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20/12/2011-OB-403

IILM Institute for Higher Education

Module Manual: Social and Emotional Intelligence Academic Year: PGP/2011-13 Course credit: 2 Course marks: 15

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20/12/2011-OB-403 1. Introduction to the Module and Module Objective Emotional intelligence is the ability of a person to use emotions as a guiding tool for interpersonal effectiveness in his or her social environment .While interacting with members of the social environment; emotionally intelligent people produce win-win relationships and outcomes for themselves and others. This course will equip students with the skills and knowledge for the practical application of Social and Emotional Intelligence. It will help students to understand themselves and others better, and will give an insight into how to build productive and professional relationships. Students will become more knowledgeable about their strengths and development opportunities related to the emotional intelligence competencies. They will also learn skills for increasing their level of selfawareness, as well as how their emotional response patters influence their performance and relationships. In this course, cognitive and experiential learning are considered to have equal importance towards academic and career success. The internal frame of reference within the module is used to help students explore, identify,understand, apply, and model emotional intelligence skills. Developing social and emotionally learning skills is a core component of the module. Module aims to improve the capacity to learn and lay the foundation for coping strategies to improve behaviour and improved relationship skills, and develop resilience. Delivering social and emotional learning increases students' motivation to learn and leads to more positive relationships within the society. It underpins the development of safe, supportive learning environments, improved behaviour, and overall performance.

KEY AIMS Understand the importance of emotional intelligence in personal and career success Enable students to develop confidence and skills to behave and communicate effectively in a wide range of situations. To develop the ability to use emotions in a positive and constructive way in relationship with others. Develop personal strategies to overcome barriers to social and emotional intelligence. Focus on key issues and challenges relating to the development and application of Social and Emotional Intelligence, including: developing, maintaining and applying Self Awareness; Social Awareness; Self Management and Relationship Management.

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20/12/2011-OB-403 2.Introduction to the Tutors 2.1 Area Chair Name: Dr. Sujata Shahi Phone Number: 91-9871163079 Email ID: sujata.shahi@iilm.edu Cabin Location: 83, IIIrd Floor, Gurgaon Website URL: http://iilm.edu/faculty/profiles/sujata-sahi.html 2.2 Module Leader: Ms. Aparna Kaushik 2.3 Tutors

S.No 1 2

Tutors Name Dr. Sujata Shahi Ms. Aparna Kaushik

Website link http://iilm.edu/faculty/profiles/sujata-sahi.html http://iilm.edu/faculty/profiles/aparna-kaushik.html

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3. Module Pre-Requisites The module would be delivered in a workshop mode via different tool kits which are appended as an annexure. 4. Module Overview Session No Topics 1 Introduction to Social and Emotional Intelligence. (2 hrs) 2 Emotional Intelligence at Workplace: Role in Decision Making leadership/ videos. (2 hrs) 3 Self awareness and Managing Personal Effectiveness. (2 hrs) 4 Developing Your Emotional Intelligence. (2 hrs) 5 6 7 8 Social awareness and relationship management. (2 hrs) Developing Social Skills (2 hrs) Dealing with Dysfunctional Behaviours at Work. (2 hrs) Recapitulation of Course (1 hrs)

Instructor

5. Module Readings Students are encouraged to access the library for reference books and also read news paper and magazine articles related to the course. 5.1 Texts and References Emotional Intelligence, MTD Training and Ventus Publishing ApS http://bookboon.com/en/textbooks/career-personal-development/emotionalintelligence Teaching Emotional Intelligence, Second Edition, Corwin Press

5.2 Journals The use of management journals is imperative for the holistic understanding of any concept taught in class. Students refer can Harvard Business Review, Human Capital and other related magazines and journals which outlines the socially and emotionally intelligent dimension of the professionals and their leadership. 6 Session Plans 6.1. Session 1 Title: Introduction to Social and Emotional Intelligence Session outlines the concept of social and emotional intelligence and its relevance in meeting the demands of life at personal and professional front. It explores the benefits and challenges of applying social emotional intelligence. Learning Outcome Students would understand how emotions can influence thoughts and behaviour and how people use emotions as a guiding tool for interpersonal effectiveness in his or her social environment. Required Readings Chapter 1, Emotional Intelligence, Page No. 09 to 13 Tool Kit: Emotional Intelligence questionnaire, a standardized instrument would be administered. Students would require to record their results which would assess their level of emotional intelligence. The results would be consider as a yardstick to measure the improvement over the series of continuous interventions. Page 04 of 13

