Page 74 (BSBLDR511 Develop and use emotional intelligenc.docx

Page | 74
(
BSBLDR511
Develop and use emotional intelligence
Learner Guide
)
Table of Contents
Unit of Competency4
Application4
Performance Criteria5
Foundation Skills6
Assessment Requirements7
1. Identify the impact of own emotions on others in the
workplace9
1.1 – Identify and use evaluation criteria to determine own
emotional strengths and weaknesses10
Emotional intelligence10
Identify own emotional strengths and weaknesses12
Activity 1A14
1.2 – Identify personal stressors and own emotional states
related to the workplace15
Stressors in the workplace15
Emotional states caused by work-related stressors16
Activity 1B18
1.3 – Analyse and document potential emotional triggers in
workplace situations which may require determine appropriate
emotional responses19

Analysing emotional triggers19
Documenting emotional triggers20
Activity 1C21
1.4 – Evaluate the impact of own workplace behaviours that
demonstrate management of emotions22
Management of emotions22
Evaluating the impact of workplace behaviours23
Activity 1D24
1.5 – Use self-reflection and feedback from others to improve
development of own emotional intelligence25
Improving emotional intelligence25
Self-reflection and feedback from others27
Activity 1E30
2. Recognise and address the emotional strengths and
weaknesses of others31
2.1 – Respond to the emotional states of co-workers and assess
emotional cues32
Recognising and appreciating the emotional strengths and
weaknesses of others32
Emotional states32
Emotional cues34
Activity 2A37
2.2 – Develop a plan for identifying and responding
appropriately to a range of cultural expressions of emotions38
Cultural differences38
Creating a plan38
Activity 2B41
2.3 – Apply techniques to demonstrate flexibility and
adaptability in dealing with others42
Dealing with others42
Leadership styles43
Activity 2C45
2.4 – Demonstrate consideration of the emotions of others when
making decisions46
Considering emotions of others46
Soliciting input from others in the decision-making process47

Activity 2D48
3. Promote the development of emotional intelligence in
others49
3.1 – Create opportunities for others to express their thoughts
and feelings50
Expressing thoughts and feelings50
Activity 3A52
3.2 – Assist others to understand the effect of their behaviour
and emotions on others in the workplace53
3.3 – Develop and implement plans to encourage the self-
management of emotions in others53
Emotional control of others53
Restorative justice53
Example of a restorative meeting57
Activity 3B62
3.4 – Develop and implement plans to encourage others to
develop their own emotional intelligence, to build productive
relationships, and maximise workplace outcomes63
Benefits of emotional intelligence to the workplace63
Activity 3C65
4. Utilise emotional intelligence to maximise team outcomes66
4.1 – Identify opportunities to utilise emotional intelligence to
increase team performance in line with organisational
objectives67
Utilising emotional intelligence67
Activity 4A68
4.2 – Encourage a positive, inclusive emotional climate in the
workplace69
4.3 – Use the strengths of workgroup members to achieve team
and/or organisational objectives69
Encouraging a positive emotional climate in the workplace69
Benefits of a positive emotional environment in the
workplace70
Using strength of team members to achieve workplace
outcomes71
Activity 4B72

Summative Assessments73
References74
Unit of Competency
Application
This unit covers the development and use of emotional
intelligence to increase self-awareness, self-management, social
awareness and relationship management in the context of the
workplace.
It includes identifying the impact of own emotions on others in
the workplace, recognising and appreciating the emotional
strengths and weaknesses of others, promoting the development
of emotional intelligence in others and utilising emotional
intelligence to maximise team outcomes.
It applies to managers who are required to identify, analyse,
synthesise and act on information from a range of sources and
who deal with unpredictable problems as part of their job role.
They use initiative and judgement to organise the work of self
and others and plan, evaluate and co-ordinate the work of
teams.
No licensing, legislative or certification requirements apply to
this unit at the time of publication.
Unit Mapping Information
BSBLDR501 Develop and use emotional intelligence –
Equivalent unit
Pre-requisite Unit
Not applicable
Unit Sector
Management and Leadership - Leadership

Performance Criteria
Element
Elements describe the essential outcomes.
Performance Criteria
Performance criteria describe the performance needed to
demonstrate achievement of the element.
workplace
1.1 Identify and use evaluation criteria to determine own
emotional strengths and weaknesses
1.2 Identify personal stressors and own emotional states related
to the workplace
1.3 Analyse and document potential emotional triggers in
emotional responses
1.4 Evaluate the impact of own workplace behaviours that
demonstrate management of emotions
1.5 Use self-reflection and feedback from others to improve
development of own emotional intelligence
weaknesses of others
2.1 Respond to the emotional states of co-workers and assess
emotional cues
2.2 Develop a plan for identifying and responding appropriately
to a range of cultural expressions of emotions
2.3 Apply techniques to demonstrate flexibility and adaptability
in dealing with others
2.4 Demonstrate consideration of the emotions of others when
making decisions
3. Promote the development of emotional intelligence in others
3.1 Create opportunities for others to express their thoughts and
feelings
3.2 Assist others to understand the effect of their behaviour and

emotions on others in the workplace
3.3 Develop and implement plans to encourage the self-
management of emotions in others
3.4 Develop and implement plans to encourage others to
relationships, and maximise workplace outcomes
4. Utilise emotional intelligence to maximise team outcomes
4.1 Identify opportunities to utilise emotional intelligence to
increase team performance in line with organisational objectives
4.2 Encourage a positive, inclusive emotional climate in the
workplace
4.3 Use the strengths of workgroup members to achieve team
and/or organisational objectives
Foundation Skills
This section describes language, literacy, numeracy and
employment skills incorporated in the performance criteria that
are required for competent performance.
Learning
· Identifies and uses strategies to improve own emotional
intelligence.
Oral communication
· Uses appropriate language and nonverbal features to present
information and seek feedback
· Uses listening and questioning skills to elicit the views of
others and to clarify or confirm understanding.
Interact with others
· Reflects on personal attributes and considers the impact on
others and modifies approach to support development
· Adapts personal communication style to model behaviours,
build trust and positive working relationships and to build

understanding of emotional intelligence
· Leads a collaborative approach, using inquiring and inclusive
techniques, to develop understanding and skills that enhances
individuals’ emotional intelligence.
Get the work done
· Leads processes to develop, implement and monitor plans and
processes to ensure team engagement and effectiveness.
Assessment Requirements
Performance Evidence
Evidence of the ability to:
· Conduct an analysis to identify own emotional strengths,
weaknesses, stressors, emotional states and triggers,
incorporating feedback from others
· Identify workplace situations and environments that may
trigger an emotional response
· Model behaviours that demonstrate management of emotions
· Recognise the impact that cultural behaviours and beliefs may
have on workplace interactions
· Recognise and respond to the emotional states of others
· Use emotional intelligence of self and others to enhance team
performance
· Promote the development of emotional intelligence in others.
Note: If a specific volume or frequency is not stated, then
evidence must be provided at least once.
Knowledge Evidence
The candidate must be able to demonstrate the following
knowledge to effectively complete the tasks outlined in the
elements and performance criteria of this unit, and to manage
tasks and reasonably foreseeable contingencies in the context of
the work role:

· Key features of emotional intelligence principles and
strategies
· Key elements of the relationship between emotionally
effective people and the attainment of business objectives
· Key strategies for communicating with a diverse workforce
which has varying cultural expressions of emotion
· Key features of emotional intelligence in the context of
building workplace relationships.
Assessment Conditions
Assessment must be conducted in a safe environment where
evidence gathered demonstrates consistent performance of
typical activities experienced in the management and leadership
field of work and include access to:
· Relevant workplace documentation and resources
· Case studies or, where possible, real situations
· Interaction with others.
Assessors of this unit must satisfy the requirements for
assessors in applicable vocational education and training
legislation, frameworks and/or standards.
Links
Companion Volume implementation guides are found in
VETNet -
https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11e
f6853-ceed-4ba7-9d87-4da407e23c10
workplace
1.1.Identify and use evaluation criteria to determine own
1.2.Identify personal stressors and own emotional states related
to the workplace
1.3.Analyse and document potential emotional triggers in
emotional responses

1.4.Evaluate the impact of own workplace behaviours that
1.5.Use self-reflection and feedback from others to improve
1.1 – Identify and use evaluation criteria to determine own
By the end of this chapter, the learner should be able to:
Define emotional intelligence
Create a list of their own emotional strengths and weaknesses.
Emotional intelligence
The concept of emotional intelligence in terms of leadership and
management is relatively new, becoming popular in the mid-
1990s. Prior to this, intelligence was measured by an
individual’s intellectual ability, or their IQ. Intellectual
intelligence and emotional intelligence are two completely
different functions and very often do not go hand in hand.
What is emotional intelligence?
Emotional intelligence is an individual’s ability to recognise
their own emotions and feelings, manage their own behaviour in
response to these emotions and make balanced decisions in
emotional situations. It is also an individual’s ability to
recognise the emotions and feelings of others and interact with
them in a way that manages their behaviour and relationships
with others. It is the ability to recognise heightened emotions in
both yourself and others around you, remove yourself from the
stress and manage the situation objectively, taking into account
the feelings of those involved, to arrive at a resolution
agreeable to all involved.
There are many variations of evaluation models for emotional
intelligence, but it is widely accepted that there are four
components to emotional intelligence which are categorised in
pairs by both personal and social competence, and recognition
and regulation.
For effective leadership, a manager must demonstrate all of the
four components in each given situation or predicament.

