SBM-NMIMS: COURSE TEACHING PLAN

Assurance of Learning AOL Specific

Course Code

Course Title Emotional Intelligence – Developing abilities for Superior Performance

Course Dr Veena Vohra - [email protected]

Instructor/s
3
Credit Value
Programme MBA II Yr Trim VI 2023-24
& Trimester
Pre-requisite
CLO 1) Develop and enhance emotional and psychological well-being through
emotional literacy, self and social intelligence (awareness and regulation) (PLO
2a)
Learning CLO 2) Apply the concepts of Emotional Intelligence to develop healthy coping
Objectives and regulation mechanisms for self and others to succeed in today’s business
environment (PLO 6a)
CLO 3) Develop personal and leadership effectiveness by cultivating resilience,
self-compassion and mindfulness (PLO 6b)

1) Enhanced psychological flexibility through self/ social awareness and regulation

by understanding emotions and their impact on our behavior, identification of EI
strengths and action plan building for areas of development
Learning
Outcomes 2) Applying self-management techniques to improve cognitive appraisal, affective
(Must be
patterns and reactive behavior for self and others to improve alignment with the
connected to
Learning business world.
Objectives)
3) Enhanced leadership capacity by building resilience, self-compassion and
mindfulness

Close to 70% employees reported experiencing some form of anxiety or stress on a

regular basis, based on a recent survey on Indian employees1. The continuous
tumult in our environments sparks intense emotions ceaselessly, resulting in
burnout and psychosomatic issues over a period of time. Emotional and overall
Course well-being in the post covid phase has become an urgent issue requiring immediate
Description
attention. McKinsey & Company in July 2023, have referenced their McKinsey
classic article dealing with creating exceptional moments of truth in customer
service, stating that emotional intelligence is the driving force here. In their 2018
article, the need for Emotional Intelligence abilities (social and emotional skills) in

1
Hasan, A. (2020). 70% of Indian workers are under stress: Survey. People Matters. Available at:
https://www.peoplematters.in/news/employee-relations/70-of-indian-workers-are-under-stress-survey-
27826 (accessed April 10, 2021).

1|P a g e
the western world is stated to increase by 22 – 26%, when they considered the time
frame of 2016 - 2030. They had however not considered the pandemic and its
impact. This need to build higher emotional intelligence is also reflected in the
patterns of workplace behaviour in India, in the context of heightened economic
activity, a large working population and shifting socioeconomic dynamics.
Building emotional intelligence, psychological flexibility, resilience and
proactivity require us to understand ourselves – indeed there is no deeper mystery!
Emotionally intelligent leaders think clearly under pressure, make strategic
decisions, and adapt to shifting business climates with flexibility and focus. An
emotionally intelligent leader has a profound impact on others, serving to mitigate
reactivity, building trusting relationships, and helping deliver business outcomes.
A deep rooted understanding and the practice of emotionally intelligent behaviour
leads to superior performance and satisfactory relationships. This course involves
self- awareness building, reflection, activities and action planning for self-
improvement. It introduces theories of emotions, emotional intelligence and uses
the ESAP model for EI testing and development based conversations. The course
related pillars provide an insight into the major modules to be covered. Students
will engage with the action learning approach through major projects that will help
them to engage with the concepts at an experiential level for greater impact and
learning.

2|P a g e
 Specific 3 1.5 AOL CLO CLO CLO
assessment Credit Credit Instruments 1 2 3
methods (*)
Personal 25 Rubric 25
Reflection
Assignment
The Emotion 25 Rubric
Project
Building Purpose 25 Rubric 25
and Wellbeing
Project
Evaluation The Mindfulness 25 Rubric 25
Pattern Project

30
Total 100 50

*AOL Assessment Instruments:

 Embedded Questions: Quiz, Class Test, Midterm Examination, Final Examination

 Rubrics: Case & Article Discussion, Individual Assignment

Group Projects & Viva’s, Case Problem analysis, Oral and written
communication presentations, Role Play,
Group Presentation, Group Project etc.

Topics / Sub -topics

Chapter detail
Details of pedagogy adopted for
Sessions Learning Outcome if / Article Reference / Case
class engagement - Class
Studies
provided session wise Exercises etc.

