BSBLDR501 代写 Assessment Task 3
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Assessment Task 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 1 of 6
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 03:
Coach emotional intelligence (Role
Play)
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 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 2 of 6
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:
Candidates will respond to a simulated workplace scenario by planning and participating in
a workplace coaching role-play.
Procedure
1. Read the role-play scenario in Appendix 1.
2. Plan to lead a role-played coaching session with an underperforming employee (with
your assessor acting as Pat) in response to the scenario. Use the Coaching Planner
Template in Appendix 2.
3. Arrange time and place with your assessor to perform your coaching role-play.
4. Perform your role-play in accordance with the specifications set out below.
5. Submit your completed coaching plan within the agreed timeframe.
Specifications
You must:
● participate in a coaching role-play
● submit a completed coaching plan.
Your assessor will be looking for evidence of:
● demonstration of leadership and communication skills in your role-play to take a
collaborative approach; use of inquiring and inclusive techniques to develop
understanding, and skills that enhance individuals’ emotional intelligence
● leadership skills to advance organisational goals, monitoring performance, planning
interventions and implementing coaching to achieve organisational goals
● modelling of behaviours that demonstrate management of emotions during your role-
play
● recognition and response to the emotional states of others by being flexible and
adapting your approach to coaching as required
● promotion of the development of emotional intelligence in others by providing them
with opportunities to express thoughts and feelings, and to understand and manage
their own emotions
● ability to explain emotional intelligence principles and strategies
Assessment Task 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 3 of 6
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
● ability to convince people of the relationship between emotionally effective people and
the attainment of business objectives.
Appendix 1: Role-play scenario
Background
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 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 4 of 6
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
Scenario
You have a performance issue with Pat, one of your star employees on the sales team.
Although Pat consistently achieves sales targets and has an excellent customer service
rating, recently Pat has become a drag on overall team performance. The reason is that the
team has not been able to rely on Pat for expertise when required to help serve customers.
Pat has been stand-offish and preoccupied with something. This situation is seriously
affecting other employees’ ability to focus on customers effectively and, perhaps worse, is
negatively affecting the work climate. Pat had been looked up to as a model employee and
an informal leader. Now, newer employees are beginning to feel that they are personally
disliked and disrespected; that teamwork is not a value promoted by the team; that they
can’t rely on senior, skilled staff; and that, effectively, they’re on their own. This situation
can only hurt overall team sales performance into the future – as well as performance on
other metrics.
Part of the problem could be that you have not been pro-active enough in understanding
Pat’s motivations and strengths and in providing leadership development opportunities.
Perhaps you have taken Pat for granted. This is easy enough to do, when you have other,
perhaps more serious, personnel problems to deal with. You know that Pat could use some
training in emotional intelligence in areas where of weakness, such as self-awareness and
empathy. You also know that Pat, who is committed and goal-driven, has the potential to be
a future leader in the organisation.
Balanced scorecard
Australian Hardware uses a balanced scorecard system to integrate performance across the
organisation and align each employee’s work with the strategic aims of the business. Pat has
the following personal balanced scorecard information. Underperformance is bolded.
Pat’s balanced scorecard
Perspective KPI Target Results
Financial Revenue generated by personal sales $15,000 $16,000
Revenue generated through sales
assists
$15,000 $10,000
Customer
focus
360°evauation:
● Manager evaluation, rating/10 8/10 = 80% 80%
● Customer evaluation, rating/10 8/10 = 80% 90%
● Peer evaluation, rating/10 8/10 = 80% 50%
Internal
process
Completion of sales and related
expense reporting
Completion Completion
Assessment Task 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 5 of 6
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
Pat’s balanced scorecard
Perspective KPI Target Results
Employee Training/self-development hours 100 hours 7 hours
360° evaluation:
● Manager and peer evaluations
combined, rating/10
(Contribution to high-performance climate and
employee satisfaction)
8/10 = 80% 60%
Task
You need to intervene effectively to solve this performance issue. You will need to plan and
conduct a coaching session with Pat to get both Pat’s and the team’s performance back on
track.
In the session ensure you:
● Introduce the session positively by establishing why the coaching is occurring and ask
Pat for input:
○ Ask Pat to describe own performance, personal situation, obstacles to
performance, feelings and job satisfaction.
○ Model emotional intelligence through empathy and listening skills.
● Build Pat’s awareness of emotional intelligence weaknesses and strengths – make sure
you focus on Pat’s strengths.
● Using the GROW model, establish Pat’s goals and performance gaps (reality):
○ Build Pat’s awareness of performance shortcomings and how emotional self-
awareness and empathy can help identify personal obstacles to success with
Pat’s goals, peer relationships and help the whole team and organisation to
succeed.
● Continuing with the GROW model, establish and discuss reasonable options:
○ Allow Pat to provide most of the options for reaching personal, professional and
team goals.
● Continuing with the GROW model, establish Pat’s willingness to perform (and
increase EI) in measurable and observable ways:
○ Establish a firm commitment from Pat to improve performance and help build a
better team climate.
Assessment Task 3
BSBLDR501
Latest version, Sept. 2015, v.1.0 Page 6 of 6
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: Coaching planner (GROW model)
Coaching phase Activities/questions
Introduction Summarise the reasons for the coaching session from your point
of view:
● ?
● ?
Ask Pat for input, to describe own perspective:
● ?
● ?
Goal Ask questions to establish Pat’s understanding of performance
expectations, personal goals and aspirations:
● ?
● ?
Reality Ask questions to establish understanding of:
● the real gap between Pat’s performance and expectations/
performance goals:
○ ?
○ ?
● potential obstacles to achievement, such as Pat’s EI skills
and personal/work situation:
○ ?
○ ?
Options/
opportunities
Ask questions to help Pat generate options or opportunities to
help achieve goals and close performance gaps:
● ?
● ?
Will Ask questions to establish Pat’s willingness to agree to concrete
and time-bound measures to improve performance:
● ?
● ?
