Please have a look the file.
Assessment Task Assessment Task Your task in Assessment 1, Part A, is to reflect on your current level of emotional intelligence by completing the Genos Emotional Intelligence Report, analysing your results and preparing a brief report on your results and their implications for your development as a leader or influencer of people in your communities, social networks and workplaces. Analysing results When you receive your results, look at your report, read the background material in the Module 1.2 Resources section and on the Genos website. You should then prepare a 1,000- word report which covers the following issues: 1) A brief discussion of the theoretical foundation of Emotional Intelligence and its relevance to effective leadership; 2) Your initial reactions to your results: provide at least two examples of where have you experienced your level of emotional intelligence assisting or limiting your capacity to influence other people; 3) Your initial thoughts on how you can continue to develop your level of emotional intelligence to enhance the effectiveness of your personal and workplace relationships. Do not include your results in the body of your report. You will need to submit a copy of your report with your submission. Please note that it is quite difficult to cover these three points in 1,000 words – pre-plan what you intend to say and revise your work repeatedly to increase the impact of your writing. Avoid unnecessary discussion and ensure every sentence contributes positively to the discussion and is aligned with the requirements of the assessment brief. Reflexive Writing - First Person You should write in the first person, because this is about YOU, your reflections and your interpretations. (e.g. “I considered this result to be….. because it had a big impact on my…..... and it helped me to understand my…....... ”) Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric. All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism. You should include a list of specific references that you have actually used in researching your report. For this assessment, a minimum of three journal articles, academic papers or textbooks is expected. References to any secondary sources or web sites are additional. The reference list will not beincluded in the word count. These sources need to have actually been consulted in the drafting of the assignment, and must contain the information attributed to them. It is essential that you use APA 7 style for citing and referencing research. Failure to do somay impact on the grade you receive for your paper. Please see more information on referencing in the Academic Skills Web Site. (n.d.) 2 Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy INTRODUCTION Everyone has emotions. It‘s a simple fact - a part of our being human. And whether we realise it or not, these emotions impact us every day. They also impact those around us, both in the workplace and in our personal lives. Think about it for a moment. Think of a time when you experienced an emotion; for example, joy. Perhaps you had a great weekend or accomplished a difficult task at work. How did this emotion impact your mood, your energy levels and the conversations you had with friends or co-workers? Now think of a different emotion; for example, anger. Perhaps a co-worker said something that ‘rubbed you the wrong way‘ or you thought that a friend betrayed a confidence. How did this emotion impact your mood and your behaviours? Perhaps you sent an angry email or said something in the heat of the moment that you later regretted. Emotional Intelligence (EI) is a set of skills that help us better perceive, understand and manage emotions in ourselves and in others. Collectively they help us make intelligent responses to, and use of, emotions. These skills are as important as your intellect (IQ) in determining success in work and in life. Everyone, no matter what job function, has interactions with other people. Your capacity to understand your emotions, to be aware of them and how they impact the way you behave and relate to others, will improve your ‘people‘ skills and help you ultimately be more satisfied and successful. Last, but not least, some great news! Emotional Intelligence can be developed and improved over time. All that is required is practice, a desire and commitment to improve and a foundation of self- awareness. This personalised EI report is designed to provide this foundation of self-awareness. It is the starting point for a development journey. This report will provide you with: Insight into how important it is that you demonstrate emotionally intelligent workplace behaviour. Insight into how well you currently demonstrate emotionally intelligent workplace behaviour. Practical tips on how to obtain additional feedback from others on your emotional intelligence and how to effectively respond to it. Venkatesh Ramamoorthy Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy 3 THE GENOS MODEL OF EMOTIONALLY INTELLIGENT COMPETENCIES Emotionally intelligent competencies are based on emotional intelligence. The questions in the Genos survey that measure these competencies reflect what people do with their emotional intelligence in the workplace. UNPRODUCTIVE STATES CORE EMOTIONAL INTELLIGENCE COMPETENCIES PRODUCTIVE STATES Disconnected Insensitive Untrustworthy Limited Temperamental Indifferent Self-Awareness Awareness Of Others Authenticity Emotional Reasoning Self-Management Positive Influence Present Empathetic Genuine Expansive Resilient Empowering The competencies, shown in yellow on the model above, help us consistently demonstrate the productive being states on the right side of the model, as opposed to the unproductive being states, that we can all be at times, on the left side of the model. 4 Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy ABOUT THE SURVEY The Genos survey measures how well you believe you demonstrate emotionally intelligent workplace behaviours in comparison to others. The better you demonstrate the behaviours measured, the more effective your relationships and work should be. Particular insight into how important you believe the behaviours are to your work has also been established by the survey. When you completed the survey you were asked to indicate: (a) How important you believe it is that you display the behaviours in question and (b) How well you believe you demonstrate the behaviours in question. Example Results Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.5 3.8 The rectangle over the second result bar represents the range of scores that are ‘average’ or typical in the Genos norm group, that is, between the 25th and 75th percentile (Level of Demonstration only). The Genos norm group comprises a representative workplace sample of individuals who have taken the Genos assessment. If your score (represented by the horizontal bar) is: Within the rectangle this means that your score is within the average range. To the left of the rectangle this means that your score is in the bottom quartile for this competency. To the right of the rectangle this means that your score is in the top quartile for this competency. The responses you made to each of the questions measuring the competencies of the model are also presented. Discrepancies between Importance and Demonstration at the item level are highlighted in a traffic light methodology, as described on the following page. Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy 5 Scores for importance that are equal to or lower than scores for demonstration are considered to be aligned. These could be your strengths. Scores for importance that are one higher than demonstrated are considered to be misaligned. Steps should be taken to close gaps on these behaviours. Scores for importance that are two or more higher than demonstrated are significantly misaligned. Focused attention and actions should be taken to close these gaps. Your self-assessed results, presented in this report, provide insight into how well you believe you demonstrate the skills and behaviours that were measured. Use this insight to reflect on your strengths and consider how you might leverage these when interacting with others. Also use it to reflect on opportunities for improvement and consider actions you might take to improve in these areas. Item Results Example Self-Awareness I D d 1. Demonstrating awareness of the way you feel. 4 2 2 2. Demonstrating awareness of the impact emotions can have on your thinking. 5 4 1 3. Demonstrating awareness of the impact your feelings can have on how you interact with others. 4 5 ✓ If your Level of Demonstration result for a given item is greater than the Level of Importance result, a green circle with a tick inside it is presented. Research suggests that the better you demonstrate the behaviours of the survey the more effective your personal and interpersonal skills will be. There will almost always be some discrepancies between how important the behaviours are and how well you demonstrate them. Use the size of these discrepancies to prioritise your development actions at the end of this report. 6 Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy RESULTS AT A GLANCE Your overall results for each of the six emotionally intelligent competencies are summarised on this page. These results represent your average response to the questions measuring each competency. More detailed item results are presented in the subsequent pages. Self-Awareness Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.4 3.9 Awareness Of Others Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.7 4.0 Authenticity Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.7 4.6 Emotional Reasoning Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.9 4.1 Self-Management Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 4.6 4.6 Positive Influence Not at all important Slightly important Fairly important Important Highly important Significantly Less Than Others Less Than Others Average/Typical More Than Others Significantly More Than Others Level of Importance Level of Demonstration 5.0 4.7 Emotionally Intelligent Workplace Behaviour Self Report - Venkatesh Ramamoorthy 7 “While successful businesses must focus on market penetration, product differentiation, shareholder return and customer loyalty, those that really succeed are those that balance employee needs with these other factors. Ultimately, how people feel about their work and their connection to it