Personal competence
Social competence
Recognition
Self-awareness
· Emotions
· Behaviour
· Confidence
· Accurate, honest and reflective self-assessment
Social awareness
· Empathy (recognition and understanding of emotions and
behaviours of others)
· Awareness and understanding of feelings, emotions and
behaviours of the organisation
Regulation
Self-management
· Maintaining emotional self-control in emotive or volatile
situations
· Being honest and transparent
· Able to adapt behaviour and approach according to the
situation and changes in the situation
· Initiative and innovative approach to management
· Optimistic – uses every situation as an opportunity
Relationship management
· Conflict management and resolution
· Inspirational and influential leadership and management style
– leads by example and models good emotional intelligence
· Collaborative approach to management – involves the team in
decision making and resolutions
· Develops others
Why is emotional intelligence important?
Intellectual ability is obviously important in management and
leadership; it is a quantifiable level of knowledge and

understanding about the organisation’s processes and
procedures, productivity, mission statement and objectives. This
knowledge is the foundation of management and is an essential
requirement for running an organisation or a department or team
within an organisation. You cannot effectively manage a
production line if you do not have a full understanding of the
required processes and procedures.
Emotional intelligence, however, is not necessarily regarded as
employers as an essential requirement for managers. It is not
absolutely vital to the management of a team, but it is highly
desirable. To return to the point made about a manager needing
to understand how the production line works in order to keep it
running smoothly, this is absolutely true of understanding how
the members of your team work, why and how they might react
emotionally to a situation or behave inappropriately, and what
you, as a manager need to do and how you need to behave to
resolve the problem and lead by example.
It could be argued that emotional intelligence is more important
than intellectual ability when managing people.Humansemotions
are, after all, much more complex to understand and deal with
than a broken conveyor belt, and can have a huge impact on the
performance of employees.
Employees are human beings,and regardless of deadlines,
targets and other workplace stresses and demands, they
rightfully expect to be treated as such; ignoring or avoiding
their emotions and needs makes for a bad feeling in the
organisation which often has a negative effect on productivity,
work ethic and performance of individuals and/or teams.
Embracing their needs and emotions by proactively and
collaboratively managing a resolution makes employees feel
valued and gains their trust and loyalty which in turn makes
them more committed and motivated to perform to high
standards.
Identify own emotional strengths and weaknesses

Your emotional strength is your mental stability and resilience
to pressures and stresses. Some pressures may affect you more
than others. Often in our personal lives, we react differently to
how we would in the workplace; for example, a police officer
who deals with household burglary on a daily basis in a calm
and supportive manner would probably not react quite so
professionally if it was their property that had been burgled.
The first step in developing emotional intelligence is to
acknowledge and understand your own emotions and
behaviours.
Before you start to consider what causes you stress in the
workplace, first identify your personal, generic, emotional
strengths and weaknesses. You need to be honest and
transparent in your self-assessment.
On the following page is a list of possible examples, but not a
definitive list.
Emotional strengths
Emotional weaknesses
Open-mindedness
Narrow-mindedness
Objectivity
Subjectivity
Perseverance
Defeated quickly
Honesty and integrity
Tell people what they want to hear
Generosity
Selfishness
Kindness and loving
Spite and isolation
Loyalty
Betrayal
Self-control
No self-control/temper
Trust

Jealousy
Optimism
Pessimism
Forgiveness
Holding grudges/vengeance
Empathy, compassion
Inability to understand other people’s emotions
Sympathy
Inability to feel sorry for other people
Calm and reasonable under pressure
Irrational behaviour
Dedication and commitment
Indifference
Honesty
Dishonesty
Activity 1A
1.2 – Identify personal stressors and own emotional states
related to the workplace
Identify their own stressors in the workplace
Identify the emotional state caused by stressors.
Stressors in the workplace
There are not many working environments or management roles
in which stressors or pressures to perform or fulfil the
requirements of your role and responsibilities do not exist, and
even in those precious few that you may find, there are always
unforeseen circumstances that can create them, natural disasters
for example, or changes to regulations or legislation.
Within a management or leadership role, the number of stressors
is bound to be more than those within a general worker’s, and
the further up in the hierarchy you become, the more
responsibility and accountability is attached to them. People

respond differently to similar stressors and pressures, and what
might concern one managermay besomething where another
manager thrives. It is quite probable that there is more than one
thing in your role that causes you stress and anxiety, and there
may be a number of things that evoke other emotions such as
annoyance or anger. Recognising what causes your own
personal stress will help you to understand that of others within
your team.
Types of stressors in the workplace might include:
· Demands, such as:
· key performance indicators (KPIs)
· targets
· budgets
· workload, which may be unmanageable, unfairly distributed,
potentially unlawful
· time-management and schedules
· meetings with senior management
· overtime
· Poor leadership, such as:
· impatient/unfair managers
· multiple managers or supervisors
· managers that do not understand your role
· Relationships, such as:
· bullying in the workplace
· conflicts between you and others that have not been
adequately resolved
· conflicts between members of your team that you must resolve
· strained relationships with clients/suppliers/customers
Dealing with conflict – such as angry customers
Lack of support – from team members and/or supervision
Lack of understanding, such as:
poor communications from management
not understanding your role and responsibility
Change, which could be:
to management

own role and responsibility
organisational structure – redundancies for example.
Emotional states caused by work-related stressors
The reasons for each aspect of employment causing you to feel
stressed or under pressure may be completely different and may
evoke different types of emotional response. For example,
systematically failed sales targets may result in you being the
subject of a performance management plan or other disciplinary
action which causes concern for the security of your role and
anxiety about personal financial commitments. Presentations to
senior management or large groups of stakeholders may be a
more personal pressure for you if you are not confident in
public speaking.
Types of emotional states related to the workplace
Negative emotional responses
Positive emotional responses
Frustration
Acceptance and acknowledgement of the problem
Inappropriate behaviour
Positive change to behaviour
Lack of concentration
Perseverance
Confusion and indecision
Proactive and methodical decision-making
Disappointment
Continuous improvement
Anxiety/nervousness
Excitement
Over-sensitivity
Self-control
Withdrawal
Motivation
Aggression
Channelled energy

Anger
Pragmatism
Recognising these stressors and your emotional response to
them enables you to begin the journey to developing your
emotional intelligence. You may already be well on the way,
particularly if your emotional responses are positive ones.
Activity 1B
1.3 – Analyse and document potential emotional triggers in
emotional responses
Identify and document their own emotional triggers in the
workplace.
Analysing emotional triggers
We all have different emotional triggers,and some can be very
specific to the individual such as being called an unpleasant
nickname, or a member of senior management always calling
you by the wrong name. The emotion is a reaction to an action
or activity that compromises something that is very important to
you. That compromise is the trigger.
In order to identify your own emotional triggers, you need to
consider the things that are most important to you, that if
threatened or removed would cause an extreme emotional
reaction from you. They are often your morals and values.
Possible emotional triggers could be the potential compromise
of any of the following concepts:
To feel valued
To be liked
To be accepted
To be in control
To be respected
To be needed

To be understood
To be included
To be treated fairly
To be right
Order
Balance
Autonomy
Predictability
Safety
Fun
Freedom
Variety
Controlling emotional responses
By identifying and understanding the reasons for your emotional
responses to work stressors and personal pressures you have
made yourself more aware of the issue. This consciousness
should enable you to recognise the trigger and stop the
emotional reaction before it occurs. By being able to apply a
rational understanding of why the reaction occurs, you enable
yourself to step away from the issue and take stock of how you
are going to deal with it and manage the emotional response.
You have identified the pressures and stressors that evoke this
emotional reaction and the reasons why. You have also
identified your personal emotional strengths and weaknesses. In
order to control your emotional response to the work stressors,
you should identify your emotional strength that is most
appropriate and suitable to deal with the issue.
When you get an emotional trigger:
· Stop
· Detach yourself from the situation
· Think about the process you have put in place to deal with the
issue
· Use that emotional strength to analyse the problem
· Is the need that you believe is being compromised really under
threat, and if so, to what extent?

