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Unit of study_

OLET1668: Developing Your Emotional Intelligence

Intensive August, 2021 [Online] - Camperdown/Darlington, Sydney

Understanding and applying emotional intelligence are skills increasingly demanded by employers. The concept of emotional intelligence is an important skill for the modern workforce. In this OLE unit, you will investigate the current best practice theoretical models of emotional intelligence used in both research and business, including the component parts of each model and the similarities and differences among these models. These theoretical models underpin the tests that are used to measure individuals' emotional intelligence levels. In this unit, you will investigate the strengths and weaknesses of different theoretical models and major tests of emotional intelligence. This will include critically evaluating major findings on emotional intelligence, and participating in practical demonstrations of how emotional intelligence is measured. This unit presents the evidence that emotional intelligence predicts major life outcomes such as job performance, school performance, health and wellbeing. In this unit, you will learn to apply these theoretical concepts and associated emotional, social and cognitive skills in practical exercises inclusive of personal reflections and a personal development plan. By completing this unit, you well develop a suite of theoretical and practical competencies that will enable you to apply emotional intelligence to your personal and professional life.

Unit details and rules

Unit code OLET1668
Academic unit Psychology Academic Operations
Credit points 2
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
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None
Assumed knowledge
? 

This is an introductory level unit; no prior knowledge is required .

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Carolyn MacCann, carolyn.maccann@sydney.edu.au
Lecturer(s) Rebecca Pinkus, rebecca.pinkus@sydney.edu.au
Type Description Weight Due Length
Tutorial quiz hurdle task End of module quiz: Module 1
Online MCQs Can be taken many times Must score 50% or more to progress
25% Progressive
Due date: 26 Jul 2021 at 23:59

Closing date: 03 Sep 2021
no time limit (allow 30-60 mins)
Outcomes assessed: LO1 LO4 LO2
Tutorial quiz End of module quiz: Module 2
Online MCQs Can only be taken ONCE
25% Progressive
Due date: 09 Aug 2021 at 23:59

Closing date: 03 Sep 2021
20 minutes
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Tutorial quiz End of module quiz: Module 3
Online MCQs Can only be taken ONCE
25% Progressive
Due date: 23 Aug 2021 at 23:59

Closing date: 03 Sep 2021
20 minutes
Outcomes assessed: LO2 LO6 LO5 LO4 LO3
Assignment Module 4 assignment
Written reflection task
25% Progressive
Due date: 06 Sep 2021 at 23:59

Closing date: 27 Sep 2021
up to 600 words
Outcomes assessed: LO5 LO6
hurdle task = hurdle task ?

Assessment summary

  • End of module quiz (Module 1): Students are required to read 4 pages of an academic research paper and answer 12 MCQs on the content. This quiz can be taken multiple times and students must obtain a mark of 50% or more to move to the next module.
  • End of module quiz (Module 2): This MCQ quiz tests whether students can understand and apply the information from module 2 information pages,‘do I understand’ pages, and module activity pages. Students can only take this quiz once, and there is a 20-minute time limit. The quiz is open-book.
  • End of module quiz (Module 3): This MCQ quiz tests whether students can understand and apply the information from module 3 information pages and ‘do I understand’ pages. Students can only take this test once, and there is a 20-minute time limit. The quiz is open-book.
  • Written reflection task: This 600-word written reflection tasks tests whether students and understand and apply information from Modules 1 through to 4 to develop and evaluate a response strategy to use in an everyday emotional situation.

Assessment criteria

High distinction (85-100): At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction (75-100): At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit (65-74): At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass (50-64): At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
Fail (0-49): When you don’t meet the learning outcomes of the unit to a satisfactory standard.
 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Standard university late penalties will apply to all assessments in this unit.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Ongoing Module 1: What is emotional intelligence? Independent study (9 hr) LO1 LO2 LO3 LO4
Module 2: Perceiving emotions Independent study (9 hr) LO1 LO2 LO3 LO4 LO5
Module 3: Understanding Emotions Independent study (9 hr) LO1 LO2 LO3 LO4 LO5 LO6
Module 4: Managing emotions Independent study (9 hr) LO1 LO2 LO3 LO4 LO5 LO6

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 2 credit point unit, this equates to roughly 40-50 hours of student effort in total.

Required readings

Module 1 quiz reading (read the introduction, pp. 150-153):

* examinable

MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin146(2), 150-186.

Freely available at: https://www.apa.org/pubs/journals/releases/bul-bul0000219.pdf

 

Module 2 background readings

* NOT examinable

Emotional Intelligence
Carolyn MacCann and Richard D. Roberts' 1800-word article Emotional Intelligence from the 2016 SAGE Encyclopedia of Theory in Psychology


Microfacial Expressions 
Julia Zhu and Jeffrey Hancock's 850-word article Microfacial Expressions in the 2014 SAGE Encyclopedia of Deception


Ekman’s Theory of Basic Emotions
Michelle N. Shiota's 1200-word article Ekman’s Theory of Basic Emotions in the 2016 SAGE Encyclopedia of Theory in Psychology

 

Module 3 background reading

* NOT examinable

Evolution of Emotion 
Frank Schwab, Astrid Carolus & Christine Hennighausen's 2000-word article Evolution of Emotion from the 2016 SAGE Encyclopedia of Theory in Psychology

 

Module 4 background reading

* NOT examinable

Emotion Regulation
Kateri McRae and James Gross's 2000-word encyclopedia entry Emotion Regulation from the 2013 SAGE Encyclopedia of the Mind.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Describe the different theories of emotional intelligence, including the component parts of each
  • LO2. Understand the different ways that emotional intelligence can be measured
  • LO3. Identify the strengths and weaknesses of your own emotional intelligence profile
  • LO4. Critically evaluate the popular science claims regarding the importance of emotional intelligence for life success.
  • LO5. Understand the different theories of emotion, evaluate the evidence behind them, and analyse how the component parts of these theories fit together
  • LO6. Apply critical thinking about emotion and emotional intelligence concepts to situations in everyday life to create effective responses to emotional situations.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

No changes have been made.

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