20/12/2011-OB-403 6.2. Session 2: Title: Emotional Intelligence at Workplace: Role in Decision Making The focus of the session is on the role of social emotional intelligence at workplace. The session would outline the attributes of a socially and emotionally intelligent manager/leader. It would enable the students to identify the relationship between the social emotional intelligence and the professional success . Learning Outcome To enable the students to identify attributes that lead to successful decisionmaking, improved work/personal relationships, handling difficult people and achievement of desired goals, thereby leading to the development of those attributes within the self. Required Readings Chapter 2, Emotional Intelligence, Page No.15 to 21 6.3- Session 3 Title: Self awareness and Managing Personal Effectiveness Self awareness is a enabler that leads to a successful personal and professional arena. The session would explain the concept of self awareness thereby resulting into personal effectiveness. The session aims to increase the self awareness of students by sensitizing them to acknowledge their feelings, and allow them to draw their accurate self assessment maps. Students would conduct their self analysis through Personal Effectiveness Scale. Learning Objective The session would help the student to increase their awareness of strengths and weaknesses; enable them to become receptive to the feedback, new perspectives. Students would be able to appreciate the role of self awareness towards improved personal effectiveness. Required Readings Chapter 3, Emotional Intelligence, Page No. 22 to 25 Tool Kit: Personal Effectiveness Scale The extent to which one shares ideas, feelings, experiences, impressions, perceptions and personal information with others shows the degree of one's openness. Openness contributes a great deal to one's effectiveness as a person. In this exercise students will assess their own personal effectiveness using a tool called the Personal Effectiveness Scale. Students would take the Personal effectiveness scale to understand their extent of openness to feedback, self disclosure and perceptiveness. This tool has been designed to explore behaviour and feelings while interacting with people. 6.4- Session 4 Title: Developing your Emotional Intelligence The session would explain the enhancement of skills like understanding and managing stress, identifying emotional labour. The emotional intelligence scale would again be administered to help the students identify the improvement within the emotional intelligence level. Learning Outcome: It would enable them to manage their emotions in healthy, constructive ways which would result in improved social emotional ties. 6.5-Session 5 Title: Social awareness and relationship management The session aims to increase the social awareness of the students by sensitizing them towards others' viewpoints and empathise with others. Students would be able to recognise the group similarities and differences in order to develop and foster stronger social ties. The learning in the session would be fostered by tools and techniques to improve interpersonal effectiveness.

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20/12/2011-OB-403 Learning Outcome Students would be able to identify, learn and appreciate the importance of social skills set for increased effectiveness in personal and professional arena. Required Readings Chapter 6, Emotional Intelligence, Page No.46 to 50 Tool Kit: Case-let Discussions Students would discuss the case-let within a group with 7-8 members each. The case-lets highlight all the dimensions of personal effectiveness that leads towards greater self and job satisfaction. The case-lets Chacko and the Boss aims to highlight the personal effectiveness issue in meeting the desired personal goals and result and the second case-let Manager and the Team focuses on the team and relationship management within the work environment to meet with the desired result. Students shall be able to understand the relevance of personal effectiveness within personal and social framework for maintaining a healthy emotional balance. 6.6: Session 6 Title: Developing Social Skills The session would explain different skills sets like treating self with respect, self acceptance and their significance towards improved social relationships. This session would focus upon the development of social competence and the building of social skills. Learning Outcome Students would examine how they behave towards their peers/family members and other social relations and would consider how they may improve their friendship and relations with the family members. Required Readings Chapter 6, Teaching Emotional Intelligence, Page No.67 to 68 6.7- Session 7 Title: Dealing with Dysfunctional Behaviours at Work The session would begin with the introduction of dysfunctional behaviours within the workplace and would outline the repercussion of such behaviours. The session aims to highlight the strategies/techniques that would enable students to identify and manage such behaviours. Learning Outcome Students would identify the dysfunctional behaviours at workplace and would learn various techniques/strategies in managing such behaviours. Students would know how to deal with people who are rigid, aggressive or exhibit other types of dysfunctional behaviour in order to have improved personal and professional outlook. Required Reading The tyranny of toxic managers: Applying emotional intelligence to deal with difficult personalities By Roy Lubit, Ivey Business Journal Online Online Link: http://home.mycybernet.net/~taylors/Publish/Tyrany%20of%20toxic%20Managers.pdf 6.8- Session 8 Title: Recapitulation of Course The entire course would be discussed in brief. Attendance Students shall be required to maintain minimum 75% attendance within the course.

