Amity Business School

Course Title
Cognitive Analytics & Social Skills for
Professional Development

Course Code: BS605

Credit Units: 3
Course Faculty : Dr Jaideep Kaur

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Module I: Cognitive Analytics and Social Cognition

 Understanding the self-preliminaries
 Models of Understanding Self- T-E-A Model, Johari Window, PE Scale
 Meaning and Importance of Self Esteem, Self-Efficacy, Self-Respect
 Behavioural Communication- Assertive Skills
 Technology adoption, Social Media Etiquettes
 Creativity (ICEDIP Model), Visualization
 Problem sensitivity
 Problem Solving (Six Thinking Hats)
 Cognitive Flexibility, Cognitive Errors
 Introduction to Social Cognition
 Attribution Processes (Perceptual Errors)
 Social Inference, Stereotyping, Prejudice
 Accepting Criticism

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Who am I ?

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Understanding the self-preliminaries

• Self-concept (also called self-construction, self-identity or self-perspective) is a multi-
dimensional construct that refers to an individual's perception of "self" in relation to any
number of characteristics.
• One’s self-concept is a collection of beliefs about oneself While closely related with self-
concept clarity (which "refers to the extent to which self-knowledge is clearly and confidently
defined, internally consistent, and temporally stable it presupposes but is distinguishable from
self-awareness, which is simply an individual's awareness of their self.
• For example, the statement "I am lazy" is a self-assessment that contributes to the self-concept.
However, the statement "I am tired" would not be part of someone's self-concept, since being
tired is a temporary state and a more objective judgment.

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Understanding the self-preliminaries

• Researchers debate when self-concept development begins but agree on the importance of
person’s life. Tiedemann (2000) indicates that parents’ gender stereotypes and expectations for
their children impact children’s understandings of themselves by approximately age 3.
• Others suggest that self-concept develops later, around age 7 or 8, as children are
developmentally prepared to begin interpreting their own feelings, abilities and interpretations
of feedback they receive from parents, teachers and peers about themselves.
• Despite differing opinions about the onset of self-concept development, researchers agree on
the importance of one’s self-concept, influencing people’s behaviours and cognitive and
emotional outcomes including (but not limited to) academic achievement, levels of happiness,
anxiety, social integration, self-esteem, and life-satisfaction.

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Understanding the self-preliminaries

• Furthermore, the self-concept is not restricted to the present.
• It includes past selves and future selves. Future or possible selves represent individuals' ideas
of what they might become, what they would like to become, or what they are afraid of
becoming. They correspond to hopes, fears, standards, goals, and threats.
• In addition, people have a tendency to perceive the past self less favourably (e.g., I'm better
than I used to be) and the future self more positively (e.g., I will be better than I am now).
COMPONENTS OF SELF
• Carl Rogers (1959) Believes that the self concept has three different components:
 The view you have of yourself (Self image)
 How much value you place on yourself (Self esteem or self-worth)
 What you wish you were really like (Ideal self)

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Self image
1) Physical Description: I’m tall, have blue eyes...etc.
2) Social Roles: We are all social beings whose behavior is shaped to some extent by the roles we
play. Such roles as student, housewife, or member of the football team not only help others to
recognize us but also help us to know what is expected of us in various situations.
3) Personal Traits: These are a third dimension of our self-descriptions. “I’m impulsive...I’m
generous...I tend to worry a lot”...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the universe" to
"I’m a human being" to "I’m a spiritual being"...etc.
Self Esteem and Self Worth
• Self esteem refers to the extent to which we like accept or approve of ourselves or how much
we value ourselves. Self esteem always involves a degree of evaluation and we may have either
a positive or a negative view of ourselves.

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Self image
1) Physical Description: I’m tall, have blue eyes...etc.
2) Social Roles: We are all social beings whose behavior is shaped to some extent by the roles we
play. Such roles as student, housewife, or member of the football team not only help others to
recognize us but also help us to know what is expected of us in various situations.
3) Personal Traits: These are a third dimension of our self-descriptions. “I’m impulsive...I’m
generous...I tend to worry a lot”...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the universe" to
"I’m a human being" to "I’m a spiritual being"...etc.
Self Esteem and Self Worth
• Self esteem refers to the extent to which we like accept or approve of ourselves or how much
we value ourselves. Self esteem always involves a degree of evaluation and we may have either
a positive or a negative view of ourselves.
Ideal Self
• (what you'd like to be) A person’s ideal self may not be consistent with what actually happens
in life and experiences of the person. Hence, a difference may exist between a person’s ideal
self and actual experience. This is called incongruence. 8
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The TEA model

The three aspects of the T.E.A. Model - 
• Thoughts (internal processing), 
• Emotions (internal states), and 
• Actions (external behaviours), are constantly
influencing one another. If we change one, then the
others change too.