Course Orientation Guest speaker session: Dr. Guest faculty led session
Olga Muzychenko,
Emotions, Wellness and Video clip and article based
Adelaide Business School
Stress based discussions
Pre-Read: Wandering mind
Examining the EI and not a happy mind, Steve Individual and group work
mindfulness muscle Bradt, Harvard Gazette, based on enhancing self-
2010 awareness
Introduction to the EI
1 components: Self Learning outcome:
Pre Watch:
Awareness, Self https://www.youtube.com/
Regulation and Students will understand the
watch?v=kYPD6TtFJqU significance of Emotional
Authenticity
Question – Analyze the Intelligence and develop
interactions between the awareness about blind spots,
protagonists. What role do reactive habits
emotions play here?

3|P a g e
 Pre read: Kaul, A. and Article based discussion on
Emotions – the Indian Gupta, V. (2021). history of and models of
perspective Demystifying leadership: Emotional Intelligence
Unveiling the Mahabharata
code. Bloomsbury: New In class discussion of EI at
Science and History of Delhi
work caselets
Emotions: Charles Or
Darwin; Thomas Dixon https://www.thehindubusin Learning outcome:
and the project of essline.com/books/reviews/
emotions book-review-demystifying- Students will learn about the EI
leadership-unveiling-the- models and how the domain
EI Models : Ability, developed over time, as also
mahabharata-code-by-asha-
Mixed and Trait EI
kaul-and-vishal- the relationship between EI and
Models
gupta/article64963496.ece work related behaviors

2 Darwin’s contributions to
our understanding of
emotional expressions (A
review) by Paul Ekman,
Philosophical transactions
of the Royal Society, 2009

What makes a Leader? By

Daniel Goleman, Harvard
Business Review, Jan 2004.
Question - What are key
characteristic behaviors of
having a higher level of
each of the EI quadrant
focus areas?

Developing emotional Pre Watch: Class Activity to enhance self

literacy https://www.youtube.com/w awareness: What are my
atch?v=D6_J7FfgWVc triggers for positive and
Types of emotions negative emotions?
Worksheets on
Functions and understanding and Discussion on video and My
dimensions identifying Emotional emotional balance sheet
3 Blind Spots and Emotional
Classical and Temporal Takeaway activity: Journaling
Theories of Emotions Reactivity
to recognize one’s emotional
triggers and balance sheet

Learning outcome:

Students will build awareness

of their own emotions and

4|P a g e
 emotional literacy

Module Neuroscience of
1 Emotions

The Human Brain – Pre-read: Neuroscience of Lecturette and Class discussion

structure, evolution and emotions by David Franks, on recent discoveries in the
function Handbook of the sociology domain of neuroscience and EI
of emotions, Springer,
The Role of the Class activity: Amygdala
2006.
Amygdala – Function, Hijack
Impact, Activation
Take away activity: Self-
4 Neuroplasticity and awareness daily observation
Neurogenesis logs

Learning Outcome:

Students will develop an

understanding about the
neuroscience perspective on
emotional intelligence

The Body Brain Pre-read: Your High Article based discussion and
connection Intensity Feelings may be activity on mapping high and
tiring you out, HBR article, low intensity emotions to
The Negativity Bias and Feb 2016, by Emma enhance awareness
the Golden Ratio Seppala
Take away activity: Reflection
Positive/Negative Managing the High
on class contents and its impact
5 emotions, neuroscience Intensity Workplace, HBR
on self
and bodily responses article, June 2016, Erin
Reid and Lakshmi Learning outcome:
Impact of low and high Ramarajan
intensity emotions Students will understanding
how to map intensity of
The role of DOSE and
emotions and impact of the
DES same on self

Emotions – Cognition,
Module
memory, learning,
2
attention and behavior

Emotions, Cognition Pre read: Gupta, V., Class Discussion on article

and Behavior at the Bhattacharya, S. & Gopalan, focusing on examining conflict
6 N. (2021). Emotions,
work place resolution approaches from the
emotional intelligence and EI perspective
Component Process conflict management: A

