Assessment 3 Information For Mba502 Emo

Assessment 3 Informationsubject Code Mba502 Subject Name Emotional

Assessment 3 Information Subject Code: MBA502 Subject Name: Emotional Intelligence, Cultural Intelligence and Diversity Assessment Title: Assessment 3 Assessment Type: Individual Design of a Professional Workshop Weighting: 40% Total Marks: 40 Submission: Via Turnitin Due Date: Monday of Week 13 Your Task Your task is to create a Professional Workshop. Assessment Description This individual assignment requires students to demonstrate a comprehensive understanding of Learning Outcomes 1 to 5 covering topics between Weeks 1 to 12. Assessment Instructions You are an independent consultant and are asked to prepare a Professional Development Workshop on one of the topics discussed in class during weeks 1 to 12. Develop an Interactive Workshop based on what you have learned in this subject. 1. Part 1 of the assignment consists of a schedule of the practical activities of the workshop (approximately 1200 words) and is based on topics discussed in class. You can be as creative as you wish in this part as long as you apply practically the chosen topic in the form of a professional workshop. Please take care to consider the following factors when designing your workshop: The inclusion of activities that are relevant and interesting. The appropriate timing allocated to each of those activities. The way in which the topics and activities are integrated. The instructions that ensure the activities are facilitated well. The potential barriers to the successful implementation of the activities. The diversity of activities to suit the varied personalities of the participants. 2. Part 2 consists of final comments (approximately 300 words) summarising what you have hoped to accomplish through the workshop. None of the parts require any referencing. Important Study Information Academic Integrity Policy KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy. What is academic integrity and misconduct? What are the penalties for academic misconduct? What are the late penalties? How can I appeal my grade? Click here for answers to these questions: Word Limits for Written Assessments Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded. Study Assistance Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information. Assessment Marking Guide Criteria F (Fail) 0%-49% P (Pass) 50-64% CR (Credit) 65-74 % D (Distinction) 75% - 84% HD (High Distinction) 85%-100% Mark Assessment Content (subject specific) OUT OF 40 Activities are based on the materials discussed in class Activities are not based on the materials discussed in class. Activities are only marginally based on the materials discussed in class. Some activities are based on the materials discussed in class. Activities are mostly based on the materials discussed in class. All activities are based on the materials discussed in class. /5 All activities are a practical application of the chosen topic and are highly interactive Activities are not a practical application of the chosen topic and are not highly interactive. Activities are only marginally a practical application of the chosen topic and only moderately interactive. Some activities are a practical application of the chosen topic and somewhat interactive. Activities are mostly a practical application of the chosen topic and quite interactive. All activities are a practical application of the chosen topic and highly interactive. /10 Activities show an original and creative approach Activities do not show an original and creative approach. Activities show only a marginally original and creative approach. Some activities show an original and creative approach. Many activities show an original and creative approach. All activities show an original and creative approach. /10 Clarity of the activities The instructions are not clear and the structure of the workshop is unconvincing. Instructions are present but they are hard to decipher, and the structure of the workshop contains many gaps. The instructions are clear enough and the structure of the workshop is sufficiently aligned with its objectives. The instructions are very clear and the structure of the workshop is mostly aligned with its objectives. The instructions are completely unambiguous and there is no doubt the workshop will achieve its desired outcomes. /10 Final comments The final comments do not summarise what was hoped to be accomplished through the workshop. The final comments only marginally summarise what was hoped to be accomplished through the workshop. The final comments satisfactorily summarise what was hoped to be accomplished through the workshop. The final comments summarise well what was hoped to be accomplished through the workshop. The final comments are excellent. /5

Paper For Above instruction

The design of a professional workshop focusing on emotional intelligence (EI), cultural intelligence (CQ), and diversity is a vital initiative for fostering inclusive and effective workplaces. Such a workshop aims to equip participants with the skills to understand and manage emotions, appreciate cultural differences, and embrace diversity. This comprehensive plan details a practical, engaging, and diverse schedule of activities aligned with learning outcomes, culminating in reflective final comments on the workshop's intended impact.

Part 1: Workshop Schedule and Practical Activities

The workshop will be structured to be approximately four hours long, divided into four main segments with interspersed breaks to maintain engagement and focus. The activities are designed to be highly interactive, relevant, and mindful of diverse personalities and learning styles.

Introduction and Icebreaker (30 minutes)

The session begins with a warm-up activity titled “Cultural Kaleidoscope,” where participants share brief stories from their cultural backgrounds. This activity fosters openness and sets a respectful tone. Following this, a short presentation introduces key concepts of emotional and cultural intelligence, emphasizing their relevance in today’s multicultural workplaces.

Understanding Emotional Intelligence (60 minutes)

Participants engage in a guided self-assessment using the Emotional Quotient Inventory (EQ-i 2.0), followed by a group discussion. This activity allows individuals to identify their emotional strengths and areas for improvement. Next, an interactive role-playing activity called “Emotion Regulation Challenge” enables participants to practice techniques such as mindfulness and situational awareness. The facilitator provides scenarios for participants to respond to, discussing different approaches and outcomes.

Exploring Cultural Intelligence and Diversity (60 minutes)

This segment features a “Cultural Immersion Simulation,” where participants are divided into small groups and given scenarios involving cross-cultural interactions. Each group discusses appropriate behaviors and strategies to navigate cultural differences. The facilitator then leads a debrief, highlighting the importance of cultural curiosity and flexibility. To deepen understanding, participants create “Cultural Competence Maps” that identify personal biases and strengths.

Integrating Emotional and Cultural Intelligence (30 minutes)

In this interactive session, participants work in pairs to analyze case studies involving emotional and cultural challenges in the workplace. They brainstorm actionable solutions and share insights with the larger group. This activity emphasizes the interconnectedness of EI and CQ and how they can collaboratively enhance workplace harmony.

Final Reflection and Action Planning (30 minutes)

The workshop concludes with a reflective exercise called “Personal Action Blueprint.” Participants outline specific strategies they intend to implement to foster emotional awareness and cultural sensitivity. The session ends with a brief group discussion, encouraging participants to commit to ongoing development.

Factors Considered in Designing the Workshop

• Relevance and Interests: Activities directly relate to real-world challenges in emotional understanding and cultural diversity, ensuring participant engagement.
• Timing and Flow: Each activity is timed appropriately to allow depth of exploration while maintaining the overall schedule.
• Integration of Topics: Each segment builds upon the previous, creating a cohesive learning journey that blends theory and practice.
• Facilitation Instructions: Clear guidelines are provided for each activity, ensuring effective facilitation and participant involvement.
• Potential Barriers: Awareness of possible cultural misunderstandings, resistance to self-assessment, or discomfort with role-playing informs activity design to include supportive facilitation techniques.
• Diversity of Activities: Use of visual, verbal, kinesthetic, and reflective activities ensures engagement across different learning styles and personalities.

Part 2: Final Comments

Through this workshop, I aimed to create a dynamic learning environment that fosters self-awareness, cultural understanding, and interpersonal skills. The primary objective was to empower participants to recognize their emotional responses, appreciate diverse perspectives, and apply practical strategies in their workplaces. I hoped to inspire ongoing reflection and commitment towards personal growth and inclusivity. By integrating interactive elements and emphasizing real-world application, I intended to enhance both individual and organizational effectiveness. Ultimately, the workshop sought to contribute to creating more emotionally intelligent, culturally aware, and inclusive workplaces where diversity is recognized as a strength rather than a challenge.

References

• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.