· Have you taken it personally when that was not the intention
of the action?
· If the need is being compromised, how are you going to deal
with it objectively without being over-sensitive and emotional?
As a manager or leader, controlling your emotional responses is
a vital skill that gets more natural with experience. It is
important to remember that when you detach yourself from a
situation, it gives you time to choose how to respond as opposed
to giving a reflex reaction.
Below is an example of potential stressors and emotional
triggers experienced by a police officer and the subsequent
emotional strength and positive emotional response the officer
might use to deal rationally and objectively with the issue.
Work related stressor
Emotional trigger(s)
Emotional strength
Positive emotional response
Using personal protective equipment to temporarily
disable/disarm a violent offender
Order
Safety
Calm and reasonable under pressure
Channelled energy
Self-control
Giving evidence in court
To be in control
To be right
To be respected
Justice
Honesty
Self-control
Delivering a death message
Predictability
Justice
Balance

Empathy
Sympathy
Honesty
Pragmatism
Self-control
Documenting emotional triggers
Documenting your own emotional triggers will provide a
reference point which can be revisited at any point. This means
that in situations where you might be feeling vulnerable, you
will be able to identify things which may heighten your
emotions and put procedures in place to avoid this from
happening.
Documentation can be in any form which is useful for you.
Perhaps you keep a diary or a journal where you can jot down
your triggers, or you might use a notes app on your phone;
choosing a format which will aid your reference to this will
increase the chances of it being useful.
Activity 1C
1.4 – Evaluate the impact of own workplace behaviours that
Explain why it is important for managers and leaders to control
their emotions in the workplace
Roleplay a stressful situation demonstrating emotional control
and positive responses
Identify the impact that emotional control and positive
responses will have on the team.
Management of emotions
It is important for everybody in the workplace, regardless of
their position, to try to manage their emotions in order to retain
a professional environment. This is not always easy or
achievable for some people,and as human beings, emotional

responses to adverse or diverse situations are natural reactions.
However, as managers and leaders, you have to model
workplace behaviours that demonstrate management of emotions
because you set the tone and the standard for the behaviour of
the rest of your team and/or organisation.
Not only must you set the standard on which the rest of the
organisation models its own behaviour, but you will also have
to deal with the consequences of inappropriate emotional
responses and behaviours from your subordinates and also
possibly complaints from customers or clients exhibiting
heightened emotions. If you are unable to manage your
emotions in these scenarios, you will exacerbate the situation.
Learning to control your emotions by detaching yourself from
the issue and not taking it personally, rather than just
concealing your emotions, is the goal; by remaining impartial
and indifferent to the situation, you will be in a much more
objective position to deal with it effectively and fairly.
This is obviously much easier to talk about than to put it into
practice, but as a manager, your team and others around you
will look to you control a problem or situation and to provide
solutions in a rational and calm manner. If the manager is
panicking or loses control of their emotions, chances are it will
cause panic amongst the staff and/or the staff may lose respect
for them which will have a negative impact on their authority
and ability to manage their team.
Dependent on the nature of the industry in which you work, the
scale of the emotions you will have to manage might range from
frustration at a printer that is out of order and has not been
reported to fear for your own personal safety or that of members
of your team from either a customer or a member of staff that
has seriously lost their temper.
You should consider the different types of situation you may
have to deal with in your role and predict the emotions you will
need to suppress. As you become more experienced in
management and leadership and are exposed to more emotional

situations, you should expect to become desensitised to issues
that would once have provoked a personal emotional response
from you, and your personal emotional strength will increase.
This is not to say that you will lose your empathy and caring
qualities, rather you will become more pragmatic in your
responses to emotional situations.
Evaluating the impact of workplace behaviours
A good way to ensure that your emotions are successfully
managed in the workplace is to evaluate the impact of your own
behaviour. In most cases, expressing heightened emotion,
whether this be worry, sadness, anger, etc., will provoke a
negative reaction from those around you.
To evaluate the impact of your own behaviour you could:
Pay close attention to how the people around you are responding
– the reaction of others will be a good indicator as to how
successfully you are managing your emotions. A calm and
collected team shows that they are not feeling your stress
Reflect on your feelings – are you letting things wind you up to
the point it effects on the rest of your day? Simply paying
attention to your own feelings can give you an insight into the
impact of your behaviour and the times when you may not be
displaying management of your emotions
Ask your peers – it can often be difficult to understand the
impact that our behaviour has on others. It might be a good idea
to create a feedback system to identify which of your
behaviours are demonstrating management of emotions and
which ones aren’t.
Activity 1D
1.5 – Use self-reflection and feedback from others to improve
Complete a self-reflection to explore a situation in which they
have not been successful in managing their emotions.

Improving emotional intelligence
In the previous chapters, you understood the concept of
emotional intelligence and have analysed and identified what
causes your own personal emotional responses both in general
and in the workplace, attaching theoretical coping strategies to
each stressor. Unlike intellectual intelligence that tends to
mature in late adolescence and remain the same throughout our
adult lives, emotional intelligence can be an ability that is
developed and improved indefinitely and with experience as you
become attuned to the behaviours of others.
As with any skill, in order to improve it, you have to constantly
evaluate your performance through self-reflection and by
obtaining feedback from others. The following exercises might
help you to develop your emotional intelligence.
Strategies to improve your emotional intelligence include:
Talking about your feelings
Taking responsibility for your feelings
Using feelings to make decisions
Using feelings to set targets and objectives
Using feelings to discuss and resolve incidents.
Talk about your feelings
Describe matters with feelings, and put an emotional label on
how you felt at the time. For example, if you were stuck in a
traffic jam and late for a meeting you might have been using
expletives and saying things such as, “This is just my luck”, or
“I’m never going to make it on time.” You might even exhibit a
change in behaviour such as banging your head on the steering
wheel or revving the accelerator unnecessarily whilst stationary.
You obviously know that none of these remarks or behaviours
are helpful and actually heighten the emotion you are
experiencing.
Instead, you should be trying to think in emotions and feelings,
saying things such as:
· I feel impatient
· I feel annoyed

· I feel worried (that this may have a negative impact on the
outcome of the meeting).
You may not find that you can do this automatically whilst in
the middle of the situation but this is what developing
emotional intelligence is all about. As soon as you start
detaching yourself from situations and taking a step back to
analyse how you are feeling, you can start to manage your
feelings and emotions more rationally.
Take responsibility
When you look back at incidents where you have had to manage
your emotions, take responsibility for your own feelings.
Regardless of what has happened, nothing or nobody can be
held accountable for your chosen response to a stimulus. As
discussed in earlier chapters, emotional intelligence is the
ability to respond thoughtfully, not react without thinking. For
example, in the traffic jam scenario, you may have felt annoyed
at yourself because you didn’t leave yourself sufficient time to
get to the meeting. Where incidents cannot be helped, such as
the traffic jam having been caused by an accident, there is
nothing anybody could have done to prevent it. If the colleagues
or clients at your meeting take exception in the latter
circumstances, you might question their emotional intelligence.
Use feelings to make decisions
When making any decisions within the workplace, you should
obviously consider all the factual and tangible consequences,
but you should also take into account how it will make people
feel.
You should ask:
· How will I feel if I do this?
· How will I feel if I don’t?
· Why will I feel like this?
· What else could I do that would make me feel better/different?
· What will others feel?
· What could I do to make others feel better?
You should also ask for feedback from others involved or

affected by your decision. Considering their feelings and
actively asking for their contribution will make them feel
valued and shows your respect for them as human beings, not
just employees. It is these processes that help to build quality
relationships within the workplace between management and
subordinates which subsequently fosters loyalty and retention of
quality members of staff.
Use feelings to set targets and objectives
Every organisation has its aims and objectives, and it is the role
of management to ensure that these goals are met. The
objectives should reflect the mission and the ethos of the
organisation which generally sets out the values and morality of
the company. Why not adopt the same approach to your own
goals and targets?
You could ask:
How do I want to feel when the target is reached?
How do I want the members of my team to feel when they have
reached the target?
How do they want to feel when the target is reached?
How do they want to feel along the way?
How do I want senior management to feel when the target is
reached?
What can I do to ensure these feelings are reached?
Attach feelings targets to your goals and ask for regular
feedback from those involved during the journey. For example,
if making the employees feel valued is one of the targets, you
might decide in consultation with them that in order to do this
they want regular updates and communication on the progress of
their work throughout the project. This then gives you a metric
by which to measure your progress.
Use feelings to discuss and resolve incidents
When dealing with an incident or conflict in the workplace,
either between you and a colleague or members of your team,
always ask all involved how the incident made them feel. This
may sound irrelevant, but it is surprising how personally some

people take the most minor issue. For example, a flippant
comment to an administrative assistant about the printer running
out of paper could ruin their day,and they might even go home
and worry about it, particularly if it is a member of the
management team that made the comment.
The issue may not come to light for a few more days until the
administrative assistant mentions it to a colleague and explains
how it has affected him/her. The manager may have forgotten
about the printer running out of paper and have no knowledge of
the bad feeling they have caused. By having a conversation with
the administrative assistant and asking them how it made them
feel allows them to air their grievance and gives the manager
the opportunity to understand how their actions have adversely
affected a colleague. It also enables the manager to explain the
lack of intent to harm the administrative assistant’s feelings.
Self-reflection and feedback from others
As with all self-reflection, you have to be honest and open in
order for it to be of any value. Each time you are involved in a
matter that requires the use of emotional intelligence and you
having to manage your emotions, try asking yourself the
following questions and recording your responses for future
comparison and evaluation.
Example incident
You return to the office after a meeting and enter reception.
Your receptionist tells you that she has forgotten to take down a
telephone number for an important potential client who is
awaiting a call back from you, the manager. There is another
customer waiting in reception. You are angry, but you roll your
eyes and make a joke to the customer that, “You just can’t get
the staff”, before walking away without saying anything to the
receptionist.
Self-reflection
Question
Response
How did I feel at the time?

Angry, frustrated, worried.
Why did I feel like this?
Angry because the potential client was worth a lot of money to
the organisation.
Frustrated because the receptionist should know better and it is
standard procedure when taking a call to take a contact number.
Worried that the client might question the professionalism of
the organisation or me because I have not called back.
What was my emotional response?
I tried to disguise my real feelings with an attempt at humour by
embarrassing the receptionist in front of the customer.
How did that affect the situation?
It probably made the receptionist feel useless and humiliated in
front of a customer.
It did not resolve the matter.
How did it affect me?
It made me look unprofessional in front of the customer.
It made me feel guilty and ashamed of myself for treating the
receptionist badly.
How did it affect others?
It probably made the customer feel awkward and damaged their
opinion of me. It upset the receptionist.
How could I have responded differently?
Acknowledged the omission discreetly and politely and returned
later to speak with the receptionist when the customer had gone,
in order to salvage as much as possible from the situation.
How do I feel now?
Irritated with myself.
Why do I feel like this?
Because I have upset a member of my staff, damaged my
reputation and quite possibly that of the company, and still
haven’t managed to call the potential client back.
What else do I need to do to put it right?
I need to apologise to the receptionist and give her a chance to
explain.

