour that they can
improve in order to have better relations with the rest of the team.
Conflict is inevitable in workplaces, but you can minimise unnecessary conflicts and help team
members learn to resolve disagreements peacefully. When team members learn patience with
themselves and each other, they can develop the perseverance and skills needed to work through
conflict and frustration.
Other skills that you can teach team members are anger management, conflict management, the
ability to reassess disruptive impulses and the ability to work cooperatively. Your involvement will
facilitate the long-term goal of them developing their emotional intelligence and applying it in the
workplace.

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3.2 Develop Tasks for Assisting Others to Understand Effect of Personal Behaviour and
Emotions on Others in the Workplace
When you start developing tasks to help develop your co-workers’ emotional intelligence, consider
the specific principles that you want to improve. Based on your interactions with them, consider
which areas that could use additional work. When developing tasks for team members, remember to
introduce a ‘no-fault’ approach for them. This approach for working out workplace issues is a
process that does not blame individuals but instead helps team members internalise a way of
working through and thinking out issues.
3.2.1 Tasks for Self-Awareness

As discussed before, not everyone is always aware of their emotions and why they feel them.
When your team members are not aware of their emotions, they may not also be aware of what
motivates their actions. They need to be aware of what they feel and why they feel that way in
order to be able to communicate these feelings with others more effectively.
You can encourage them to start a journal where they can write a few sentences each day about
the emotions they felt and what triggered them. You can also teach them how to do mindfulness
exercises. You can ask them to do this on their own time or conduct mindfulness sessions as a
group.

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3.2.2 Tasks for Self-Management

Leaders sometimes take for granted that all team members are able to manage their impulses.
You need to teach them how they are expected to behave, rather than assuming that they are
‘bad’ when they behave in ways that do not align with your expectations. Impulse control is an
important component of self-management. An important ability in impulse control is knowing
the difference between feelings and actions, learning to make better decisions by controlling the
impulse to act and then identifying alternative actions and their consequences. Similar to the
tasks for self-awareness, you can facilitate their self-management by teaching them how to do
mindfulness exercises. When they are aware of what they are feeling and why they feel that,
they can have better control over their thoughts and actions.
Helping them learn how to motivate themselves can also help them manage their emotions and
actions. Team members are more productive when they are self-motivated and engaged in their
duties. Set regular meetings or consultations where you can check up on their progress and ask
about how they are doing. During these discussions, you can give them specific feedback on how
they can do tasks and identify what motivates them. Strive to learn about what they believe
about themselves and their abilities, what they care for and what tasks are likely to give them
the success that will keep them working hard. You can motivate them by developing engaging
tasks and providing rewards for their success.
3.2.3 Tasks for Social Awareness

Team members who display empathy are good listeners, are sensitive to others’ needs and
feelings and treat others with respect. You can help team members develop this by creating
opportunities for them to take on and understand different perspectives, as well as take
responsibility for their actions. For example, you can help them empathise with another member
who is experiencing a particularly difficult time. You can foster empathy by encouraging them to
remember what it was like for them when they experienced similar frustration. You can also
schedule regular lunches or dinners outside of work hours so everyone can share their feelings
with each other in a casual setting.
3.2.4 Tasks for Relationship Management

Conflict is an inevitable part of any relationship, particularly in the workplace. These can be
resolved in healthy, positive ways to ensure that workplace relationships are not impacted.
Conflict management and resolution education involve helping team members process their
emotions in productive ways when disagreements occur. Good conflict resolution is nonviolent,
meets the needs of each person involved and maintains or improves the relationship of those
involved. You can help them understand that conflicts are natural and that there are many ways
to resolve conflicts that will satisfy everyone involved. This process involves coaching team
members to take responsibility for their actions. If conflict arises between two co-workers, you
can step in as the mediator and guide them through resolving conflict without escalating it into a
fight.

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3.3 Implement Identified Opportunities and Tasks in the Workplace According to

Organisational Policy and Procedures
Before implementing any tasks or strategies to develop your team members’ emotional intelligence,
be sure to check if your organisation has any policies or procedures. There may be an existing policy
that can guide you in developing a strategy or a procedure that can give you specific instructions.
You may also need to submit a formal proposal for the relevant authorities in your organisation to
review and approve or make sure that you have proper documentation of the tasks you plan to
implement.
As an example, you can refer to policies and procedures on Bounce Fitness. Bounce Fitness is a
premier provider of health and wellness in Australia and is a simulated business for you to use if you
currently have no access to an existing one. A document you can use as a guide in case conflict arises
between your co-workers is the Mediation Policy and Procedures. This document outlines guidelines
that should be followed if you act as a mediator for conflict resolution. Regardless of what tasks you
want to implement, always check with your organisation for rules you need to follow.
As a leader, you can help your team members learn to recognise and understand their own and
others’ emotions, express their feelings and concerns, negotiate and work out their problems and
handle frustrations productively using the tasks that you identified previously.

