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Slms502 ss i

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Slms502 ss i

  1. 1. Soft Skills – I Class of : 2013 Academic Year : First Course Code : SLMS 502 Semester : II Credit Aim : 3 Sessions : 30 Describe his/her own behavior, and evaluate the changes required to modify his/her behavior to assess the personality development. Appreciate the importance of interpersonal relations and formulate acceptable behavior towards others. To give knowledge and understanding how to work in teams. Learning Outcomes: At the end of this Module-I the student will be expected, with in the context of class room situation, to demonstrate and evaluate the use of self assessment for the purpose of improved behavior. The student will be encouraged to assess the development in him / her. At the end of this Module with in the class room situation, the student is expected to demonstrate the improved interpersonal relations by way of good communication, assertive and, influencing behavior and also acceptable behavior to other students. At the end of this Module the student will be expected, with in the context of class room situation, to demonstrate collaborative efforts with other students. He / She will be expected to demonstrate resolving the issues and problems while working in teams. The student is in a position to analyze, discuss and explain the issues during the class room activities. REFERENCE BOOK AUTHOR/PUBLICATION Stress Management IUP Emotional Intelligence IUP Born to win James & Jongeward- Perseus Books Leadership Skills for Managers Marlene Caroselli - McGraw- Hill Professional Personality Development John Aurther - Lotus Press Soft Skills at Work Beverly Amer, Cengage Working with Emotional Intelligence Daniel Goleman- Bantam Books 101 Ways to improve your communication skills Jo Condrill, Bennie Bough- Goal Minds Publisher Working in Teams Sandy Pokras, Cengage Stress Management Jonathan C. Smith, Springer Publishing Company Conflict management- Resolving Disagreement at Work place Herbert S. Kindler, Thomson/Course Technology Games Trainer Play- Experiential Learning Exercises New Storm & Scannel- Tata McGraw-Hill More Games Trainer Play- Experiential Learning Exercises New Storm & Scannel- Tata McGraw-Hill During Soft Skills-I, the students are exposed to three modulesModule-I: Self Assessment & Development, Module-II: Interpersonal Relations and Module-III: Working in Teams. Module–I includes values, perception, attitude & personality, self-esteem, motivation and creativity. This module assesses the core behaviors of the student and he/she will understand what should be acceptable behavior in a social environment. The student will get right feedback from time to time which ensures development of his/her personality. Module – II includes topics such as communication skills, assertive skills, receiving & giving feedback and emotional intelligence. This module essentially focuses on interpersonal relations assuring his/her acceptable behavior in a group. The student finds the relevance of being in a group and appreciates the collaborative behavior with other students of the group. Module – III include topics of stress management, conflict management & decision making, and team building skills. This module mainly focuses on how to work in teams. The Class of 2012 Necessarily, the student will understand the importance of working in a team by coping with stress induced during working with people, by creating an acceptable environment for taking right decisions, resolving conflicts. Team building skills are of paramount importance in order to manage a team in a corporate. The student will learn how to lead and be a good team player. Therefore, all three modules are necessary to transform a student into prospective budding manager in the corporate. Methodology used to impart these skills totally is basing on experiential learning by employing tools- psychometric analysis, games, activities, structured experience, small group discussions, role play, video films, experience sharing and immediate feedback (from the Faculty and co-students). Assessment of the students will be carried out during all the sessions. Assessment and grading should be very transparent by which the student is encouraged to see the improvement in his/her overall transformation. Page 1
  2. 2. MODULE I – SELF ASSESSMENT & DEVELOPMENT S# No. of Session s Methodology 2 Contents Psychometric Analysis/Activity 2 Game/Activity Assessment Criteria Assessment for Grading Values: 1 Influence of moral, ethical, social , and relational values on individual behavior Perception: 2 Influence of perception on other people. How perceptions of others on the individual create first impression? The student will demonstrate the evidences of positive reinforcement in order to improve his / her behavior continuously. How perception affects social interaction? Attitude & Personality: 3 What is your attitude? How does this affect social interaction? How an attitude influences the personality? 2 What are your personality traits? How do they help in social interactions? Psychometric Analysis/ Structured Experience Self Esteem 4 How do you see yourself? How do you relate to others (self image)? 2 Psychometric Analysis / Role Play Your social status. How others see you? Motivation: These evidences will show his / her understanding of the Rubrics will be used to principles of positive reinforcement in behavior. assess the students’ With in the classroom situation these evidences are appropriate and contextual. performance in the class room situation. The student will be able to evaluate the impact of his / her own actions and consequences of these evidences What motivates you? 5 Gaining insight into own motive patterns. 2 Game/Activity 1 Psychometric Analysis / Structured Experience Activity/ Relationship between motivation and behavior. Creativity: 6 Are you creative? What are your blocks of creativity? Total The Class of 2012 11 Page 2
  3. 3. MODULE II – INTERPERSONAL RELATIONS No. of Sessions S# Contents 1 Communication: Ability to listen and understand another person Sensitivity to other than verbal modes of communication Body Languagepersonal communication style Interpersonal communication Methodology 3 2 Assessment for Grading Game / Role play / Psychometric Analysis Psychometric Analysis / Activity / Videos/ Assessment Criteria Assertive Skills: Are you assertive or aggressive or submissive? 2 What is Art of saying ‘No’? How does assertiveness influence on interpersonal relationship? Receiving & Giving Feedback: The evidences show that the student understands that how interpersonal relations can be achieved. Giving negative feedback Giving constructive / positive feedback 3 Handling negative feedback The student will be able to demonstrate the evidences of interaction with other students while discussing and others also demonstrate the acceptability towards him. 2 Activity / Game/T-Group 2 Rubrics will be used to assess the students’ performance in the class room situation. Activity / Game Receiving positive feedback Receiving negative feedback Defensive/controlling behavior while receiving negative feedback The student will be able to analyze and evaluate the importance of interpersonal relations. He / She assess the ways and means of achieving interpersonal relations. Emotional Intelligence: What are your emotions? 4 Feelings: Knowing, acknowledging, identifying, accepting, reflecting on, forecasting. Emotional literacy: ability to express feelings Empathy Social Skills Total 9 *Situation – a game or an activity or a role play The Class of 2012 Page 3
  4. 4. MODULE III – WORKING IN TEAMS S# No. of Session Methodology s Contents Conflict Management & Decision Making: How do you deal with Conflicts? What is conflict resolution? 1 3 Making Decisions - Developing Alternatives Psychometric Analysis / Activity / Videos / Game / Role play/ - Assessing alternatives Choosing the best alternative for decision making Stress Management: What is your source of stress? Coping with stress Do you get work related Stress? 2 Managing Stress 3 Psychometric Analysis / Activity / - Relaxing Training - Breathing - Meditation - Bio feedback Assessment Criteria Assessment for Grading With in the class room situation, the student will be able to demonstrate, collaboration with other students. He / She demonstrates complementary role during the classroom activities. The evidences show that the students understand and analyze the benefits accrued from team working. Rubrics will be used to assess the students’ performance in the class room situation. - Time Management The student will be able to assess the advantage of being team member rather than working alone. 4 Total 3 Team Building Skills: How teams are developed? How to lead a team? Developing an individual potential. Role & contribution of a team Team leaders - Roles? - Qualities? - Leader & subordinate relationship? - Delegating for results? 10 Psychometric Analysis / Game / Role play/ *Situation – a game or an activity or a role play The Class of 2012 Page 4

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