I need to try and contact the potential client and explain the
reason for not calling back without blaming the
misunderstanding on the receptionist.
What do I need from others to put it right?
I need the receptionist to accept my apology.
Feedback from the receptionist
Question
Response
How did you feel at the time?
Upset, angry, annoyed, embarrassed, worried.
Why did you feel like this?
Upset, angry and annoyed at myself because it is a fundamental
part of my job and I forgot to do it.
Upset, angry and annoyed at you because of the remark you
made to the customer and because you ignored me.
Embarrassed because the customer then tried to make me feel
better about my omission after you had gone.
Worried that there might be disciplinary repercussions.
What was my emotional response?
You were rude and humiliating.
How did that affect the situation?
It made it worse.
How did it affect you?
I was worried for the rest of the day, which affected my
confidence to do my job. I was not as friendly on the telephone
because I was concerned that I would make the same mistake
again. I hid from you when you came through reception later to
go to another meeting.
How could I have responded differently?
Spoken to me later or in private.
How could you have responded differently?
Tried to find the number of the potential client as soon as I
realised I hadn’t taken it down.
How do you feel now?

Scared of you.
Why do you feel like this?
Because you didn’t come back to talk to me.
What else do you need from me to put it right?
To forgive me for the omission.
What do you need to do to put it right?
Apologise.
You can see that the feedback from the receptionist is very
similar to the feelings of the manager. This reflects the fact that
when emotions are not managed, they affect those involved in
very similar ways.
Seeking feedback on emotions management from colleagues and
members of your team not only helps to develop your emotional
intelligence, but it also encourages them to think in a similar
way to develop their own.
Activity 1E
2.1.Respond to the emotional states of co-workers and assess
emotional cues
2.2.Develop a plan for identifying and responding appropriately
to a range of cultural expressions of emotions
2.3.Apply techniques to demonstrate flexibility and adaptability
in dealing with others
2.4.Demonstrate consideration of the emotions of others when
making decisions
2.1 – Respond to the emotional states of co-workers and assess
emotional cues
Identify the emotional state of a co-worker from a previous
situation and determine the emotional cues which led to this
conclusion
Outline how they responded to the co-worker and determine

whether this was a suitable reaction.
Recognising and appreciating the emotional strengths and
You have identified and evaluated your own personal emotional
strengths in relation to the workplace,and you now need to
develop your understanding of those of the people with whom
you work and manage.
As a manager, you are expected to be able to deal effectively
with others and develop and refine your emotional intelligence
in order to do so. This is not necessarily the case with all of
your co-workers who may not have responsibility for the
behaviour and actions of anyone but themselves. This is not to
say that some of your co-workers might possess highly
advanced emotional intelligence or that others have very little,
or none at all.
You will probably find that there are mixed levels of emotional
intelligence amongst your colleagues and this in itself can cause
issues and conflicts because they do not manage their emotions
in the same way as one another.You need to recognise where on
the scale of emotional intelligence each of those people under
your management lies and respond to their emotional states
accordingly.
Emotional states
In the first element, you looked at different emotional
responses, particularly your own, which might occur in the
workplace. Your emotional responses will differ to those of
your colleagues because we all have different personalities and
emotional strengths and weaknesses. Something that motivates
you, a production deadline, for example, may not evoke the
same drive from an employee on the production line that is paid
minimum wage and performs the same repetitive tasks on a
daily basis.
Likewise, something that concerns the same production line
employee, such as needing to request time off for a child’s

medical appointment, will not concern you at all. That employee
may be worried about having to go to your office and ask for
time off,and this may affect her behaviour towards others on the
production line (she might snap at them or ignore them because
she is pre-occupied with the trip to your office), or it might
affect her performance and ability to do her job properly
because she is nervous. The emotions she is experiencing are
potential causes of conflict which you may very well have to
resolve before she has even made it into your office to ask the
question that has caused all the problems.
As a manager, you need to be able to recognise the emotional
strengths and weaknesses of others within your team and the
emotional states that they produce. An emotional state is
actually two separate concepts. The state we are in determines
how we perceive something that is happening to us or around us
which results in the emotion we feel towards it. The emotion we
feel towards the same stimulus may be completely different
depending on the state we are in.
For example, a colleague plays a practical joke on you by
hiding your lunch box. After a productive and lucrative meeting
with a new client that has ensured you treble your sales targets
halfway through the month, you probably won’t care about the
hidden lunch box and may be amused when you find it later in
the day in your filing cabinet when you are looking for
something else. However, after a tough meeting with your
manager about falling sales figures when you need to attend
another meeting on the other side of town for which you are
running late?

You will often find that the subsequent response is determined
by the emotional state of the individual and will also vary
according to the state. With the lunch box example, the
response in the happy emotional state might be that the
individual who has had his lunch box hidden goes out and buys
the whole office lunch as a celebration of the trebled sales. The
response from the stressed individual
is most probably going to be one of anger or aggression.
Emotional states
There are more emotional states than you might have imagined.
This selection is not exhaustive.
Affection
Agitation
Alienation
Ambivalence
Anxiety
Apathy
Apprehension
Bitterness
Boredom
Calm
Confidence
Depression
Disappointment
Desire

Doubt
Embarrassment
Enthusiasm
Euphoria
Frustration
Gratitude
Grief
Guilt
Hate
Helplessness
Hope
Humility
Joy
Jealousy
Loneliness
Mania
Nostalgia
Optimism
Patience
Pride
Rage
Remorse
Shame
Shock
Shyness
Suspicion
Sympathy
Terror
Vulnerability
Worry
Recognising different emotional states may be quite difficult
because some of the physical features and behaviours, or
emotional cues, that individuals demonstrate are common to a
number of different states.

Emotional cues
An emotional cue is basically a sign that gives an indication as
to the emotional state of an individual. It is generally a non-
verbal movement of a part of the body, usually involuntary,
unintentional and unconscious.
Generic emotional cues include:
· Facial expressions
· Body movement
· Tone of voice.
Facial expressions include:
Smile – joy, happiness, amusement, affection, confidence,
enthusiasm, to embarrassment, euphoria, gratitude, mania,
nostalgia, optimism, pride, shyness
Frown – agitation, anxiety, bitterness, frustration, hate, rage,
suspicion, worry, confusion
Blink – agitation, anxiety, apprehension, guilt, vulnerability,
mania, rage
Raise eyebrows – doubt, hope, shock, suspicion
Widen eyes – apprehension, helplessness, hope, mania,
optimism, shock, terror, vulnerability
Facial flushing – agitation, embarrassment, guilt, rage, shame,
shyness
Downturned mouth – depression, disappointment, grief,
loneliness, remorse, vulnerability
No expression – ambivalence, apathy, boredom, calm, patience.
Body movements include:
Fist pump – enthusiasm, euphoria, joy
Throat-clear – uncertainty, apprehension
Jaw drop – shock
Both hands to mouth – apprehension, shock, terror
Both hands to head – frustration, disappointment
Dropping the head – protection, apprehension, agitation,
humility, shame, remorse, shyness, vulnerability
Freeze – helplessness, shock, terror
Slumped shoulders – depression, disappointment, helplessness
Gesticulating – agitation, enthusiasm, desire, joy, mania, rage

Jumping – shock
Shaking – agitation, apprehension, enthusiasm, euphoria,
frustration, rage, terror
Pacing – agitation, anxiety, mania, rage, worry.
Tone of voice includes:
Falling pitch – calm, ambivalence, apathy, depression,
disappointment, helplessness, nostalgia, vulnerability
Rising pitch – agitation, anxiety, desire, euphoria, joy, mania,
rage, terror, worry
Sarcasm – bitterness, doubt, suspicion
Raised – agitation, confidence, hate, mania, rage.
You can see just from these examples that emotional cues can
be quite confusing, especially if you don’t know the person. For
example, agitation and anxiety share a number of common
emotional cues that, if misread, could cause more conflict or a
more heightened emotional state than you first started with.
What’s more, emotional cues can be unique to an individual
such as repeatedly tapping the side of the leg when agitated or
whistling when nervous. Understanding generic emotional cues
can help you to assess the emotional states of your co-workers,
but taking the time to get to know their personalities is
instrumental in predicting how they might respond to specific
pressures or situations.
Activity 2A
2.2 – Develop a plan for identifying and responding
appropriately to a range of cultural expressions of emotions
List the six basic emotions proven to be universal in all cultures
Identify the different cultures in their workforce and state
whether each could be considered collectivist or individualist
Create a plan for responding to common expressions of emotion
of one culture.