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Identify where and when these tasks can be implemented. If you want your team members to do
mindfulness exercises together, set a time after work or during breaks when everyone is free. You
can also have them do certain tasks as a part of their regular work tasks. If you think that they can
benefit from interacting more with others, set a goal for them, such as greeting and talking to each
team member at least once a day.
Facilitating social relationships in the workplace like this is often associated with positive
achievement. In addition, team members who develop social skills become team players and team
builders, which is important both inside and outside of the workplace. You can facilitate positive
relationships and effective group relationships by encouraging a commitment to work as a group,
valuing each other’s participation, being mindful of others and showing appreciation for each
other. You can also model ways to have team members work together in groups, including taking
different roles, sharing responsibility, active listening, developing consensus and reflecting on
one’s own and the group’s work.
You can foster positive relationships modelling behaviour for everyone to follow. You can start by
conveying respect and compassion for team members, listening to them carefully and responding to
their needs and feelings. You can also provide specific, positive feedback on successful elements of
work, along with suggestions for improvement. Positive workplaces have many ways of
acknowledging team members’ capabilities. High expectations of team members, combined with
support, encouragement, and opportunities for success, help affirm team members’
accomplishments in non-competitive ways.
3.3.1 Constructive Emotional Expression

If one of your tasks is to have team members be more direct and positive in their interactions
with others, you need to provide them with the guidelines and tools that they need. Teach them
and demonstrate to them how to express their emotions in constructive ways:
1. Talk it Out
As a leader, you should build and strengthen trust so that your team members can be
open about their emotions with you and each other. However, make sure not to force
them to share if they do not want to. Encourage your team members to listen to each
other’s feelings without judging, and to keep sensitive information confidential.
2. Expressing Difficult Feelings
Instruct team members to be specific rather than general about how they feel. Using
only one or two words to say how they feel is too vague. Ask to them specify the degree
of the emotion that they feel to reduce the chances of being misunderstood. For
example, if someone says that they are angry, this usually implies extreme anger, when,
in fact, what they truly feel is only mild irritation.

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If they have mixed feelings, ask them to express each feeling and explain what each
feeling is about. For example:
“I have mixed feelings about what you just did. I am thankful that you helped
me, but I didn’t like the comment about being stupid. It was disrespectful, and I
found it irritating.”
The statement above is also an example of the ‘I - statement.’ It is a helpful way to have
the individual recognise and address their feelings and what caused it, without
unnecessarily assigning blame to others. It allows your team members to respectfully
confront someone without attacking their self-esteem. It clarifies what they feel and
minimises the other person’s need to become defensive.
However, note that they should avoid doing the following:
Sending a disguised
Expressing a judgment
message that blames
instead of a feeling
others
Only expressing negative Contradictory nonverbal

feelings communication
3. Write it Down
Again, it is helpful to keep a journal to vent feelings in written form. Encourage your
team members to keep a private log of their thoughts and emotions so that they can
review this journal any time they wish and analyse if there are any patterns. Artwork,
creative writing and songs are also healthy outlets for them to utilise.
4. Discharge Sadness
When sadness is withheld, it can cause a heavy load on both mind and body. If you and
your team members are comfortable enough to share more sensitive details with each
other, you can ask the following:
Do you ever cry? Under what circumstances do you cry?
Do you cry because someone hurt you, or because you feel lonely or scared?
Do you cry for no apparent reason?
Do you cry alone, or do you allow others to see you crying?

