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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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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 envir-
onment; emotionally intelligent people produce win-win relationships and outcomes for them-
selves and others.

This course will equip students with the skills and knowledge for the practical application of So-
cial 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 self-
awareness, as well as how their emotional response patters influence their performance and rela-
tionships. In this course, cognitive and experiential learning are considered to have equal import-
ance 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 beha-
viour 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 Aware-
ness; Social Awareness; Self Management and Relationship Management.

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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 Tutors Name Website link

1 Dr. Sujata Shahi http://iilm.edu/faculty/profiles/sujata-sahi.html

2 Ms. Aparna Kaushik 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 Instructor
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 Social awareness and relationship management.
(2 hrs)
6 Developing Social Skills (2 hrs)
7 Dealing with Dysfunctional Behaviours at Work.
(2 hrs)
8 Recapitulation of Course (1 hrs)

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/emotional-
intelligence
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.
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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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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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7.Assessment Plan
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Assessment Method Weight-age (%)
Case Analysis 5 marks
Continuous Assessment (Personal Action Plan) 10 marks
Written Exam NA

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 T1 T2 T3 T4 T5
Social * * *
Emotional
Intelligence

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
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9.3 Curriculum Map

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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. Title Topic Discussed No of Shared/ isolated

Case
1. Chacko and the Boss
2 Manager and the Team
Essential Reading
1. Emotional Intelligence, MTD Overview to social
Training and Ventus Publishingemotional intelligence, why
ApS
2 Teaching Emotional
Intelligence, Corwin Press
3 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
pages
Personal Effectiveness 1 Appended with the manual
Personal Effectiveness 1 Appended with the manual
60 Shared (free e-book)
social emotional
intelligence matters at the
workplace, Self Awareness,
Self Management, Social
Awareness, Social Skills
Developing Social Skills 1 Scanned copy of chapter would
be made available.
Managing Dysfunctional 8 Online available
Behaviours at Workplace http://home.mycybernet.net/~ta
ylors/Publish/Tyrany%20of
%20toxic%20Managers.pdf

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Course Title of the Book Author / No. of copies currently No. of copies
Publisher / Edition of the Book available in GGN library currently available
in LR library

Social Emotional Main Textbook:-

Intelligence
1 Emotional Intelligence, MTD Training Free E-Book on Internet Free E-Book on
and Ventus Publishing ApS Internet

2 Teaching Emotional Intelligence, Developing Social Skills 1

Corwin Press
3 The tyranny of toxic managers: Managing Dysfunctional 8
Applying emotional intelligence to Behaviours at Workplace
deal with difficult
personalities By Roy Lubit, Ivey
Business Journal Online
60: Total No. of Pages

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.________
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3. I tend to say things that turn out to be out of place.________

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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.

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Step 3
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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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Case study 2:
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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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