Cultural differences
Diversity in Australia
Australia is a hugely multi-cultural nation. Aboriginal and
Torres Strait Islander peoples are the original inhabitants of
Australia and have been living there for between 40,000 and
60,000 years. Since Great Britain established the first European
settlement in 1788, people from over 200 countries have
migrated to Australia,and they and their descendants make up
the rest of the population. Different cultures have varying ways
of expressing emotions, and it is important that you understand
these emotional cues in order to respond appropriately and
sensitively.
Similarities in expressions of emotions
Extensive psychological research over time and across many
different cultures all over the world has established that human
beings experience and react with universal facial expressions to
six basic emotions.
The six basic emotions are:
Happiness
Sadness
Anger
Fear
Surprise
Disgust.
However, research has also shown that the extent to which these
emotions are shown using facial expressions varies according to
different cultures. The “display rules” of each culture determine
how much emotion individuals are allowed to convey in a given
situation.
Creating a plan
You should first identify the cultures that are present and their
priority or understanding of emotions. You may need to
research information about communication and emotional
intelligence in each culture. It may help to understand the role
of collectivist and individualistic countries.

To communicate with a diverse workforce which has varying
cultural expressions, you can:
Identify cultures that are present
Assess their understanding of expressions and non-verbal
communication methods
Research information about communication and emotional
intelligence in cultures present
Research information on the role of collectivist and
individualistic countries.
Collectivist cultures
Collectivist cultures feel the need to fit in with all around them
without drawing attention to themselves. They tend to mask
negative emotions by controlling their facial expressions when
in the presence of others, particularly authority figures.
They include:
Canada
Nepal
Argentina
Brazil
Bulgaria
China
Egypt
Greece
India
Indonesia
Japan
Korea
Lebanon
Portugal
Romania
Russia
Ukraine
Saudi Arabia
Serbia
Singapore

Turkey
Vietnam
Malaysia
African countries
Palestine
Poland
Pakistan
Philippines
Individualist cultures
Individualist cultures encourage the importance of power and
autonomy and are much more overt with their emotions and
facial expressions.
They include:
United States
Germany
Austria
United Kingdom
Italy
France
Czech Republic
Finland
Estonia
Belgium
Luxembourg
South Africa
Australia
Switzerland
Ireland
Poland
The Netherlands
Hungary
Language and priority of emotions
It is also important to be aware that the names of some emotions
do not have an equivalent across all languages so when dealing

with co-workers from a culture different to your own that
appear to be in an emotional state it is important not to confuse
matters with words being lost in translation.
Some cultures also have different priorities of emotions; for
example, generically speaking, honour and shame in the Far
East would have more meaning to individuals and society than
they perhaps would in the United States of America.
It is important to familiarise yourself with the emotional
differences of the varying cultures within your organisation and
the emotional cues and responses you are likely to encounter in
order to respond fairly to all co-workers you encounter in
emotional states, regardless of their culture.
Other influences on emotional responses
It is also worth noting that there are other cultural influences
that may affect the way individuals respond in emotional
situations.
These differences might include:
· Age – younger, more inexperienced co-workers might react
with heightened emotion to older, more experienced employees
· Gender – studies suggest that men are more likely to hide
feelings of fear and surprise than women, whereas women are
more likely to control feelings of disgust, contempt and anger
· Socio-economic class – boundaries of what is deemed
acceptable behaviour and emotional response may differ
according to socio-economic class
· Language – barriers in language can make it difficult to
understand and resolve problems, particularly when vocabulary
to describe emotions cannot be translated from one language to
another
· Mental ability – an individual with learning difficulties will
quite probably respond much differently to someone without
them. Equally, the mental health of an individual could also
have a bearing on their emotional responses
Past experiences – personal and professional past experiences
can change the way individuals respond emotionally to certain
situations and stimulus. For example, a co-worker who has past

experience of nursing in a hospital emergency department is
less likely to faint at the sight of blood than an employee who
has never witnessed physical trauma. It is also worth bearing in
mind that past experience of abuse (emotional, physical, sexual)
or repeated exposure to witnessing and dealing with horrendous
events can desensitise individual’s emotional responses to any
number of situations.
Activity 2B
2.3 – Apply techniques to demonstrate flexibility and
adaptability in dealing with others
Identify matters that might arise when dealing with others in
their organisation
Describe how they adapted their approach in a situation to deal
with the matter
Identify the six styles of leadership and determine their
preferred style.
Dealing with others
It doesn’t matter how large or small your workforce is; it will
inevitably contain a plethora of personalities with unique
capabilities, needs and possibly emotional limitations and
abilities. As a manager, it is your responsibility not only to
manage their workload but also all the human aspects that occur
on a daily basis. Dependent on the nature of your workforce and
industry, the matters that arise may range from basic frustration
with broken equipment to full-scale trauma as a result of a
serious incident in the workplace. Whatever arises, the way in
which you deal with the people involved will have a significant
impact on the outcome of the incident.
Matters that arise may include:
Complaints about from workers about co-workers such as time
wasting
Incorrect wages
Mistakes in the rota

Holidays and time off
Disputes between colleagues
Disciplinary conversations/actions
Personal issues affecting work
Unforeseen circumstances
Angry customers/colleagues.
Using emotional intelligence to build workplace relationships
Emotional intelligence can be used to build workplace
relationships through:
Considering and understanding others’ thoughts, needs and
actions
Adapting behaviour to facilitate communication
Collaboratively resolving conflict
Improving active listening
Increasing self-awareness, awareness of others and emotional
reasoning.
The important thing to remember when dealing with others is to
treat them as individuals. Knowing your team will enable you to
do this with much more accuracy and will also make them feel
valued. Each member of your team will have their own
emotional needs and level of emotional intelligence. You will
have to adopt a number of things in your approach to ensure you
deal with the situation on their level.
You will need to demonstrate flexibility and adaptability in the
following areas:
Vocabulary – The words you use must be understood by the
individual
Tone – You may need to adopt an empathic approach, or the
situation may require assertiveness
Time – Some people will be quick and simple to deal with
whilst others will be much more demanding of your time. You
need to remain in control of the situation but gauge how much
time should be spent with one individual if progress is not being
made

Solution
s – You may have to be creative with the possible solutions you
offer,and you should also remember that one size will not fit
all; as with time, some individuals will be more difficult to
please
Your own capabilities – You should also know when you have
exhausted your own abilities to deal with an individual and be
able to recognise when the situation requires escalation to the
next level of authority or expertise.
Leadership styles
As a manager, you probably have a preferred leadership
style,and this may work most of the time, but it is important to
vary your approach when necessary.
Daniel Goleman’s book, Leadership: The Power of Emotional
Intelligence, first published in 2002, states that the most
successful leadership is that of managing the emotions of their
team in order to keep motivation and morale high. The better a
leader understands the members of their team, the more
successful they can be in stimulating and maintaining
motivation to achieve the desired goals. But not all people can
be managed in the same way.

The six leadership styles Goleman identified are:
The visionary leader – This style of leadership sets out a vision
or an ideal and shares it with the team, guiding and supporting,
but not directing team members in a specific direction. It is
often used when a new direction is needed,and there is no clear
path yet forged. It is often more successful with young and
inexperienced individuals than with seasoned workers resistant
to change
· The coaching leader – This is a much more personalised
approach to leadership in which much time is invested in long
conversations with individual workers in order to link the goals
of the organisation with the individual’s personal goals and
career aspirations. For individuals who already know what they
want, are already doing it, and are self-motivated, this style of
leadership can be overbearing and can seem like micro-
management
· The affiliative leader – This style of leadership places the
importance on the emotional needs of the workforce over work
and organisational needs, and this sort of leader wants to retain
harmony amongst the whole workforce at all costs. It can be
quite destructive if the workforce takes advantage of the
kindness and compassion afforded to them and it can also be
regarded as sweeping issues under the carpet in order to appease
the emotions of the staff

· The democratic leader – This is a collaborative approach in
which management seeks the input of their workforce for
decision-making processes. It is an effective way of gaining
support from the workforce as it allows them to take ownership
of the goals, but it can also be regarded as management not
knowing what they are doing
· The pace-setting leader – This approach is to lead by example.
A pace-setting leader will often bring in new and exciting
challenges, demonstrating their own ability and excellence, and
expecting the same from everyone else. If a situation needs
rescuing they will often wade in and resolve matters
themselves. Very little guidance is offered to the workforce,and
they are expected to know what to do and get it done. It works
best with an experienced and able team who are highly
motivated
· The commanding leader – Perhaps the most traditional style of
leadership, the commanding leader issues clear instructions with
no room for manoeuvre that they expect will be completed
without any questions asked. It is as far from democratic as
possible. This type of leader has a powerful presence and can
often be seen as cold and aloof. This style works best in a crisis
when results or changes are needed immediately,and a
floundering team needs clear guidance.
Our personalities lend us to a specific style of leadership, but a
good manager should employ a combination of all styles to suit

the occasion and the people with whom they deal.
Activity 2C
2.4 – Demonstrate consideration of the emotions of others when
making decisions
Describe a decision-making process they have undertaken that
took into account the emotions of others.
Considering emotions of others
Emotional intelligence gives you the ability to show empathy
and understanding of other people’s feelings. When making
decisions that concern or will affect the emotions of your
workforce, you need the ability to understand how they will feel
about the decisions you make and why they will feel that way.
This is a trait of the affiliative leader who desires harmony and
collaboration amongst every member of the workforce and could
also be described as a collectivist approach to leadership. In
business, decision-making is often about saving time and money
and making improvements to existing processes and procedures.
It often does not concern the emotions of others. However,
when managing people, and making decisions that will affect
them personally and emotionally, the process is not as
straightforward as rational thought.