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You can also encourage team members suffering from depression to receive play
therapy, which gives them an outlet to express their feelings through symbolic play.
Writing and telling stories is also a useful therapeutic tool which can facilitate their
emotions in an indirect and subtle manner.
5. Discharge Anger
Anger is the most common emotion that leads to anxiety. Anger ranges from mild
irritation to extreme rage and withheld anger can cause a person to be prone to anxiety
and show increasingly aggressive behaviour. More detailed information about managing
anger will be discussed in the next section.
3.3.2 Anger Management

You should teach your team members the value of expressing negative emotions in healthy
ways. People are often afraid to express their feelings because they do not want to be alienated
from people. However, if they learn that they can open the door for good communication by
communicating their frustration and anger constructively, they will be more open to expressing
their emotions.
Teach them to be assertive, not aggressive, in their interpersonal style. Being aggressive and
demanding things makes the other person defensive because they feel attacked. Being assertive,
however, respects others’ dignity and shows them that you care and are not trying to degrade
them. This does not make them feel attacked and they are more likely to show sensitivity to
your needs.
Teaching team members to use a script like the following ‘I - statement’ can help them express
their feelings instead of suppressing them:
“I feel (emotion) when you (behaviour), because (reason). I would appreciate it if you would
(rectify behaviour).”
The order in which you say the parts of the ‘I’ message does not matter, as long as you include
its components:
Component Action
Describe the person’s behaviour in an objective, non-

When
judgmental manner.
Effects Describe the effects of the person’s behaviour.
I Feel Say how the person’s behaviour makes you feel.
I Would Prefer Tell the person what you want or what you prefer they do.

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3.3.3 Positive and Inclusive Climate
Another thing you can do to facilitate the development of your team members’ emotional
intelligence is to create a positive and inclusive climate at work. The climate in an organisation is
people’s perceptions and feelings about their work environment. Many people confuse climate
with culture, thinking that climate cannot be changed because it is engrained into the
organisation. However, climate can be improved. Climate is measurable and easier to transform,
while culture emphasises the unspoken assumptions in an organisation, which can be more
resistant to change.
Climate does not necessarily mean more fun and relaxation. It means creating conditions in
which people feel productive and innovative. The following are management practices that can
improve how positively a climate is perceived by people:
Establish clear and specific goals for everyone. Clear

Clarity communication is the link between a team's daily work and the
organisation's strategy.
Develop challenging yet realistic goals for team members that

Commitment
connects them to their work.
Review team members' performance and create standards that

Standards
they can achieve.
Encourage people to initiate tasks that they think are

Responsibility
important.
Recognise superior performance publicly and given specific

Recognition
feedback.
Conduct team meetings to increase trust among members, and

Teamwork
persuade them to collaborate across the organisation.
Another important thing to remember when improving the climate is to make in inclusive,
especially in a diverse workplace environment. The goal of an inclusive climate is to remove the
boundaries that are often set by diversity. Practising inclusivity means empowering team
members to contribute their skills and perspectives for the benefit of the team’s overall
performance and the organisation as a whole.

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The Diversity Council of Australia (DCA) has outlined the following mindsets necessary for you to
become an inclusive leader (2015):
Growth-focused
You should challenge the norms and incorporate different perspectives.
Flexible and agile
You should be responsive to different people and their viewpoints.
Open and curious
You should be curious and open to different perspectives.
Relational
You should create teams and networks in which people feel they belong and are
valued.
Identity-aware
You should learn about your own and others’ identities.
A positive and inclusive climate improves individual engagement, enhancing performance. All of
these contribute to the emotionally safe environment required for the development of
emotional intelligence.
Many people put teamwork and recognition at the top of the list of keys to improving workplace
climate, but each climate depends on the goals of the organisation. Focus on analysing the kind
of climate the organisation needs, whether it is about innovation, clients or collaboration. Since
climate is something that can be controlled, has an immediate effect and does not require major
investments, you can achieve your desired outcome easily.

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Activity 3
Find a partner and take turns interviewing each other about your emotional strengths
and weaknesses. Ask your partner what they do that makes them able to maintain or
continuously improve their emotional strength. Then, think of tasks for your partner to
do to improve their emotional weakness.
Emotional Strengths Methods Used

Emotional Weaknesses Tasks to be Done


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Notes


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 When team members are aware of their own emotions and their effects on
others, they can learn how to manage these effectively.
 Before developing tasks, you should know which principles of emotional
intelligence your team members need to improve on.
 Strategies and methods should be reviewed and approved by the appropriate
authorities to check if they are in line with organisational policies and procedures.
 Team members learning how to become self-motivated improve their
engagement with their work.
 Learning how to manage and resolve conflicts effectively leads to team members’
improvement in their communication skills.
 Teaching team members how to use the ‘I - statement’ gives them a tool to
express their emotions in a constructive manner.
 Creating a positive and inclusive climate fosters an emotionally safe workplace
environment.