5|P a g e
 Model: Memory conceptual framework. In Take away activity: Reflection
Prioritizing and Lepley, M. T. (Ed.) Human on class contents and its impact
Emotions Centered Management: on self
Principles and Practices.
Role of Emotional Routledge. Learning outcome:
Labour and Dissonance,
Deep and Surface acting The impact of emotion on Students will learn about the
in work lives perception, attention, role of emotions in cognitive
memory, and decision- processes , emotional labour
making by Tobias
Broscha,b, Klaus R.
Schererb, Didier
Grandjeana,b, David
Sandera, Swiss Medical
Weekly, 2013.
Module Increasing Self
3 Awareness

Self awareness and its Pre read: Article based discussion on self
elements https://hbr.org/2018/01/wha awareness elements
t-self-awareness-really-is-
Unmet Emotional and-how-to-cultivate-it Class Activity on: UENs: Why
Needs (John Powell) am I afraid to tell you who I
Sharma, S. & Sharma, M.
am?
(2010). Self, social identity
and psychological well-
Take away activity: Reflection
being. Psychological
7 Studies, 55(2), 118-136. on class contents and its impact
on self

https://hbr.org/2018/01/wha Learning outcome:

t-self-awareness-really-is-
and-how-to-cultivate-it Students will learn how to
enhance self awareness
through assessment and
reflection

Exploring the Self – A Activity based class A reflective session mapping

journey using creative journey of life using metaphors
(no pre-read)
expression
Learning outcome:
8
Students will learn how to
enhance self awareness
through creative visualization
and reflection

9 Erik Erikson’s stages of Erikson’s stages of the life Debrief of the Life Journey

6|P a g e
 development and EI cycle, Poole and Snarey, and Discussion on
Encyclopedia of Child psychosocial stages and EI
Living Inside out or behavior and development, skill development
Outside In and Career 2011
Decision making Mapping the Ideal Selves

Crafting Ideal Selves Take away activity:

Reflection on class contents
and its impact on self

Learning outcome:

Students will learn how to

enhance self and social
awareness through framework
based reflection

Increasing Self and

Social Regulation:
Building Coping
Module 5
Mechanisms to work
with negative
emotions

Building Coping Pre Work: Watch Richard Inclass exercises using covert
Mechanisms for Davidson’s Video 2: Link modeling based on self
Psychological below awareness data
Flexibility:
Activity based class Class activities for creating
Cognitive Reappraisal positive ripple effects on the
Technique: Moving to (no pre-read) mind
10 Positive Self Talk and
affirmations Learning outcome:

Covert Modeling and Students will learn how to

enhance self and social
Visualization
regulation
Creative Movement
Therapy

Understanding Anger – Pre Class Assignment : Learning Conference using

nature of the emotion, Anger management Anger management worksheets
Cognition and Worksheets
11 Physiology Learning outcome:

Impact on decision Students will learn how to

making, conflict enhance self and social
regulation through framework

7|P a g e
 resolution, based reflection
interpersonal relations

Anxiety – Emotion, Pre Class Assignment: Learning Conference using

Cognition and Anxiety management Anxiety Management
Physiology worksheets Worksheets
Learning outcome:
12
Students will learn how to
enhance self and social
regulation through framework
based reflection

Lack of Assertiveness- Pre Class Assignment: Learning Conference using

Emotion; Cognition Assertiveness Worksheets Assertiveness worksheets
and Physiology
Learning outcome:
13
Students will learn how to
enhance self and social
regulation through framework
based reflection

Increasing Self and

Social Regulation:
Module Building Resilience,
6 Mindfulness,
Happiness (Well
being)

Self Compassion and Pre read: The promise of Article based discussion on
Mindfulness self compassion for Solos Self Compassion elements
by Christy Cassisa and
Three elements of Self Kristine Neff, 2019 Mindfulness and Self
Compassion: Dealing (GPSolo, American bar Compassion activities
with Psychological Association publication). Learning outcome:
14 Injuries

Mindfulness – Science Students will learn how to

enhance self and social
and Skill
regulation through self
Rick Hanson and compassion and mindfulness
Buddha’s Brain