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T-E-A Model of Understanding Self

 The way we think, feel and act defines our personality
and behavior.
 T-E-A Model helps us to understand our self and
personality in totality.
 The more integrated we are in thoughts ,emotions and
actions the more integrated personality is developed.
 While more disintegrated are our thoughts, emotion
and actions the more disintegrated is our personality.
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Johari Window of Understanding Self

 Johari Window model for self awareness was
developed by Luft and Ingham in 1950
 Two main dimensions for understanding self
1) Those aspects of our behaviour that are known to us
(Self).
2) Those aspects of our behaviour that are known to
those with whom we interact (others)

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Behavioral Communication- Assertive Skills

• It is also called as nonverbal communication
• 93 % is the non verbal communication and 7% is the verbal communication
• Nonverbal cannot be changed and manipulated
• Verbal can be change and manipulated
Non verbal behaviors
• Body Language
• Facial Expression
• Eye Contact
• Personal appearance
• Voice
• Touch behavior
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Assertiveness
• Means standing up for your personal rights - expressing thoughts,
feelings and beliefs in direct, honest and appropriate ways.
• By being assertive we should always respect the thoughts, feelings and
beliefs of other people.
• Assertiveness concerns being able to express feelings, wishes, wants
and desires appropriately and is an important personal and interpersonal
skill. 

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Assertive behavior includes:

• Being open in expressing wishes, thoughts and feelings and encouraging
others to do likewise.
• Listening to the views of others and responding appropriately, whether in
agreement with those views or not.
• Accepting responsibilities and being able to delegate to others.
• Regularly expressing appreciation of others for what they have done or are
doing.
• Being able to admit to mistakes and apologize.
• Maintaining self-control.
• Behaving as an equal to others.
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6 Thinking Hats
Edward de Bono founded the concept of lateral thinking and wrote a book called
Six Thinking Hats, which unveiled a problem-solving model consisting of six
mindsets. These mindsets are called the Six Thinking Hats.
• Blue Hat: Blue hats concentrate on controlling a process.
• White Hat:White hat thinkers focus on the information available. 
• Yellow Hat:Yellow hats are fun to be around because they are perpetual
optimists.
• Green hat : This is the hat of creativity, alternatives, proposals, what is
interesting, provocations and changes. This hat is often used in a brainstorm
to generate ideas.
• Red Hat:Red hat thinkers are all about emotion, gut reaction, and intuition.
Not only theirs but others who may be affected by a solution or outcome. 
• Black Hat: look at the potentially negative outcomes of a decision. 17
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Cognitive flexibility
• Refers to the ability to switch between thinking about two different concepts
or to think about multiple concepts simultaneously.
• Cognitive flexibility is a broad term generally referring to our ability to adapt
flexibly to our constantly changing environment.
• It is something that human animals are uniquely good at.
Cognitive errors
• It is a habitual ways of thinking that are often inaccurate and negatively
biased. 
• Engaging in catastrophic thinking
• Labeling/mislabelling
• Jumping to conclusions
• Overgeneralization
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Social cognition
It is the way in which people process, remember, and use information in social
contexts to explain and predict their own behavior and that of others. Social
cognition may be influenced by multiple factors, both external and internal.
Attribution Processes
• One of the most common perceptual errors is the fundamental attribution
error, which refers to our tendency to explain others’ behaviors using internal
rather than external attributions
• Self-serving bias is a perceptual error through which we attribute the cause
of our successes to internal personal factors while attributing our failures to
external factors beyond our control

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Accepting Criticism
• Taking criticism is the ability of a person to accept constructive criticisms for
improvement, and being able to withstand the pressure of unfair or dispiriting
criticisms while motivating himself to work harder and better instead of giving
up.
How to gracefully accept criticism
• Pause before reacting.
• Keep an open mind. ...
• Listen to understand. ...
• Don't let it get personal.
• Stay cool
• Separate the criticism from other areas of yourself.

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