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20/12/2011-OB-403 Assessment Method Case Analysis Continuous Assessment (Personal Action Plan) Written Exam Details of Assessment 7.1 Component 1:Case Analysis Case Analyses Presentations A group of 3 to 4 students each will be formed. Each group will have 10 to 15 minutes at the beginning of the class to debrief the salient facts of the case and propose a solution. In the beginning of the class the group will submit a case report not more than 5 pages. This assignment will earn 5 marks. For all other cases, individuals not in the presenting groups will submit brief case analyses (2 pages) identifying key issues. 7.2 Component 2: Continuous Assessment A 25 item multiple choice and true/false questionnaire allows the students to evaluate his or her comprehensions of the subject matter. The enhanced self- assessment will help students determine where they are already doing well and what improvements need attention. For drawing the complete assessment of the learning, students would write a Personal Action Plan after reviewing changes in self perceived skill levels. Emphasis would be on how all the skills contribute to Self-Esteem and positive self efficacy in specific situations for developing emotional intelligence. Students would submit their completed Personal Action Plan at the end of the course with suggested evidences of their respective reviewed skill level. The Personal Action Plan would be a part of the continuous assessment. 8. Assessment 8.1 Assessment Map Methods of Assessment Module Social Emotional Intelligence T1 * T2 * T3 T4 T5 * Weight-age (%) 5 marks 10 marks NA

T1- Individual assignment/case study T2- Group assignment/ project/business plan T3- Open book examinations/ case study T4- Closed book examinations T5- Group Presentations 9.2 Teaching Map Teaching Map Module T1 T2 T3 T4 * T5 T6 Social * * Emotional Intelligence T1- Lectures T2- Seminars/Tutorials/Workshop T3- Live projects/presentations T4- Case study T5- Guest Lectures T6- Industrial Visits 9.3 Curriculum Map

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20/12/2011-OB-403 Learning Outcomes Module L1 L2 L3 L4 L5 L6 L7 L8 L9 Social * * * * Emotional Intelligence L1- An understanding of organizations, their external context and their management L2- An awareness of current issues in business and management which is informed by research and practice in the field. L3- An understanding of appropriate techniques sufficient to allow investigation into relevant business and management issues. L4- The ability to acquire and analyze data and information. L5- The ability to apply relevant knowledge to practical situations. L6- The ability to work and lead effectively in a team based environment. L7- An improvement in both oral and written communication. L8- Be cognizant of the impact of their individual and corporate actions on society and recognize ethical business practices. L9- Be sensitive to the social, economic and environmental responsibilities of business. No. Case 1. 2 1. Chacko and the Boss Personal Effectiveness 1 Manager and the Team Personal Effectiveness 1 Essential Reading Emotional Intelligence, MTD Overview to social 60 Training and Ventus Publishingemotional intelligence, why ApS social emotional intelligence matters at the workplace, Self Awareness, Self Management, Social Awareness, Social Skills Teaching Emotional Developing Social Skills 1 Intelligence, Corwin Press The tyranny of toxic Managing Dysfunctional 8 managers: Applying Behaviours at Workplace emotional intelligence to deal with difficult personalities By Roy Lubit, Ivey Business Journal Online 60: Total No. of Pages Appended with the manual Appended with the manual Shared (free e-book) Title Topic Discussed No of pages Shared/ isolated

2 3

Scanned copy of chapter would be made available. Online available http://home.mycybernet.net/~ta ylors/Publish/Tyrany%20of %20toxic%20Managers.pdf

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Course

Title of the Book Author / Publisher / Edition of the Book

20/12/2011-OB-403 No. of copies currently No. of copies available in GGN library currently available in LR library