Empathy: Emotion, Pre watch: Movie viewing - Movie analysis and discussion
15 Cognition and To kill a mockingbird
Physiology on Empathy skills
Questions: Explore Atticus

8|P a g e
 Empathy and Finch’s role in the movie. Learning outcome:
Compassion as Discuss the role of empathy
in the interplay between the Students will learn how to
Leadership behaviors
many groups portrayed in enhance self and social
regulation by focusing on
the movie.
building empathy

Understanding and Pre Class : Story of Learning Conference on Drive

building Resilience Arunima Sinha-Indian Strength
mountaineer and
Assessing Drive Inclass activity on staying
sportswoman
Strength, Motivation: motivated
Emotion, Cognition Pre Watch: Why the rise of
16 and Physiology AI makes "mental resilience" Learning outcome:
so important - Bing video
Students will learn how to
Staying Motivated
Question – What is the enhance self and social
relevance of resilience and regulation by building
EI skills in an increasingly resilience
digital world?

Understanding Grief to Pre class: Article based discussion on

build resilience https://www.apa.org/news/ developing mechanisms to
podcasts/speaking-of- cope with grief
Enabling others at the psychology/human-
workplace to handle Learning Outcomes: Students
17 resilience-covid-19
grief: 5 stages of Grief, will learn how to actively cope
the Kubler Ross Model Christensen, C. (2010). with grief for self and others at
How will you measure your work or in personal spaces
Resilience building life? Harvard Business
during crises events Review

The Science of Pre read: Laughter and Class discussion on Broaden

Happiness Leadership by Douglas J. and Build model of Positive
emotions
Positive Emotions and Stevenson, The
Neuroplasticity International Center for
The Perma Model Studies in Creativity, 2004. Class activity: Mapping one’s
18 Perma model
What good are Positive
emotions? By Barbara Take away activity: Reflection
Frederickson, Review of on class contents and its impact
General Psychology 304- on self
311

9|P a g e
 Learning outcome:

Students will learn how to

enhance self and social
regulation by focusing on
crafting Happiness

Dealing with difficult Pre read: Article based discussion on

people https://psychcentral.com/ developing mechanisms to
cope with toxicity
blog/whats-a-toxic-
person-how-do-you-deal- Learning Outcomes: Students
will learn how to actively cope
19 with-one
with toxic environments at
work or in personal spaces
Toxic coworkers, bullies and
you by Jim Webber, 2011,
Helping make workplaces
great

Building Emotionally Pre read: Developing Article based discussion on

Intelligent Emotionally Intelligent building EI organizations
organizations Organizations by Richard
E. Boyatzis and Ellen Van In class skill building and
Self Renewal and Oosten in Roderick Millar discussion on
Personal Excellence (ed.). (2002). International Balancing Life Chart activity
Executive Development
and consolidated EI profile
Programmes, 7th Edition.
London: Kogan Page
Learning outcome:
20 Publishers
Students will learn how to
Pre read: EI and
enhance self renewal and
Organizational
organizational effectiveness
Effectiveness by Cary
Cherniss, The Emotionally
Intelligent Workplace.

Pre Work: Life Chart

Activity (worksheet)

Reading List Quick Reference links:

and References Yale Centre for Emotional Intelligence http://ei.yale.edu/who-we-are/mission/

(along with https://www.forbes.com/sites/matthunckler/2017/02/20/emotional-intelligence-in-

details of year business-and-life/#19186bb07f6c
of Publication)

10 | P a g e
http://www.huffingtonpost.com/entry/why-you-need-more-emotional-
intelligence_us_5952a975e4b0326c0a8d0bd2

http://www.news.com.au/finance/work/at-work/if-youre-displaying-any-of-these-signs-
you-may-need-to-work-on-your-emotional-intelligence/news-
story/75c54af3116e47ba98e7b9881942f193

https://www.cnbc.com/2017/08/29/what-you-can-learn-from-elon-musk-about-
emotional-intelligence.html

References:

Boyatzis, R.E. (1994). Stimulating self-directed learning through the Managerial

Assessment and Development Course. Journal of Management Education, 18(3).

