BSBLDR501 代写 Assessment Task 2
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Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 1 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Task 02:
Respond to emotional intelligence
(Case Study)
Submission details
The Assessment Task is due on the date specified by your trainer. Any variations to
this arrangement must be approved in writing by your trainer.
See task specifications below for details.
You must submit both printed copy and soft copy of your answers.
Submit printed copy of required evidences (your answers) to your Trainer with the
"Assessment Cover Sheet" (Filled out and signed appropriately) attached on top of
your answers.
Upload the softcopy on the eLearning site with appropriate header and footer (Your
name, student id, unit/subject name, assessment no, page no, etc.)
The Trainer/Assessor may further prompt and question in order to receive answers
of appropriate quality or if further clarification required and to validate authenticity
of your submitted work.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 2 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Assessment Description:
For this assessment task, you will read and respond to a case study by answering a set of
written questions.
Procedure
1. Read the case study in Appendix 1.
2. Read the questions in Appendix 2 related to the case study.
3. Create a document with written answers to the questions.
4. Submit a print or electronic version of your document containing answers to the
questions in accordance with the specifications set out below.
Specifications
You must provide:
● Written (typed in a word document) responses to case study-based questions.
● There is no word limit, but answer for every question should be reasonable in
size, preferably ½ a page.
Your assessor will be looking for responses to questions that demonstrate:
● knowledge of how to communicate with a diverse workforce that has varying cultural
expressions of emotion
● your ability to apply knowledge of emotional intelligence principles and strategies:
○ description of how you would adapt your personal communication style to
model behaviours, build trust and positive working relationships and to build
understanding of emotional intelligence
○ evidence of your ability to recognise and respond to the emotional states of
others by being flexible and adapting as required
● knowledge of the relationship between emotionally effective people and the
attainment of business objectives
● knowledge of legislation, regulations, policies, procedures and guidelines relating to
management practices, including application of WHS requirements.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 3 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Appendix 1: Case study – Australian Hardware
Australian Hardware (a simulated business) is a large and expanding hardware and
homewares retailer with approximately 140 stores located across Australia. In its vision
statement, Australian Hardware states that it intends to ‘lead the hardware and home-
improvement market in Australia within five years’. In order to realise this vision, the
organisation intends to:
● build market share by focusing on the customer experience
● control direct and indirect costs through efficient internal processes
● establish the reputation of Australian Hardware as a socially and environmentally
responsible company.
These strategic organisation-wide directions are implemented from senior management
down, in the form of performance expectations for managers and employees at every level
of the organisation.
Australian Hardware realises that the success of the business rests on its people. For this
reason, the organisation insists that managers build effective teams by responding to the
needs of employees. Such needs include safety and security, fairness, flexibility, skills
development and self-actualisation. Satisfying such needs will allow employees to focus
more effectively on work tasks and customer needs. In addition, Australian Hardware
encourages managers to take a flexible approach to meeting performance targets and to set
goals in close collaboration with employees.
To implement strategic directions and advance Australian Hardware’s values, managers are
expected to lead employees by, first of all, modelling positive behaviours and attributes –
those they expect their employees to emulate and embody in turn. To lead and inspire
people, managers must demonstrate keen emotional awareness and promote positive team-
building behaviours in others.
You are the new General Operations Manager of the Wollongong, NSW, store and you are
ready for a challenge. You are directly responsible for managing general sales and checkout
staff, administration staff and a human resources officer. You report to the Store Manager,
who is responsible for all areas of store responsibility (Timber, Plumbing & Electrical,
Gardens and Homewares departments and general operations).
For more background to this assessment task, Australian Hardware simulated business
information, including business and operational plans, financial information, and policies
and procedures, can be located online at: <http://simulations.ibsa.org.au/>.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 4 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Appendix 2: Questions
For the following case-study-based questions, put yourself in the position of the new general
operations manager and answer the questions accordingly.
Question 1
Your Store Manager has had a stressful month. It is the end of the financial year
and sales revenue in the Timber and Plumbing & Electrical departments is down
on targets, almost certainly due to increased competition from smaller competitors
for trade contractors’ business.
Just this week, the Store Manager held a meeting in which she yelled at all the
department managers and told you and them to work out a way to improve
revenue. Obviously, the outburst did not make much sense as the department
managers, in such a large business, do not have the capability to raise much
revenue directly. Marketing and distribution innovations that could have an effect
are mainly a head office responsibility. The Wollongong store’s inability to counter
the threat from smaller, more nimble trade suppliers has been the main reason for
the revenue deficit.
Naturally, the atmosphere around the store and in the management team is
subdued and a few managers have discussed leaving the organisation; other
managers have responded by pushing unreasonable sales demands onto their sales
staff.
You are now feeling pressure to do something: to act contrary to budget planning
and cut costs or to increase pressure on others to offset poor performance in other
areas.
In your opinion, this leadership behaviour was disrespectful to all the managers,
created unnecessary concern about job security and undermined trust. There has
been a clearly negative flow-on effect down through the store, which is now
affecting people at a lower level. You are justifiably angry at the manager’s
behaviour and blame her for making a bad situation worse with poor leadership
and poor emotional awareness.
