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. 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. 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. 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