When making decisions consideration should be given to the
following:
· How the decision will affect individuals emotionally
· How it will affect individuals personally
· How it might affect people financially
· How it might affect people socially
· How it might affect their productivity
· How it might affect their mood in the workplace
· How it might affect your relationship with them
· How it might affect their relationship(s) with others
· Any effect it might have on the mental health of an individual
· Ramifications for the organisation
· Short-term effects on the individual’s emotions
· Long-term effects on the individual’s emotions.
Soliciting input from others in the decision-making process
We have decided that it is important to consider the emotions of
others in decision making, but how are you going to get an
accurate picture? You might know your workforce incredibly
well and can predict the effect a decision may have on them, or
they might be vocal about how they anticipate a decision will
impact upon their emotions. You also might have no idea.
You could request feedback from your workforce to help you
make a decision based on their emotions. If the decision affects

just one individual, an informal conversation might suffice. If,
however, the decision affects a large group of people you might
need a more formal approach to obtain feedback, such as an
open forum or an employee survey.
Whilst it is important to consider the emotions of others in
making decisions,it is also important to remain objective and
balanced in your considerations. It is also vital that you do not
avoid legal or ethical requirements when making your decisions.
For example, if an employee has stolen an item of another
employee’s property, you could not make a decision on how to
handle it based on the emotions of the perpetrator. However,
you could possibly make a decision on how to handle it based
on the emotions of the victim.
Activity 2D
3. Promote the development of emotional intelligence in others
3.1.Create opportunities for others to express their thoughts and
feelings
3.2.Assist others to understand the effect of their behaviour and
emotions on others in the workplace
3.3.Develop and implement plans to encourage the self-
management of emotions in others
3.4.Develop and implement plans to encourage others to

3.1 – Create opportunities for others to express their thoughts
and feelings
Explain how one process to provide others an opportunity to
express their thoughts and feelings would work.
Expressing thoughts and feelings
It can be quite daunting for people with whom you work and
manage to express their thoughts and feelings. In a working
environment, we are often told not to and instead to maintain a
professional manner and attitude at all times. This is certainly
true of colleagues working with customers and members of the
public, and also in terms of maintaining positive and courteous
working relationships with one another. However, that is not to
say you cannot provide safe opportunities for your team to have
their thoughts and feelings heard.
The benefits of developing emotional intelligence within your
workforce are multiple, but perhaps the best one for managers
of people is that if they are able to manage their own emotions
themselves, which prevents you from spending time doing it for
them. It enables both you and your workforce to get on with the
task at hand without having to spend time dealing with issues
and incidents of an emotional nature.

Training sessions
You could hold paid, group training sessions as part of the
personal development of each employee that cover. Benefits of
the development of emotional intelligence such as better
performance at work, higher income, job stability and job
satisfaction.
They may need to practice active listening, which includes:
Giving their full attention
Not talking over the top of others
Maintaining eye contact (for facetoface interactions), except
where eye contact may be culturally inappropriate
Repeating back what the speaker has said
Speaking clearly and concisely
Using appropriate language and tone of voice
Using appropriate non-verbal communication (body language)
and personal presentation (for facetoface interactions).
Colleagues may also need to:
· Develop self-awareness – Give employees five minutes at the
end of their shift to keep a daily journal in which they reflect
upon their emotions and feelings from that day
· Participate in one-to-one meetings – Offer each employee a
short, five-minute meeting with yourself in which they can talk
to you about any concerns they have or to get
worries/frustrations off their chest in a controlled and safe

environment. This could be beneficial to you as a manager as
they may raise issues of which you were unaware that could be
threatening to the organisation or to other employees
· Undertake difficult conversations – Actively encourage your
employees to meet with you to have the difficult conversations
about taboo issues that are usually swept under the carpet
· Build time into team meetings for rants and moans – In your
regular meetings, allow a short period of time that can be used
for employees to have a rant about their frustrations but make
sure that when you move on, you really do move on
· Build optimism – Use every opportunity to provide positive
feedback to your employees, either individually or in groups.
The more genuine praise you shower on them, the more buoyant
their confidence and motivation. Equally, use opportunities to
provide developmental feedback that encourages self-reflection
· Specific developmental goal for each colleague – Build into
their personal appraisals specific goals in their development of
emotional intelligence so they have something quantifiable for
which to aim.
Providing your workforce with safe opportunities to express
their feelings and emotions away from the “shop floor” will
encourage them, as individuals and a group, to start taking
responsibility for their own emotions and behaviours and
understand those of others around them.

Activity 3A
3.2 –Assist others to understand the effect of their behaviour
and emotions on others in the workplace3.3 – Develop and
implement plans to encourage the self-management of emotions
in others
Outline a method to assist others to understand the effect of
their behaviour and emotions on others in the workplace
Develop a plan for a colleague who suffers with stress to help
them to self-manage their emotions.
Emotional control of others
A big part of developing emotional intelligence is not just
understanding and managing your own emotions but
understanding how your behaviour and emotions affect others
around you. It is incredibly important to be self-aware and
reflect on your actions and behaviour, and it is also important to
seek feedback from others in order to gain a full perspective of
the impact of your behaviour and emotions on others. As stated
earlier, an emotion or behaviour that upsets one colleague, such
as using expletives in frustration, may not even register with
another.
Listening to feedback from colleagues about their own displays
of emotion and behaviour can be quite an emotive process for

some individuals,and it should be handled sensitively and
privately. Restorative approaches are quite powerful and
meaningful in these circumstances.
Restorative justice
Restorative justice is actually an approach to criminal justice
where the emphasis is not on punishment but on repairing the
damage that has been caused. It focuses on the needs of both the
victim and the offender, where the two come together to agree
on a resolution to the matter. Resolutions can be incredibly
innovative and enlightening and can build and strengthen
relationships.
It works just as well in community situations including the
workplace. A restorative meeting takes place when somebody or
a group of people have caused harm or offence to another
person or another group of people. It is a controlled
conversation in a calm environment that is mediated by
somebody impartial and usually of higher authority than those
involved. Ground rules are set at the beginning by which all
parties around the table must abide in order for the conversation
to run smoothly.
The idea of the restorative meeting is to enable those that have
been harmed or offended to explain to the person that has
caused the harm how their behaviour made them feel and why.

It also gives the person that has caused the harm to explain to
the person they harmed how they felt and why they behaved the
way they did. It gives both parties the opportunity to reflect on
their emotional responses to the situation and think about what
they could have done differently. It also gives both parties the
opportunity to tell each other what they need from the other
person to repair the situation and what they need to do
themselves to resolve the matter.
Restorative meetings can be quite powerful when two
colleagues come face to face to discuss their emotions and
feelings. Often the true extent of the harm caused and the
emotions felt are not realised until discussed directly with those
involved. Often the person who has caused the harm has little or
no idea of the impact their behaviour and emotions have had on
others,and it can be a sincere and honest lesson learned for
future behaviour and emotional responses.
Restorative meetings cannot be forced upon individuals; the
conversations must be honest in order to be meaningful and
truly restore the harm that has been caused. If one of the parties
is reluctant to take part, they are unlikely to say what they
really feel which will render the meeting useless. Talking
openly about feelings in the workplace is quite a difficult
concept to grasp and get involved with for a lot of people, but it
can be a truly liberating and enlightening experience for all
involved.

This is particularly true if you are the manager of those
involved as it gives you more of an insight into their psyche and
helps you understand their behaviour further. Whilst the
outcome of the meeting is ultimately up to those involved, by
acting as amediator you can subtly steer the conversation to
ensure that the result is satisfactory to you as their manager.
It is worth taking time to consider practical aspects of a
restorative meeting in order to make it as successful as possible.
Time
When are you going to hold the meeting? Consider how long
after the incident has occurred; too soon and emotions may not
have settled sufficiently to have a rational conversation and/or
each party may not have had enough time to reflect on their
emotions.If you wait too long, the impact of the behaviour may
have been forgotten.
The time of day will also have an effect. At the end of a busy
shift and parties may not give their full attention. You should
also take into account key times in the working day when the
parties involved need to be completing time-specific tasks.
Restorative meetings can go on for some time depending on the
number of people involved, the extent and severity of the
incident up for discussion, and the personalities of those
involved. Ensure you schedule plenty of time so the meeting is
not rushed or you run out of time,and a resolution is not
reached.

