Subject Code:\tMBA502
\nSubject Name:\tEmotional Intelligence, Cultural Intelligence and Diversity
\nAssessment Title:\tEmotional Intelligence Self-Reflective Essay
\nEmotional intelligence (EI) is the ability to recognize and understand one’s own emotions and the emotions of others, and to use this awareness to manage one’s own behavior and relationships effectively. It is composed of four key skills: self-awareness, self-regulation, motivation, and social skills.<\/p>\n
Cultural intelligence (CQ) is the ability to understand and adapt to cultural differences and to communicate effectively across cultures. It is composed of four key components: cognitive, physical, emotional, and behavioral.<\/p>\n
Diversity refers to the differences among people in a group or organization, such as differences in race, ethnicity, gender, age, religion, sexual orientation, ability, and background.<\/p>\n
Emotional intelligence, cultural intelligence, and diversity are all important for success in today’s globalized world, as they allow individuals and organizations to better understand and work with people from different cultures and backgrounds.<\/p>\n
Emotional intelligence and cultural intelligence can help individuals and organizations to build strong, effective relationships, and to communicate and collaborate more effectively. They can also help to create a positive, inclusive culture that values diversity and promotes the well-being of all members.<\/p>\n
On the other hand, a lack of emotional intelligence and cultural intelligence can lead to misunderstandings, conflicts, and reduced productivity and effectiveness. A lack of diversity can also limit an organization’s ability to understand and serve its customers and stakeholders, and can lead to missed opportunities and a lack of innovation.
\nAssessment Type:\tReflective Essay
\nWord Count: 1500 Words (+\/-10%)
\nWeighting:\t30%
\nTotal Marks:\t30
\nSubmission:\tMyKBS (Turnitin)
\nDue Date:\tTuesday 11.55pm Week 5
\nYour Task
\nUsing the first two of Daniel Goleman\u2019s (2020) Emotional Intelligence (EI) domains of selfawareness and self-management, students are to write an EI Self-Reflective Essay. Students
\nare to use a variety of EI development tools and strategies provided during classes (Weeks 1-4)
\nto Help in their reflections.
\nAssessment Description
\nIn Weeks 1-5, students studied Daniel Goleman\u2019s (1985, 2020) four (4) components of
\nEmotional Intelligence (EI): Self-Awareness, Self-Management, Social-Awareness and
\nRelationship Awareness. In this EI Self-Reflective Essay students will demonstrate how what
\nthey have learned in the first four weeks of the trimester has improved their understanding of
\nEI, in particular their levels of self-awareness and skills in self-management (Weeks 1-4).
\nStudents are to refer to the outcomes of the psychometric test (link below) and at least one
\nother of the EI tools (e.g., mindfulness and journaling) to demonstrate their increased
\nknowledge and understanding. Finally, students are to reflect on any implications of their
\nincreased EI in their future career as a professional.
\n\u2022 Psychometric EI test link \u2013 Emotional Intelligence Test \u2013 Global Leadership Foundation<\/p>\n
LO1:\tAnalyse the key features of emotional intelligence and cultural intelligence, as well as
\none\u2019s own strengths and weaknesses in relation to EI \/ CI.
\nLO2:\tApply the concepts of emotional and cultural intelligence to the modern workplace,
\nand the implications for leadership, teams and for transforming organisational
\ncultures.
\nDocPuamgeen2t classification: Kaplan Business School Assessment Outline
\nAssessment Instructions
\nStudents should follow the essay format as identified below:
\n\u27a2 Introduction (150 words)
\n\u27a2 Evidence of the growth of Self-Awareness (400 words)
\n\u27a2 Evidence of the growth of Self-Management (400 words)
\n\u27a2 Implications for your future career (400 words)
\n\u27a2 Conclusion (150 words)
\n\u27a2 Reference List (using the Kaplan Harvard Referencing Style throughout your essay and
\nthe reference list at the end)
\n\u27a2 References:
\no Your Goleman references
\no 2 or more academic references
\no 1 or more business references, such as business articles, news items, and\/or
\ncomparison websites.
\nDocPuamgeen3t classification: Kaplan Business School Assessment Outline
\nImportant Study Information
\nAcademic Integrity Policy
\nKBS values academic integrity. All students must understand the meaning and consequences
\nof cheating, plagiarism and other academic offences under the Academic Integrity and Conduct
\nPolicy.
\nWhat is academic integrity and misconduct?
\nWhat are the penalties for academic misconduct?
\nWhat are the late penalties?
\nHow can I appeal my grade?
\nClick here for answers to these questions:
\nhttp:\/\/www.kbs.edu.au\/current-students\/student-policies\/.
\nWord Limits for Written Assessments
\nSubmissions that exceed the word limit by more than 10% will cease to be marked from the point
\nat which that limit is exceeded.
\nStudy Helpance
\nStudents may seek study Helpance from their local Academic Learning Advisor or refer to the
\nresources on the MyKBS Academic Success Centre page. Click here for this information.
\nDocPuamgeen4t classification: Kaplan Business School Assessment Outline
\nAssessment Marking Guide<\/p>\n
Criterion\tHigh Distinction
\n(85-100)\tDistinction
\n(75-85)\tCredit
\n(65-74\tPass
\n(50-64)\tFail
\n(0-49)
\nIntroduction
\nand Conclusions
\n(6 Marks)\tThe introduction uses an
\nadvanced level of
\nsignposting language,
\nsuccinct grammar,
\ndescriptive language,
\nparagraph organisation,
\nand links to theories to
\nenable the reader to be
\nboth informed about what is
\nto come and interested in
\nreading more. This level of
\nwriting causes no
\ncomprehension strain on
\nthe reader due to having no
\nerrors and including all of
\nthe above components.
\nThe introduction provides a
\ncompelling and focused
\noverview of the report. The
\nreader is provided with a
\nclear sense of what is to
\ncome in the paper and is
\nactively engaged.
\nThe conclusion
\ndemonstrates the above,
\nbut also demonstrates
\nadvanced summarising
\nskills to provide the reader
\nwith a logical and
\ninformative conclusion.\tThe essay includes most of
\nthe HD standard\u2019s
\nrequirements, with only a few
\nachievable components
\nmissing, causing minimal
\nnegative impact on the
\nreader. The reader has been
\nmostly informed and
\ninterested in the essay\u2019s
\nintroduction and conclusion.\tThe essay includes many of the
\nHD standard\u2019s requirements,
\nbut is missing a few achievable<\/p>\n","protected":false},"excerpt":{"rendered":"
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