**Create a job aid that provides an example of how emotional intelligence concepts could be applied…

Create a job aid that provides an example of how emotional intelligence concepts could be applied by each of the individuals in the scenarios below. (All 3 scenarios need to be addressed!) Be sure to explain the specific course concepts (and support/cite them with the course readings) and how applying those in the scenario might affect the interactions.
Your job aid can be in any of the following formats:
Microsoft Word Document
Brochure
Microsoft PowerPoint
Any other appropriate format of your liking
Scenario 1:
Your 3-member team (you, Sam, and Alex) needs to finalize a project deliverable that is due tomorrow. You and Alex have been working for 45 minutes when Sam arrives. This is not the first time Sam has been late for a work session. Sam seems unfocused. Alex confronts Sam, saying it’s disrespectful to come late and expect others to do the work.
As the leader of the team, you want to use emotional intelligence concepts to resolve the conflict. What would you do, as team leader, to apply emotional intelligence concepts in this scenario?
What recommendations would you make to your team members about how they could use emotional intelligence to resolve this conflict and complete the work?
Scenario 2:
Billie and Carlos have worked on the same team and for the same supervisor for several years. This year, after a performance review, Billie shares with Carlos that their supervisor provided negative feedback during their review. Billie is very upset and wants Carlos to take his side; however, Carlos feels perhaps the supervisor’s feedback is justified.
How could Carlos apply emotional intelligence concepts during this discussion to help Billie understand the reasons for the feedback without offending Billie?
Scenario 3:
Elias has been planning to go to a weekend campout with friends. He and his parents agreed that he could go if he was able to raise his grades in two classes in which he was struggling. The week before the campout, Elias’s parents review his grades. He has raised one of the grades, but the other has dropped. Elias is nervous to talk with his parents about his grades and the campout.
How can Elias and his parents use their emotional intelligence skills to discuss whether Elias is able to go to the campout? What might their interaction be like?