You may need to hold the meetings in or out of work time.
Taking colleagues off the shop floor at the same time might
cause them embarrassment, but bringing them into the
workplace in their own time might also cause resentment and
inconvenience.
Location
Practical things to consider include:
Size of the room – is it big enough for the number of people
involved?
Furniture in the room; such as:
is there a table of an appropriate size and shape?
are there enough chairs and are they sufficiently comfortable?
if there are windows in the room are there blinds to keep prying
eyes out?
· temperature of the room – if the room is too hot or cold it will
be a distraction
Noise; consider whether others will be able to overhear or will
be disturbed
Whether it should be on or off-site.
Set up of the room
You want those involved to be as comfortable and at ease as
possible. Consider:
The shape of the table – all parties involved need to be able to
see one another clearly

Where the mediator is going to sit – usually at the head of the
table in order to convey impartiality
Where you want the parties involved to sit.
Seating is quite simple if there are only two people as you
would naturally sit them opposite each other. If both the harmed
and the harmer are groups of people similar in size would you
sit them in their respective groups on each side of the table or
would you split them up so they are disbanded?
If there is only one person that has been harmed and a group of
people that have caused the harm how would you seat them?
Seating the group opposite the individual could compound the
harm that has already been caused due to the impression of
strength in numbers.
Taking turns
During a restorative meeting, one of the fundamental rules is
that only one person talks at once. Sometimes people find this
hard to comply with when someone says something to which
they totally object but have to remain silent and listen. Having a
talking piece – any object of your choice that is held by the
speaker whilst making their contribution – is a visual reminder
to the rest of the group that they must remain silent when they
are not holding it.
All restorative meetings should be recorded and minutes held on
the personnel file of each colleague involved. Are you going to
make the notes or are you going to request administrative

support from a colleague?
Restorative meetings should be private and uninterrupted affairs
since the people involved are discussing personal feelings and
emotions and they do not want colleagues barging in on the
conversation. Interruptions also disrupt the flow of the
discussion and can have a negative impact on the outcome. Put a
sign up on the outside of the door saying “Meeting in progress.
Do not disturb.”
All these things may seem quite trivial, but you must respect the
fact that you are asking your colleagues to reveal their personal
feelings and emotions to one another when they may have only
ever muttered a couple of words to one another in passing in the
corridor. You should make the experience as calm and valuable
as possible. Not only that, if they have a positive experience of
a restorative meeting, they are more likely to engage in the
process again and recommend it to others.
Questions for restorative meetings
As chair of the meeting, you should have a standard set of
questions that you ask both the person who has been harmed or
offended and the person that has caused the harm or offence.
The questions centre on thoughts, feelings and emotions before,
during and after the incident, rather than the actual behaviour or
action itself. The following template is a guide and can be
adapted for your own purposes.
During the opening, you should:

Introduce yourself and your role in the organisation (if
necessary)
Inform all parties that you are only there to chair the meeting
and are totally impartial
Explain the purpose of the meeting;an incident has occurred that
has affected all the parties involved in some way,and you are all
here to resolve the matter
Inform everyone that they will all have an opportunity to speak
but must wait until it is their turn and must not talk over or
interrupt anyone else whilst they are speaking
Explain the presence of the minute taker (if you have one) is to
record the conversation and that they will all receive a copy of
the minutes and a copy will be placed on their personnel file
Reassure all parties that the meeting is private and whatever is
said during the meeting will not be repeated to other parties
Encourage honesty and transparency.
Questions may include:
What happened?
What were you doing before it happened?
What were you thinking before it happened?
How did you feel before it happened?
What were you thinking when it was happening?
How did you feel when it was happening?
What did you do after it happened?
What were you thinking after it happened?

How did you feel after it happened?
What do you think about what happened now?
How do you feel now about what happened?
How do you think other people felt about what happened?
Who has been affected by what happened?
What could you have done differently?
What do you need to do to resolve the matter?
What do you need others to do to resolve the matter?
It is up to you, or indeed the parties involved, who starts the
speaking. If the incident was quite serious and affected a large
number of people, the answer to the question that asks, “Who
has been affected by what happened?” can have quite a
significant impact on the understanding of the parties involved,
particularly if you make a visual representation of the all those
affected, either by writing a list of names or drawing a diagram.
Example of a restorative meeting
Henry and Jason are both waiters in a family restaurant. They
are usually good friends,and both are usually mellow, friendly
and hard-working members of the team. Henry checks the shift
rota to find that a new member of the team, Nell, has been put
down for a number of his usual shifts. Without thinking, Henry
marches over to Nell who is taking a customer’s order in the
busy restaurant and starts shouting expletives and gesticulating
at her for taking his shifts. Nell has no idea what he is talking

about. Jason hears the commotion and intervenes. Henry shouts
at Jason and accuses him of fancying Nell. The supervisor hears
the shouting and takes control, ushering Henry away from the
public arena.
As a manager, you know that Henry’s behaviour was out of
character and suspect that there may be more to this than
resentment at a reduction in shifts. You have also checked the
rota and realise that the supervisor had made a mistake and that
Henry’s shifts should not have been altered. You speak to Henry
who states that he is having some financial difficulties at
present and needs all the shifts he can get. He is mortified about
his behaviour and wants to make amends. You suggest that a
restorative meeting would be a possible way forward. All
parties agree.
Parties involved in the restorative meeting include:
· Henry (the harmer)
· Nell (the harmed)
· Jason (the harmed)
· The supervisor (a contributor and one of the affected).
Questions to Henry
Questions
Potential responses from Henry
What happened?
I went mad at Nell because I thought she’d pinched my shifts. I
think I swore at her. And I shouted at Jason for trying to help.

I was checking the rota to see if there was any overtime and I
saw that Nell had been put down for three of my usual shifts.
That she’s only been working here two minutes and already
she’s stealing other people’s shifts.
Angry. I can’t afford to lose any shifts. I needed more not less.
Worried as well that I wouldn’t be able to make the rent this
month if I lost those shifts.
I wasn’t thinking.
Out of control. Really mad.
I went home.
I thought I might have lost my job.
Annoyed and angry at the loss of shifts and also angry with
myself for probably losing my job.
After you told me about the mix up with the rota, I think I was
an idiot.

Embarrassed. Ashamed. Really sorry for upsetting Nell and
Jason. Relieved I haven’t lost my job.
Shocked. Upset.
Spoken to the supervisor before I went off on one. None of this
would have happened.
I need to apologise to Nell and Jason, and the supervisor. And I
need to explain that it was nothing to do with them, I’m just
under a bit of financial pressure at the minute,and I lost my rag.
It’s not an excuse, but that’s why I responded the way I did.
I’d like Jason to forgive me. And I’d like Nell to give me
another chance since she doesn’t know me very well and I’m
actually quite a nice guy.
Questions to Nell
Questions
Potential responses from Nell
What happened?
I was just taking an order from a family when Henry came out
of nowhere and started yelling abuse at me about stealing his
shifts in front of the whole restaurant.

Just taking the order from the customer.
Whether the kid was ever going to decide what flavour ice
cream he wanted.
Fine. Enjoying my shift.
I just thought, “What is he going on about?” and then “When is
he going to stop?” The whole restaurant was looking at him.
Surprised at first. Then a bit scared because he was really going
for it. Not just shouting, he was waving his arms around as well.
I apologised to the customers I was serving and then went to the
back to put their order in.
That he was nuts. And I wondered whether the customers might
complain and what I would tell them if they did.
I was physically shaking right after. He really scared me. And I
was quite embarrassed for him because he made a real fool of
himself. And then I was worried about the extra shifts he had
said I had been given because I’m at University on those days

and can’t do them.
Now I know the reason for it I can understand how Henry felt,
but I still think it was a bit much.
I feel bad for Henry.
The customers in the restaurant were quite shocked,and I think
some were a bit frightened. I think others thought it was quite
funny. I know the supervisor felt awful when he realised he’d
made the mistakes on the rota and had sent Henry home without
explaining. Jason was really worried about him.
I maybe should have tried to calm him down and take him to the
back, but I was just so surprised by what he had done.
I need to accept Henry’s apology and get to know him properly.
I’d also like to offer him a couple of my shifts because I’ve got
loads of deadlines for Uni coming up and I haven’t got time to
do them.
I’d like Henry to apologise to Jason.
Questions to Jason

Questions
Potential responses from Jason
What happened?
Henry went absolutely mad at Nell, swearing at her for stealing
his shifts. I went over to try and calm him down,and he yelled at
me that I was poking my nose in because I fancied Nell.
Just tidying up behind the bar.
What I was going to have for dinner.
I was looking forward to my break and my dinner.
That this isn’t like Henry and wondering why he was being so
aggressive. Nothing normally bothers him.
I was worried about Nell and what she thought of Henry. And I
was embarrassed for Henry because all the customers were
watching. Then I was annoyed at his comment about me
fancying Nell, because I don’t.
I carried on working. I didn’t get to take my break because after
Henry went, we were short staffed.

I was wondering what made him do it.
Worried about Henry. And embarrassed for him. And
embarrassed about the comment he made about me fancying
Nell. After what had just happened to her I didn’t really think it
was appropriate for me to say, “Oh, by the way, I don’t fancy
you.” So, then I felt awkward for the rest of the shift.
I wish he’d told me about his financial problems. I’d have lent
him some money or offered him a couple of my shifts.
I feel sorry for Henry.
I think everyone was just really surprised. I know Nell was
quite scared by the experience.
I maybe shouldn’t have waded in. I think I made the situation
worse.
I need to make sure Henry knows I’m here for him if he needs
any help. And I also need to tell Nell that I don’t fancy her.
I want Henry to apologise to Nell and for Nell to give another
chance to find out what a nice guy he really is. I also want

Henry to tell my girlfriend that I don’t fancy Nell and that he
just made it up.
In this sort of scenario, where the incident is quite serious,and a
number of people have been involved, it is useful to leave the
question about who has been affected until the end for all
parties involved to answer collaboratively because often each
party has a different view on who was affected and why, and it
has a greater impact when combined.
Questions
Potential responses from all parties
Who has been affected by what happened?
· Henry
· Nell
· Nell’s flatmates – she told them all about it when she got
home
· Jason – Jason’s girlfriend who then worried whether Jason did
actually fancy Nell
· Supervisor
· Manager
· 50 customers who witnessed the incident
· The business – half of the customers might not return, all were
given a discount on their meals, word of mouth from the
customers about the incident.