In your written response to the above scenario:
● Describe what you think is the best way to respond to the Store Manager’s behaviour.
Describe how you would model positive leadership behaviour.
● Describe the principles of emotional intelligence that the Store Manager did not
demonstrate.
● Describe how the Store Manager should have acted and communicated.
● Describe the connection between the Store Manager’s behaviour and store morale.
Describe what effect the Store Manager’s behaviour could have on store performance.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 5 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Question 2
An employee has come to you with an issue involving a co-worker. In general, the
sales team is a pretty cohesive team, but now a relatively new member of the team
is rubbing people the wrong way.
She never participates in drinks or other social occasions outside work. She never
involves herself in normal, day-to-day conversations about family, popular movies
or culture. The team is beginning to form the opinion that she is too aloof and
doesn’t like the other team members and is quite upset about it. On the sales team,
it’s really important to be able to feel a connection with other team members. When
you feel this connection, you know you’re able to rely on them – to relieve you
when you need some personal time, feed you information as you need it and help
you serve customers.
You happen to know that the sales staff member in question is a valuable staff
member with good customer skills and product knowledge; however, as a foreign-
born, conservative, religious woman, she is having trouble relating to the other
team members. Many team-bonding opportunities involve activities that she
cannot participate in, such as out-of-hours parties, alcohol or confusing cultural
references. She is in a bind because she would like to be accepted as a member of
the team, but when all avenues to team-bonding are closed off, she feels
stigmatised and perceived by others as an unfriendly person.
In your written response to the above scenario:
● Provide at least two examples of possible misinterpretations of expressions or
behaviour that may arise in the context of a diverse workforce.
● Describe how you would explain to the employee who came to you with the issue how
cultural expressions may be misinterpreted – and have been in this case.
● Discuss how the team can raise their awareness of cultural expression and promote
effective communication to avoid misunderstandings in order to resolve the
differences.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 6 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Question 3
An employee that you manage really gets on your nerves.
It’s not that their performance is all that bad. For example, the employee always
does what is required of them in terms of professionalism, administration tasks
and dressing appropriately. They meet sales targets and their customer service
ratings on their performance scorecards are good.
On the other hand, the employee does not really respond to the team training and
team-building sessions that you have initiated and that have proven so effective in
sustaining team morale and driving others to success. Other team members seem
to thrive on, and draw energy from, these team sessions, while this employee, if
anything, appears emotionally drained from interacting with their peers. They say
that they would rather work individually and that all the team stuff is suffocating.
You’ve really tried hard to build a culture of teamwork and this feels like a slap in
the face.
In your written response to the above scenario:
● Describe how you would set aside your own emotions to focus on and identify how
the employee (probably) feels. Refer to relevant principles of emotional intelligence.
● Describe how knowledge of, for example, learning styles, personality types or
communication styles, might be able to help you relate to and understand the
employee better and adapt your response.
● Describe how you could use your awareness of your own feelings and those of the
employee to adapt your response so that the following needs are satisfied:
○ your needs (emotional needs, need for team cohesiveness, need to meet
performance standards)
○ employee’s needs (emotional needs, need to develop and perform within a team
environment).
Refer to relevant principles of emotional intelligence where applicable.
Assessment Task 2
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 7 of 7
Business Institute of Australia
ABN 18 085 304 570 RTO Code: 91019
CRICOS Provider Code: 02607G
Level 1 & 2,
363 - 367 Pitt St.
Sydney NSW 2000
Australia
T. + 61 2 9268 0809
E. info@businessinstitute.edu.au
www.businessinstitute.edu.au
Question 4
It is the end of the financial year and sales revenue at the Wollongong store in the
Timber and Plumbing & Electrical departments is down on targets. This issue is
almost certainly due to increased competition from smaller competitors for trade
contractors’ business; nevertheless some action should be taken by management to
mitigate the effect of this issue on the store overall.
As a result of managerial discussions, it has been decided that some employee
performance targets will be increased where capacity exists and some programs,
such as training, will be delayed. These measures will have the effect of potentially
increasing revenue and reducing costs to compensate for overall poorer-than-
expected performance in the Wollongong store.
Each manager will have responsibility for implementing this group decision in
their particular area of responsibility. It will be important to consider the emotional
impact on staff and any consequential impact on health, safety and wellbeing as
well as the impact on performance and the achievement of organisational goals.
In your written response to the above scenario:
● Describe the relationship between emotionally effective people and the attainment of
business objectives.
● Describe how considering the emotional impact of decision-making could lead to
better decision-making (with respect to business objectives).
● Describe what a possible process of decision-making that takes into account emotional
impact could look like. Decisions in this case include, for example, setting particular
performance targets, or selecting what programs can be delayed.
● Identify policies, procedures, or legislation that will need to be adhered to in order to
satisfy internal and external requirements related to managing emotions in the
workplace.
● Describe how WHS legislation is relevant to how managers implement business
decisions.
