BMO0269 Emotional Intelligence for Effective Leadership Assessment Brief 2026 | UOH
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| University | University of Huddersfield (UOH) |
| Subject | BMO0269 Emotional Intelligence for Effective Leadership |
BMO0269 Assessment Brief
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Module Code: |
BMO0269 |
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Module Title: |
Emotional Intelligence for Effective Leadership |
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Assessment Type |
Reflective Report |
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Academic Year |
2025/26 Term 2 |
Assessment Task
You are required to write a 2500-word report that demonstrates your awareness of the components, behaviours and strategies of the emotionally intelligent professional and their relevance to an organisational context and your personal growth. Level of AI-Use permitted for this Assessment Level 1- Not Permitted. The use of AI tools is not permitted in any part of this assessment. Duration: NAWord Count: 2500 words
Task Specific Guidance:
Your reflective report should focus on the components of emotional intelligence that have been explored within the module and critically discuss their relevance to a business context and to your professional development.
These components are:
- Knowing and managing emotions
- Resilience
- Self-motivation / motivation of others
- Influencing others
- Empathy
Part 1: The relevance of emotional intelligence to a specific organisational context
You should begin by identifying a specific business context. This means identifying a business sector and a particular role within that business sector. You should then complete the following tasks:
- Critically discuss the importance and benefits of emotional intelligence in the specific business context you have identified. You should focus on two different components of emotional intelligence and ensure that your discussion is supported by independent research about your business context.
- Recommend how people working in this business context could demonstrate emotionally intelligent behaviours and strategies (for the components you have identified). You must ensure that these behaviours and strategies are suited to the business context you have identified. It is important that you refer to relevant theories, models and research that we have discussed on this module and explain how they inform the behaviours and strategies that you have identified.
Part 2: A reflection about your emotional intelligence
- You should begin by choosing one component of emotional intelligence that we have discussed on this module. This should be different to the components you discussed in part 1.
- Introduce the capability you have chosen. You may want to provide a definition or explain different perspectives or interpretations of this aspect of emotional intelligence.
- Critically discuss why this is considered important for the workplace
- Provide a self-evaluation of your capabilities for the component that you have identified. Your self-evaluation could use any of the following:
o validated self-assessment tools
o critical incident analysis
o other reflection models and tools - Provide an outline of strategies that you could use to develop your emotional intelligence for the component that you have identified. You should ensure that this is supported by evidence, practical and relevant to your circumstances and professional aspirations.
You must ensure that you incorporate relevant theories, models, behaviours and strategies in your discussion
General study guidance:
- Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
- Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/ - The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk.
- Do not exceed the word / time / other limit.
Assessment Criteria
- The Assessment Criteria are shown the end of this document. Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.
- These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.
- The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them on busstudenthub@hud.ac.uk
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Learning Outcomes |
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This section is for information only. The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work. On completion of this module, students will need to demonstrate: LO1 Have a sense of self-awareness within the frameworks of growth mindset theory and inter- and intrapersonal intelligences LO2 Understand how to self assess and self manage in the development of your emotional intelligence. LO 3: Have a conceptual and critical understanding of theories of emotional intelligence and their significance in the workplace LO 4: Express and justify an individual perspective on the implications of emotional intelligence in business scenarios LO5 Develop a personal proactive strategy for improvement of EQ Please note these learning outcomes are not additional questions. |
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Submission information |
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Word Limit: |
2500 |
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Submission Date: |
24/04/2026 |
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Feedback Date: |
15/05/2026 |
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Submission Time: |
15.00 |
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Submission Method: |
Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: busvle@hud.ac.uk |
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Appendix 1 PGT Assessment Criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
PGT Generic Assessment Criteria
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Unacceptable |
Unsatisfactory |
Pass |
Merit |
Distinction |
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0 – 9 |
10-19 |
20-34 |
35-49 |
50-59 |
60-69 |
70-79 |
80-89 |
90-100 |
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Fulfilment of relevant learning outcomes |
Not met or minimal |
Not met or minimal |
Not met or partially met |
Not met or partially met |
Pass |
Pass |
Pass |
Pass |
Pass |
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Response to the question /task |
No response |
Little response |
Insufficient response |
Adequate response, but with limitations |
Adequate response |
Secure response to assessment task |
Very good response to topic; elements of sophistication |
Clear command of assessment task; sophisticated approach |
Full command of assessment task; imaginative approach demonstrating flair and creativity |
PGT Generic Assessment Criteria
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Unacceptable A superficial answer with only peripheral knowledge of core material and very little critical ability |
Unsatisfactory Some knowledge of core material but limited. |
Pass A coherent and logical answer which shows understanding of the basic principles |
Merit A coherent answer that demonstrates critical evaluation |
Distinction An exceptional answer that reflects outstanding knowledge of material and critical ability
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0-9 |
10-19 |
20-34 |
35-49 |
50-59 |
60-69 |
70-79 |
80-89 |
90-100 |
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Conceptual and critical understanding of contemporary / seminal knowledge in the subject |
Entirely lacking in evidence of knowledge and understanding |
Typically, only able to deal with terminology, basic facts and concepts |
Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts |
Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment |
A systematic understanding of knowledge; critical awareness of current problems and/or new insights; can evaluate critically current research and can evaluate methodologies |
Approaching excellence in some areas with evidence of the potential to undertake Research. Well-developed relevant argument, good degree of accuracy and technical competence |
Excellent. Displays (for example): high levels of accuracy; evidence of the potential to undertake research; the ability to analyse primary sources critically. |
Insightful. Displays (for example): excellent research potential; flexibility of thought; possibly of publishable quality. |
Striking and insightful. Displays (for example): publishable quality; outstanding research potential; originality and independent thought; ability to make informed judgements. |
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Depth of Reflection |
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. |
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. |
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. |
Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. |
Response demonstrates reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are generally supported. Some relevant examples, when applicable, are provided. |
Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable |
In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Some evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. |
In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. |
In-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented. Extensive evidence of analysis through questioning and challenging of assumptions leading to transformation of personal insight. Substantial evidence of reflexivity and self-development. Well supported by clear, detailed examples as applicable. |
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Use of evidence and sources to support task |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Limited sources |
Comprehensive understanding of techniques applicable to own research or advanced scholarship
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Complex work and concepts presented, key texts used effectively |
Full range of sources used selectively to support argument
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Full range of sources used selectively to support argument
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Full range of sources used selectively to support argument
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Self-development planning |
No evidence of self-development being considered |
Self-development mentioned but no evidence of any planning |
Self-development mentioned and some evidence of planning |
Evidence of self-development planning and enacting |
Evidence of self-development planning and enacting with support. |
Self-development planning and enacting with critical support. |
Self-development programme developed and enacted with critical support. |
Innovative self-development programme developed and enacted with critical support. |
Innovative self-development programme developed and enacted enacting with detailed critical support. |
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Innovation |
Lacking evidence of having addressed the issue of innovative solutions |
Lacking evidence of the provision of any innovative solutions |
Lacking evidence of the provision of any feasible innovative solutions |
Minimal Evidence of the provision of innovative solutions |
Evidence of the provision of innovative solutions |
Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions |
Evidence of the provision of innovative solutions which demonstrate assessment of situation and effectiveness of solutions |
Extensive evidence of the provision of imaginative innovative solutions which demonstrate assessment of situation and critical evaluation of effectiveness of solutions |
Extensive evidence of the provision of imaginative innovative solutions which demonstrate full assessment of situation and critical evaluation of effectiveness of solutions |
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