You can see that the emotions and needs of all of the parties
involved are quite similar, each one feeling empathy for each
other and wanting to try and repair the situation themselves.
Restorative meetings can also reveal personal issues that are
hindering the performance of colleagues or that as a manager
you can respond in a supportive manner. For example, you
could offer Henry some additional shifts or give him an advance
in his wages to help with his financial problems.
Activity 3B
3.4 – Develop and implement plans to encourage others to
Develop a three-step plan for one of their colleagues (or peers if
not in a workplace) which will help them to develop their
emotional intelligence.
Benefits of emotional intelligence to the workplace
Encouraging your workforce to develop their own emotional
intelligence helps them to build productive relationships not
only in the workplace but also enhances their personal
relationships, as they gain confidence to manage their emotions

and relationships rationally and thoughtfully. It develops their
prospects for promotion and inherent rise in salary and boosts
their overall self-confidence.
Whilst you are supporting their personal development, you are
also maximising workplace outcomes. The following chart that
demonstrates the potential workplace outcomes of developing
emotional intelligence within an organisation was researched
and compiled by Dr Benjamin Palmer and Professor Con Stough
from Swinburne University and is based upon their seven-factor
model of emotional intelligence.
Using emotional intelligence to attain business objectives
Emotionally effective people can attain a wider range of
business objectives; they have greater self-awareness and the
capacity to identify and understand the impact their own
feelings on thoughts, decisions, behaviour and performance at
work. This, in turn, leads to better productivity and fewer
distractions or conflict; when they do engage in conflict, they
are usually better at resolving it, leading to better long-term
outcomes.
Emotional intelligence skill
Definition
Workplace outcome
Emotional self-awareness
The skill of perceiving and understanding one’s own emotions.
· The capacity to identify and understand the impact one’s own

feelings is having on thoughts, decisions, behaviour and
performance at work
· Greater self-awareness
Emotional expression
The skill of effectively expressing one’s own emotions.
· Creating greater understanding amongst colleagues about
yourself
· Creating trust and perceptions of genuineness amongst
colleagues
Emotional awareness of others
The skill of perceiving and understanding others’ emotions
· Greater understanding of others, how to engage, respond,
motivate and connect with them
· Interpersonal effectiveness
Emotional reasoning
The skill of utilising emotional information in decision-making
· Enhanced decision-making where more information is
considered in the process
· Greater buy-in from others into decisions that are made
Emotional self-management
The skill of effectively managing one’s own emotions
· Improved job satisfaction and engagement
· Improved ability to cope with high work demands
· Greater interpersonal effectiveness

· Enhanced productivity and performance
Emotional management of others
The skill of influencing the moods and emotions of others
· The capacity to generate greater productivity and performance
from others
· The capacity to generate a positive and satisfying work
environment for others
· The capacity to effectively deal with workplace conflict
Emotional self-control
The skill of effectively controlling strong emotions experienced
· Emotional wellbeing
· The capacity to think clearly in stressful situations
· The capacity to deal effectively with situations that cause
strong emotions
You can read more
at:http://www.eiconsortium.org/measures/genos.html
Activity 3C
4. Utilise emotional intelligence to maximise team outcomes
4.1.Identify opportunities to utilise emotional intelligence to
4.2.Encourage a positive, inclusive emotional climate in the
workplace

4.3.Use the strengths of workgroup members to achieve team
and/or organisational objectives
4.1 – Identify opportunities to utilise emotional intelligence to
Identify and outline two potential opportunities to utilise
emotional intelligence to increase team performance.
Utilising emotional intelligence
This section of the unit will explore how to utilise emotional
development in order to maximise team outcomes.
Emotional intelligence should broaden your horizons in terms of
what a team can go through. That isn’t to say that they should
be put through unnecessary stress, but as a team, you should be
able to cope with challenging situations in a productive way.
Regardless of the work you carry out, there should be many
different opportunities for you to utilise emotional intelligence
to increase performance. These may be explicit opportunities
which are obvious to you, or they may be more subtle.
For example, opportunities for utilising emotional intelligence
might include:
Peak sales times – stressful times such as this really require
emotional intelligence from any person, and a lack of this is
likely to result in a flustered, stressed salesperson. Using
emotional intelligence during periods such as peak sales times

will help to ensure that staff remain calm, working effectively
and towards targets
Customer-facing roles –working directly with customers can be
challenging, and the ability to not allow emotions to rule a
situation can require a lot of effort. In general, being able to
manage emotions will make for a more successful transaction
between employee and customer
Teamwork – similarly to above, the ability to manage emotions
makes for successful interactions in the workplace. A team who
are able to recognise and manage their feelings will be able to
work together and keep the organisational objective in mind.
Activity 4A
4.2 – Encourage a positive, inclusive emotional climate in the
workplace4.3 – Use the strengths of workgroup members to
achieve team and/or organisational objectives
Explain why it is important to encourage a positive emotional
climate in the workplace
Identify a range of individuals within their workplace and
assess their skills and abilities against workplace outcomes.
Encouraging a positive emotional climate in the workplace
The following information is taken from Establishing positive

emotional climates to advance organizational transformation by
Leslie E. Sekerka and Barbara L. Fredrickson. The whole paper
can be read at
http://www.academia.edu/167097/Establishing_Positive_Emotio
nal_Climates
It is acknowledged that the type of emotions of humans
engaging in a social interaction will determine whether the
interaction is a positive or negative one. For example, if an
individual approaches another with a radiant smile and open
arms, it is likely that the other individual will respond with a
smile and a cheery countenance, making for a positive
interaction. If, on the other hand, the first individual storms up
to the other with a grimace and their fists clenched, the
interaction is much more likely to be negative.
Since we work alongside other people, there are inevitably
going to be social interactions, from an acknowledgement in the
corridor, a conversation on the way into the building from the
carpark, to an hour-long conversation amongst a group of
workers at lunchtime. Positive emotions breed positive social
interactions and the more positive social interactions that take
place within an organisation, the stronger and more positive the
relationships become between the workforce. Building a
positive community within the organisation encourages workers
to independently join together to work collaboratively on
projects. When team members have a strong relationship, they

are more likely to sustain positive emotions and a positive
mindset. This maintenance of positive energy then breeds ideas
and creativity which results in innovation and increased
productivity.
The satisfaction the team members enjoy from their successes
increases motivation for further success and a further increase
in productivity. As the positive mood and emotions continue,
the members of the team then sought to take on new challenges
with other teams, increasing the collaboration growing the
cohesion of the community within the organisation. The more
the workers collaborate and share success and satisfaction as a
whole, the less competition there is for allocation of resources
as it becomes a shared ownership for the benefit of the whole
organisation.
Individual members of the workforce start to see themselves as
part of the fabric of the organisation instead of individual
workers and view themselves as we, the organisation, and not I.
The positive environment creates a workplace that is fun,
satisfying, productive, supportive and innovative, and one in
which the workforce takes ownership and responsibility for the
part they play in its success. Any negative emotions emanating
from an individual are quickly negated by the wave of positivity
around them.
Benefits of a positive emotional environment in the workplace

Using strength of team members to achieve workplace outcomes
As your workforce develops their own emotional intelligence,
they become much more able to manage their emotions and
those of others. The negative emotions that were destructive and
a hindrance to you achieving your business goals and objectives
are replaced by positive emotions which breeds a positive
emotional climate in the workplace and ultimately an
organisation that thrives on the satisfaction they achieve
collaboratively as a whole. The motivation to improve and
innovate continues with each goal it reaches. The obstacles that
prevented positivity and cohesion due to a lack of emotional
intelligence have been transformed into the workplace outcomes
from Chapter 3.4 that now ensure the positive productivity that
enables you to reach those business objectives.
Workplace outcomes
If you consider the workplace outcomes that have been achieved
throughout your workforce through the development of their
own emotional intelligence you can see the importance of
emotional intelligence in all workers. In fact, if you think back
to the beginning of this unit when we considered that emotional

intelligence was not an essential requirement of an employee,
without these workplace outcomes, the whole organisation
would be littered with barriers to achievement.
Consider the opposite of the workplace outcomes and how much
negativity they would bring to your work environment and the
success of the organisation.
The capacity to identify and understand the impact one’s own
feelings is having on thoughts, decisions, behaviour and
performance at work
Greater self-awareness
Creating greater understanding amongst colleagues about
yourself
Creating trust and perceptions of genuineness amongst
colleagues
Greater understanding of others, how to engage, respond,
motivate and connect with them
Interpersonal effectiveness
Enhanced decision-making where more information is
considered in the process
Greater buy-in from others into decisions that are made
Improved job satisfaction and engagement
Improved ability to cope with high work demands
Enhanced productivity and performance
The capacity to generate greater productivity and performance
from others

(BSBLDR511 Develop and use emotional intelligenc.docx

Page 74 (BSBLDR511 Develop and use emotional intelligenc.docx

Recommended

Recommended

More Related Content

Similar to Page 74 (BSBLDR511 Develop and use emotional intelligenc.docx

Similar to Page 74 (BSBLDR511 Develop and use emotional intelligenc.docx (20)

More from karlhennesey

More from karlhennesey (20)

Recently uploaded

Recently uploaded (20)

Page 74 (BSBLDR511 Develop and use emotional intelligenc.docx