Learner Resource

Managing emotions includes allowing disruptive impulses to be

acted upon.
An emotionally safe workplace environment is necessary for

developing team members’ emotional intelligence.
Team members do not need to learn how to use ‘I - statements’ to

express their emotions.
Tasks for developing team members’ emotional intelligence should

be based on the principles they need to work on.
Climate is not measurable and very difficult to transform.
Leaders should encourage team members to be direct and open

with their feelings.
Culture refers to the unspoken assumptions in an organisation and

is difficult to change.
Recognising superior performance publicly helps improve team

member’s self-confidence.
‘I - statements’ confront and put the blame on the other person.
Expressions of anger should be suppressed to avoid conflicts.

71
Learner Resource
Summary
“The world rewards

those who take
responsibility for
their own success.”
Curt Gerrish
Emotional intelligence is the ability to assess and manage your own and others’ emotions. It includes
three skills, which are emotional awareness, the ability to harness emotions and the ability to
manage emotions. In the workplace, these can be expanded into the principles of self-awareness,
self-management, social awareness and relationship management. Developing and using evaluation
criteria can help you identify which of these principles are your strengths and weaknesses.
In the workplace, stress can negatively impact your emotional intelligence. It is unavoidable, but you
can minimise its effects by identifying emotional stressors and methods you can use to deal with
them. You can also ask for feedback from your co-workers about these methods and how you can
make them more effective.
While interacting with your co-workers, you need to be mindful of their emotional states. Their
emotions can be identified by paying close attention to both their verbal and nonverbal cues. You
should remember that these cues can vary depending on their cultural backgrounds. Once you have
identified these emotions, you should acknowledge them and give them time to process these
emotions. You can offer guidance and support, but do not try to solve their problems for them.

Learner Resource
You must also be adaptable and flexible when dealing with your co-workers. Since there is no one
fixed method for interacting with other people, you need to adjust the way you interact with others
depending on their communication styles. You can also use humour with them if it is appropriate for
the situation.
It is also important to remember that your and others' emotions can impact important decisions.
During decision-making, you should be aware of any emotions that are present and give everyone
time to calm down and compose themselves before proceeding with the discussion. Regardless of
what the emotion is, it deserves to be acknowledged instead of being suppressed and ignored.
Conflicts may also arise as a result of these decision-making processes, so you need to be able to
manage and resolve conflicts effectively by using methods like collaborating or compromising.
Aside from developing your own emotional intelligence, you should help your co-workers, especially
your team members, in developing theirs. You can start doing this by identifying their emotional
states and how they handle their emotions and interact with others. Encourage them to share their
thoughts and opinions during informal events such as going out for lunch together.
Once you have identified areas that your team members need to improve on, you can think of tasks
that you can implement. These should be appropriate for them to do and are achievable. Before
asking your team members to do the tasks, check if the tasks you developed are in line with
organisational policies and procedures. These can provide you with guidelines that can help your
facilitation.
Throughout the implementation of the tasks, monitor your team members' progress and give them
support and constructive feedback. By improving everyone's emotional intelligence, you can help
foster a positive and inclusive workplace environment within your organisation and help everyone
be more productive in their work tasks, especially the collaborative ones.

73
Learner Resource
References
These are some references that we feel may be of assistance to you in completing the Assessment
for this unit of competency:
 4 types of communication styles. (2018, March 27). Alvernia University.
https://online.alvernia.edu/articles/4-types-communication-styles/
 Bar-On, R. (2006). The Bar-On model of emotional social intelligence (ESI). Psicothema, 18,
13–25.
 Beck, E. T. (1981). Focusing (2nd ed.). Bantam Books.
 Cavazotte, F., Moreno, V., & Hickmann, M. (2012). Effects of leader intelligence, personality
and emotional intelligence on transformational leadership and managerial performance. The
Leadership Quarterly, 23(3), 443–455. https://doi.org/10.1016/j.leaqua.2011.10.003
 Cumbo, C. (2017). The four communication styles: How to understand yourself and your
audience. Pearce Center for Professional Communication.
http://pearce.caah.clemson.edu/the-four-communication-styles-how-to-understand-
yourself-and-your-audience/
 Diversity Council Australia (O’Leary, J., Russell, G. and Tilly, J.). (2015). Building inclusion: An
evidence-based model of inclusive leadership. Diversity Council Australia.
https://www.dca.org.au/research/project/building-inclusion-evidence-based-model-
inclusive-leadership
 Gendlin, E. T. (2007). Focusing. Bantam Books.