Boyatzis, R.E., Cowen, S.S., & Kolb, D.A. (1995). Innovations in professional
education: Steps on a journey from teaching to learning. San Francisco: Jossey-
Bass.

Boyatzis R.E., Goleman D., Rhee K. (2000) Clustering competence in emotional

intelligence: Insights from the Emotional Competence Inventory (ECI) In: Bar-On
R., Parker J.D.A., editors. Handbook of Emotional Intelligence. Jossey-Bass; San
Francisco, CA, USA. pp. 343–362

Cohn M.A., Fredrickson B.L., Brown S.L., Mikels J.A., Conway A.M. (2009)
Happiness unpacked: Positive emotions increase life satisfaction by building
resilience. Emotion. Pp:361–368.

Coleman, A., & Ali, A. (2022). Emotional Intelligence: Its importance to HE

professional services team members during challenging times. Management in
Education.

Cooperrider, D., Srivastva, S. (1990). Appreciative inquiry in organizational life.

In
Srivastva, S., Cooperrider, D. L. (Eds.), Appreciative management and leadership:
The power of positive thought and action in organizations. San Francisco, CA:
Jossey-Bass Inc.

Dong B, Peng X and Jiang N (2022) Exploring the Domain of Emotional

Intelligence in Organizations: Bibliometrics, Content Analyses, Framework
Development, and Research Agenda. Front. Psychol. 13:810507. doi:
10.3389/fpsyg.2022.810507

Drigas, A. S., & Papoutsi, C. (2018). A New Layered Model on Emotional

Intelligence. Behavioral sciences (Basel, Switzerland), 8(5), 45.

Gardner H., Hatch T. (1989) Educational implications of the theory of multiple

intelligences. Educ. Res. 8:4–10.

Goleman D.P. (1995) Emotional Intelligence: Why it Can Matter More than IQ for

11 | P a g e
 Character, Health and Lifelong Achievement. Bantam Books; New York, NY,
USA.
Goleman D. (2001) Emotional intelligence: Issues in paradigm building In The
Emotionally Intelligent Workplace: How to Select for, Measure, and Improve
Emotional Intelligence in Individuals, Groups, and Organizations. Volume 13.
Jossey-Bass; San Francisco, CA, USA p. 26.
Goleman, D., Boyatzis, R.E., and McKee, A. (2002). Primal leadership: Realizing
the power of emotional intelligence. Boston, MA: Harvard Business School Press

Mayer J.D., Salovey P., Caruso D.R., Sitarenios G. (2001) Emotional intelligence
as a standard intelligence. Emotion. 1:232–242.

Mayer J.D., Salovey P., Caruso D.R. (2008) Emotional intelligence: New ability or
eclectic traits? Am. Psychol. 503–517.

Mayer J.D., Caruso D.R., Salovey P. (2016) The ability model of emotional
intelligence: Principles and updates. Emot. Rev. 8:290–300

Petrides K.V., Mikolajczak M., Mavroveli S., Sanchez-Ruiz M., Furnham A.,
Pérez-González J.C. (2016) Developments in trait emotional intelligence
research. Emot. Rev. 8:335–341.

Video Links:

1. https://video.search.yahoo.com/search/video?fr=mcafee&p=emotionally+intelligen
t+managers+videos#id=49&vid=dc19344d60d6f5b173f584517ffc3516&action=view

2. . https://www.youtube.com/watch?v=7CBfCW67xT8

Instruction for Use of Intellectual Property of NMIMS SBM (By Order, NMIMS SBM)

Course Outlines are strictly for private and restricted circulation among the
concerned Faculty Members and the Students of this Programme. They are permitted
to use the contents for study and research purpose only. No part of this Course outline
can be copied, reproduced, shared and/or circulated in any manner, through any
mode, for any purpose and under any circumstances whatsoever; which is contrary to
the stated restricted uses and purposes. The person responsible for violating this
Instruction shall be liable for appropriate disciplinary action initiated by SBM.

Disclaimer
While care has been taken in compiling this Course outline, The School of Business
Management of SVKM’s NMIMS University shall not be held liable in any manner to
any person for any mistake and / or omission in the contents of the Course outline.

12 | P a g e