Social Emotional Intelligence 1 2 3

Main Textbook:Emotional Intelligence, MTD Training Free E-Book on Internet Free E-Book on and Ventus Publishing ApS Internet Teaching Emotional Intelligence, Corwin Press The tyranny of toxic managers: Applying emotional intelligence to deal with difficult personalities By Roy Lubit, Ivey Business Journal Online 60: Total No. of Pages Developing Social Skills Managing Dysfunctional Behaviours at Workplace 1 8

Tool Kit: Personal Effectiveness Scale The extent to which one shares ideas, feelings, experiences, impressions, perceptions and personal information with others shows the degree of one's openness. Openness contributes a great deal to one's effectiveness as a person. In this exercise students will assess their own personal effectiveness using a tool called the Personal Effectiveness Scale. This tool has been designed to explore behaviour and feelings while interacting with people. This assessment has 2 parts: Part I is to grade responses to the 15 statements that follow on a scale of 0-4. Part II is to score your responses. The tool would help the students generate insight about the three aspects: self-disclosure, openness to feedback and perceptiveness. Self-Disclosure Self-disclosure or openness is sharing ones ideas, feelings, experience, impressions, perceptions and other relevant personal information. Openness to Feedback Feedback is a reaction or response that we receive from others regarding our attitudes, behaviour and performance. Feedback is also a reaction or response that we give to others regarding their attitudes, behaviour and performance. Perceptiveness The ability to pick up verbal and non-verbal cues from others indicate perceptiveness. Perceptiveness is being sensitive to and insightful about other people. This characteristic should be combined with openness and using feedback usefully to increase personal effectiveness. Part I: Respond to the 15 statements Read each statement given below. Grade your responses to each on a scale from 0 - 4, depending upon how close it is to your behaviour. Indicate this grade in the right hand blank space that follows each statement in the answer sheet: Key: Write 4 if it is most characteristic of you, or you always or almost always behave or feel this way. Write 3 if it is fairly true of you, or you quite often behave or feel this way Write 2 if it is somewhat true in your case. Write 1 if it is rarely true of you, or you only occasionally behave or feel this way. Write 0 if it is not at all characteristic of you, or you never behave or feel this way. 1. I find it difficult to be frank with people unless I know them very well.________ 2. I listen carefully to others peoples opinions about my behaviour.________ Page 09 of 13 3. I tend to say things that turn out to be out of place.________

20/12/2011-OB-403 4. Generally, I hesitate to express my feelings to others.________ 5. When someone directly tells me how he feels about my behaviour, I tend to close up and stop listening.________ 6. On hindsight, I regret why I said something tactlessly. (On looking back, I regret why I said something that was thoughtless).________ 7. I am quite strong in expressing my opinions in a group or to a person, even if this may be unacceptable.________ 8. I take steps to find out how my behaviour has been perceived by the person with whom I have been interacting.________ 9. I deliberately observe how a person will take what I am going to tell him, and accordingly communicate to him. (I consciously observe how people feel about what I am going to tell them and accordingly adapt what I say).________ 10. When someone discusses his problem, I do not spontaneously share my experiences and personal problems, of a similar nature with him. (When people discuss their problems, I do not freely/impulsively share my experiences and personal problems of a similar nature with them).________ 11. If people criticize me, I hear them at that time but do not bother myself about it later.________ 12. I fail to pick up cues about the feelings and reactions of others when I am involved in an argument or a conversation. (I fail to pick up hints about other peoples feelings and reactions when I am involved in an argument or a conversation).________ 13. I enjoy talking with others about my personal concerns and matters.________ 14. I value what people have to say about my style, behaviour, etc.________ 15. I am often surprised to discover or be told that people were put off, bored or annoyed when I thought they were enjoying interacting with me. (I am often surprised to discover or be told that people were driven away, bored or annoyed, while I actually thought that they were enjoying interacting with me).________ Part II: Score you responses Step 1 Transfer your grades in the Answer Sheet to the Score Sheet given to you after reversing your grades on those items marked with (*) as shown below: Original grading: 0 1 2 3 4 Reversed grading: 4 3 2 1 0 For example, if your original grading to statement 10 was 3 mark it now as 1 in the space provided. Score Sheet Statement Grade Statement Grade Statement Grade *1 2 *3 *4 *5 *6 7 8 9 *10 *11 *12 13 14 *15 Total ( ) Total ( ) Total ( ) Self-disclosure Openness to Feedback Perceptiveness Step 2 Total the grades in each of the three columns. The total score will range between 0 and 20.