Learner Resource
 Goleman, D. (1998). What makes a leader? Harvard Business Review, 93–102.

 Jones, G. (2012). The Oxford handbook of sport and performance psychology (pp. 62–80).
Oxford University Press.
 Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the
world. Journal of Cross-Cultural Psychology, 39(1), 55–74.
https://doi.org/10.1177/0022022107311854
 Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional
Intelligence Test (MSCEIT) item booklet. UNH Personality Lab, 26.
https://scholars.unh.edu/personality_lab/26/
 Mediation policies. (n.d.). Bounce Fitness. Retrieved June 10, 2020, from
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
 Palmer, B. R., Stough, C., Harmer, R., & Gignac, G. (2009). The Genos Emotional Intelligence
Inventory: A measure designed specifically for workplace applications. Assessing Emotional
Intelligence, 103–117. https://doi.org/10.1007/978-0-387-88370-0_6
 Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and
Personality, 9(3), 185–211. https://doi.org/10.2190/dugg-p24e-52wk-6cdg
 Sternberg, R. J. (2009). The essential Sternberg: Essays on intelligence, psychology, and
education (pp. 71–100). Springer Publishing Co.
 Watt, A. (2014). Project management. BCcampus.
https://opentextbc.ca/projectmanagement/
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Version Control & Document History

Date Summary of modifications Version

Version 1 final produced following assessment

BSBPEF502 - Develop and use emotional intelligence (Release 1)

ABOUT THE BUSINESS SERVICES TRAINING PACKAGE 6

ABOUT THIS UNIT OF COMPETENCY 8

CHAPTER 1: PREPARE TO DEVELOP EMOTIONAL INTELLIGENCE 9

Key Points: Chapter 1 33

CHAPTER 2: DEVELOP EMOTIONAL INTELLIGENCE 35

2.1 Analyse and Document Emotional Responses of Co-Workers 36

Key Points: Chapter 2 53

BSBPEF502 - Develop and use emotional intelligence (Release 1)

CHAPTER 3: PROMOTE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN OTHERS 55

Key Points: Chapter 3 70

BSBPEF502 - Develop and use emotional intelligence (Release 1)

About the Business Services Training Package

Delivery and Assessment of Qualifications

BSBPEF502 - Develop and use emotional intelligence (Release 1)

Qualification Training Pathways

Australian Core Skills Framework (ACSF)

BSBPEF502 - Develop and use emotional intelligence (Release 1)

About this Unit of Competency

BSBPEF502 - Develop and use emotional intelligence

BSBPEF502 - Develop and use emotional intelligence (Release 1)

Chapter 1: Prepare to Develop Emotional Intelligence

BSBPEF502 - Develop and use emotional intelligence (Release 1)

Emotional intelligence affects the following:

BSBPEF502 - Develop and use emotional intelligence (Release 1)

Self-confidence Knowing your self-worth and capabilities

BSBPEF502 - Develop and use emotional intelligence (Release 1)

The ability to know how another person feels and what

Also called 'emotional contagion', this is the ability to

Compassionate The ability to feel and understand another person's pain

BSBPEF502 - Develop and use emotional intelligence (Release 1)

1.1.2 Existing Evaluation Criteria

1.1.3 Developing Evaluation Criteria

BSBPEF502 - Develop and use emotional intelligence (Release 1)

Do you manage your stress level in the workplace effectively?

BSBPEF502 - Develop and use emotional intelligence (Release 1)

I smile at co-workers who I am not close to.

One of your teammates’ performance at work is not up to standards. How do you

BSBPEF502 - Develop and use emotional intelligence (Release 1)

I know what situations can cause me stress.

I know why I react to things the way I do.

I set goals for myself that I know I can achieve.

I know when I feel upset.

I encourage myself to do my best at work.

I set realistic goals for myself.

I analyse the situation before reacting.

I can calm myself down quickly when I’m angry.

I understand what others are feeling based on their facial expressions.

I can pick up on changes in others’ voices while they are speaking.

I understand others’ body language.

I know when others feel upset.

I know what my co-workers’ strengths and weaknesses are.

I am able to motivate my co-workers to do their work efficiently.