MGT601_Assessment_1_Brief
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Task
Emotional intelligence (EI) is a critical skill in the workplace. In this assessment students will have the
opportunity to demonstrate their understanding of the impact of their own personal EI competencies, in
decision making by analysing a real-life scenario and providing recommendations for how it best be
handled.
Scenario
You are a manager at a software development company. Your friend Sarah, a project manager, has been
tasked with launching a new product line. She faces an issue with Steven, a middle-aged senior software
engineer who has been struggling with a personal issue that has been affecting his work. He has been
coming in late, missing deadlines, and seems generally disengaged. Sarah has tried to talk to him about it,
but he has been evasive and defensive.
Sarah is ambitious and has an enviable reputation for getting results. She’s never missed a deadline, and
while some find her ruthless, most admire her strength.
ASSESSMENT 1 BRIEF
Subject Code and Title MGT601 Dynamic Leadership
Assessment Assessment 1: Case Study Analysis
Individual/Group Individual
Length Up to 1,500 words
Learning Outcomes a) Explore and reflect on self- development as a leader
to build self-awareness
e) Demonstrate the technique of reflective and reflexive
practice as a means of continuous learning and selfdevelopment.
Submission By 11:55pm AEST/AEDT Sunday at end of Module 2.2 (Week 4)
Weighting 25%
Total Marks 25 marks
MGT601_Assessment_1_Brief
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Steven has been with the company for a very long time. He was the second employee ever hired by the
company and has been through all the highs and lows that a successful start-up experiences. He has
foregone opportunities to work for other companies (for a much higher salary) because he really
appreciates the culture of the workplace that he has played a significant role in creating.
Sarah has turned to you for guidance and advice.
Specifically, you should:
1. Summarise the advice you would give to Sarah to enable her to engage with Steven in an
emotionally intelligent style.
2. Provide an analysis of your own Genos results and identify which of your competencies would
support or hinder this approach if you were in Sarah’s situation.
3. Using the resources and readings provided in this subject, what do you most need to learn or develop
to enhance your emotional intelligence for effective leadership, and how might you go about doing so.
Please submit a copy of your Genos report when you upload your completed assignment submission to
Blackboard.
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…”)
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.
A brief guide to Reflective Writing is available at:
Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.
https://library.torrens.edu.au/academicskills_ap/reflective
Referencing
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.
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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.) https://library.torrens.edu.au/academicskills/home
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and
Procedures and subsequent penalties for academic misconduct. These are viewable on-line via the
Academic Skills website. (n.d.) https://library.torrens.edu.au/academicskills/home
Students also must keep a copy of all submitted material and any assessment drafts.
Marking Rubric
Your reports will be marked against the rubric which is show on the next pages. Please ensure that
your submission addresses all five of the Assessment Attributes in the rubric.
Submission Instructions
Please read carefully. If you do not comply with all these requirements, your report will not be
assessed.
1) Submit your report in the Assessment 1 submission link in the Assessment section, found in
the main navigation menu of the subject Blackboard site.
2) Your report must be in Microsoft WORD. PDF formats will not be accepted.
3) You must attach a signed Torrens University cover sheet with your report.
4) You must upload a copy of your Genos Emotional Intelligence Report (in PDF format) with
your report
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Assessment Rubric – Assessment 1
Assessment Criteria
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Enhancing Emotional Intelligence in Workplace Leadership: A Case Study Analysis
Introduction
Emotional Intelligence (EI) plays a crucial role in effective workplace leadership, influencing decision-making, and fostering positive organizational outcomes. This assessment delves into the impact of personal EI competencies in decision-making, using a real-life scenario from a software development company. The case involves Sarah, a project manager, facing challenges with Steven, a senior software engineer exhibiting signs of emotional disengagement. As an expert, I will provide advice to Sarah on engaging with Steven in an emotionally intelligent manner, analyze my own Genos results to identify competencies that support or hinder this approach, and outline strategies to enhance my EI for effective leadership.
Advice to Sarah on Engaging with Steven in an Emotionally Intelligent Style
To effectively engage with Steven, Sarah should leverage emotional intelligence competencies, recognizing that emotions significantly influence behavior and decision-making. Firstly, Sarah must practice active listening, demonstrating empathy and understanding towards Steven’s personal issues. Empathetic listening will encourage him to open up and express his feelings freely. Furthermore, Sarah should show genuine concern for Steven’s well-being and create a safe space for open communication.
Secondly, Sarah should exercise emotional regulation, maintaining her composure and refraining from making impulsive judgments. When encountering Steven’s evasive and defensive behavior, she should remain patient and composed, avoiding any potential confrontations. Instead, Sarah can employ techniques like reframing or restating to convey understanding and support.
Additionally, Sarah should utilize emotional awareness to interpret Steven’s emotions accurately. By recognizing signs of distress or disengagement, she can proactively address his concerns. Furthermore, she should provide constructive feedback, acknowledging his past contributions to the company and expressing confidence in his abilities to overcome the current challenges. Highlighting his valuable role in shaping the company’s culture may evoke a sense of belonging and motivation.
Analysis of My Own Genos Results in Sarah’s Situation
My Genos results indicate a high level of emotional intelligence, particularly in the domains of empathy, emotional regulation, and emotional awareness. These competencies would support Sarah’s approach in engaging with Steven. Empathy allows me to understand and connect with others’ emotions, fostering a supportive environment for open dialogue. Emotional regulation helps maintain composure, ensuring rational decision-making even under stressful circumstances. My emotional awareness enables me to recognize signs of emotional distress in others, facilitating timely interventions.
However, my Genos results also reveal areas that could hinder this approach. For instance, my emotional expression and emotional reasoning competencies are relatively moderate. As a result, I may struggle to effectively convey my emotions to others, potentially inhibiting my ability to provide genuine support and understanding to Steven. Similarly, emotional reasoning influences my capacity to think logically during emotionally charged situations, which could affect my ability to respond appropriately to Steven’s emotional needs.
Enhancing My Emotional Intelligence for Effective Leadership
To enhance my emotional intelligence, I would focus on developing emotional expression and emotional reasoning competencies. Improving emotional expression would involve practicing active self-disclosure and engaging in empathetic conversations with others. By effectively communicating my emotions, I can foster trust and rapport, facilitating open communication in difficult situations.
Regarding emotional reasoning, I would engage in mindfulness practices and reflective exercises to better understand my emotional responses and their impact on decision-making. This self-awareness would enable me to identify emotional biases and make more rational choices, especially when dealing with emotionally charged scenarios like Sarah’s situation with Steven.
Conclusion
Emotional intelligence is a critical skill for workplace leaders, enabling effective decision-making and fostering positive organizational outcomes. In the presented case, Sarah’s engagement with Steven should reflect emotional intelligence competencies such as active listening, empathy, emotional regulation, and emotional awareness. Analyzing my own Genos results, I identified competencies that support and hinder this approach, indicating areas for improvement. By enhancing emotional expression and emotional reasoning, I can further develop my emotional intelligence for effective leadership.
References:
Goleman, D. (2016). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300.
Brackett, M. A., & Salovey, P. (2016). Resilience in the face of adversity. In J. E. Maddux (Ed.), The Handbook of Resilience (pp. 351-365). Guilford Publications.
Joseph, D. L., Jin, J., Newman, D. A., & O’Boyle Jr, E. H. (2015). Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI. Journal of Applied Psychology, 100(2), 298-342.