Step 3

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20/12/2011-OB-403 Classify the total in each column as Low level (L) or High level (H) by writing L or H in the brackets against each of the three total scores; if the total is 11 or below write L; if the total is above 11 write H. You will now be able to identify the level of your personal effectiveness in the three different dimensions, namely self disclosure, openness to feedback, and perceptiveness. Tool Kit: Case Discussion Case studies: Analyzing the dimensions of Personal Effectiveness In this exercise, students will work in groups of 7-8 members each, to analyze and discuss two case studies. Based on what you have learned about the three dimensions of personal effectiveness, analyze and discuss the case. Case study 1: A TB Control Programme manager had five TB workers under him. One of them, Chacko, was an extremely cheerful, good, conscientious worker and always produced good results. The other four were not so efficient and motivated. At staff meetings and other informal meetings, the manager took great pains to show the four workers where they had gone wrong and how they could improve. He would give them praise and encouragement whenever they did well. Chacko started getting moody and was usually silent or abrupt in his behaviour, but continued working well. The manager started noticing Chackos behaviour. One day, he called Chacko aside and asked him the reason for his recent behaviour. But Chacko did not say anything and changed the topic. As the behaviour continued, the manager called him again and said he was worried. He asked whether there was something upsetting Chacko. Was he unhappy? Then Chacko blurted out You always praise the others and keep encouraging them. But you have never praised me even though I work so hard and with such sincerity! I feel hurt and unrecognized. The manager thought for some time and realized that what Chacko said was true. He apologized profusely and said that he had unconsciously refrained from doing so because he felt that it might upset and discourage the others, make them jealous, make them feel that Chacko was his pet. He explained that this was the only reason, but realized that it was wrong and unfair. He said he had felt this way for some time, but did not have the courage to admit it. But he now made it known to Chacko that he greatly valued Chackos excellent work and contribution to the programme and would definitely not hesitate to express his appreciation of Chacko publicly from now on. Chacko now understood his manager and went back to his cheerful self and worked with even greater enthusiasm. He even made sure that he helped his colleagues whenever they needed it. Questions: 1. Was the manager personally effective in the beginning? 2. Did the manager achieve personal effectiveness finally? 3. What were the progressive steps in the interaction between the manager and the staff? 4. What took place at each step in terms of the three dimensions of personal effectiveness? 5.

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20/12/2011-OB-403 A goal-oriented TB Control Programme manager was assigned to a new district. The community in this district was different from the ones he had worked in previously. The people he are had a different cultural background, were mostly illiterate and living under very poor conditions. The drop-out rate was high. After a week, some of the staff members put forth a few ideas to improve the situation. One suggested interacting more with the community even on non-health issues. He suggested organizing some functions on festival days and inviting community members and community leaders. This would establish a rapport and give them more credibility. Another suggested having talks with the local womens organizations and youth groups. A third suggested involving the local NGOs in health education and being DOTS providers. At each suggestion the manager got angrier and angrier and kept shouting: What do you know about TB control? He listed all his previous achievements and told the staff to just get on with their work! The staff stopped giving suggestions. They were also so afraid of his temper that they were reluctant to ask for leave even when they really needed it. They became very discontented. They lost interest and went about their work mechanically. The programme suffered more day by day. One day, sitting over a cup of coffee with his very close friend, the manager poured his heart out. He said he was very depressed at the way things were going and could not understand the failures here whereas he had been so successful in his previous appointments. The friend assured him that he was still the same man dedicated, focused and a good worker, but perhaps the circumstances were different here. Maybe he should listen to the staff and try out some of their ideas. He could still keep working with the same energy and efficiency, but change tactics a little. The manager called a meeting of the staff the next day. He apologized for his previous behaviour. He admitted that he had felt threatened when his own staff had to offer suggestions. He said they knew the community better than he did and encouraged them to plan strategies. The staff were energized. They came up with excellent plans and started implementing them. At each stage they were given encouragement and praise for their achievements. After a few months, the programme achieved even higher targets and goals than were expected! Questions for discussions: 1. Was the manager personally effective in the beginning? 2. Did the manager achieve personal effectiveness finally? 3. What were the progressive steps in the interaction between the manager and the staff? 4. What took place at each step in terms of the three dimensions of personal effectiveness?

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