Massive Open Online Course (MOOC)

Undertaken On

“Inspiring Leadership Through Emotional Intelligence”

Authorized by
Case Western Reserve University

And

“Introduction to Data Analysis Using Excel”

Authorized by
Rice University

Submitted in partial fulfillment of the requirements for the award of the

Degree of Bachelor of Business Administration (Honors) Of
CHRIST (Deemed to be University)

By

Javvaji Sai Sree Chitra

Reg. No. 1823012

Under the guidance of

Prof. Arjun BS

School of Business and Management

CHRIST (Deemed to be University)
BENGALURU
 2

2020

CERTIFICATE (Course Completion Certificate)

Course 1 – Inspiring Leadership Through Emotional Intelligence

Course 2 – Introduction to Data Analysis Using Excel

3
 4

CERTIFICATE

This is to certify that Javvaji Sai Sree Chitra Reg. No. 1823012, is a bonafide
student of Bachelor of Business Administration (Honors) of CHRIST (Deemed to
be University), Bengaluru and she has prepared and submitted the Internship
report on the Massive open online course(MOOC) titled “Inspiring Leadership
Through Emotional Intelligence” Authorized by Case Western Reserve University
And “Introduction to Data Analysis Using Excel” Authorized by Rice University
in partial fulfillment of the requirements for the award of the Degree of Bachelor
of Business Administration (Honors) of CHRIST (Deemed to be University),
Bengaluru, for the academic year 2020-2021.

Place: Bengaluru Dr. Joby Thomas

Date: 04.08.2020 Head of the Department

School of Business and Management
Christ (Deemed to be University)
Bannerghatta Road, Hulimavu
Bengaluru -76
 5

CERTIFICATE

This is to certify that the Internship report, Massive open online course (MOOC)
titled “Inspiring Leadership Through Emotional Intelligence” Authorized by Case
Western Reserve University And “Introduction to Data Analysis Using Excel”
Authorized by Rice University submitted to CHRIST (Deemed to be University),
in partial fulfillment of the requirements for the award of the Degree of Bachelor
of Business Administration (Honors) is a record of original study undertaken by
Javvaji Sai Sree Chitra, during the period 2020 – 2021 in the School of Business
Studies and Management at CHRIST (Deemed to be University), Bengaluru,
under my supervision and guidance. The Internship report has not formed the
basis for the award of any Degree/ Diploma/ Associate ship/ Fellowship or other
similar title of recognition to any candidate of any University.

Date: 04.08.2020 Prof. Arjun BS

 6

DECLARATION

I, Javvaji Sai Sree Chitra, hereby declare that the project report, Massive Open
Online Course (MOOC) titled “Inspiring Leadership Through Emotional
Intelligence” Authorized by Case Western Reserve University And “Introduction
to Data Analysis Using Excel” Authorized by Rice University submitted to
CHRIST (Deemed to be University), in partial fulfilment of the requirements for
the award of the Degree of Bachelor of Business Administration (Honors) is a
record of original and independent study undertaken by me during 2020–2021
under the supervision and guidance of Prof. Arjun BS, School of Business
Studies and Management and it has not formed the basis for the award of any
Degree/ Diploma/ Associate ship/ Fellowship or other similar title of recognition
to any candidate of any University.

Date: 04.08.2020 Javvaji Sai Sree Chitra

 7

ACKNOWLEDGEMENTS

I would like to express my profound gratitude to all those who have been
instrumental in the preparation of this report. I wish to place on records, my deep
gratitude to my MOOC Guide Prof. Arjun BS, for his expert advice and help.

I would like to thank Dr. (Fr) Abraham V M, Vice Chancellor, Dr. (Fr) Biju KC,
Director, Dr. Jyothi Kumar, Dean and Dr. Joby Thomas, Academic Coordinator,
School of Business Studies and Management, for their support in completing this
project.

Lastly, I want to thank my family and friends for their constant support.

Javvaji Sai Sree Chitra

 CONTENTS

1. INTRODUCTION.....................................................................................................................8

1.1. DETAILS OF COURSE 1....................................................................................................9

1.2 INTRODUCTION TO COURSE 1.....................................................................................10

1.3 OBJECTIVES TO COURSE 1............................................................................................11

1.4 DETAILS OF COURSE 2...................................................................................................12

1.5 INTRODUCTION TO COURSE 2.....................................................................................13

1.6. OBJECTIVES TO COURSE 2...........................................................................................14

2. LEARNING OUTCOME OF THE COURSE......................................................................15

2.1 COURSE 1...........................................................................................................................16

2.2 COURSE 2...........................................................................................................................31

3. WEEKLY REPORTS.............................................................................................................33

3.1 WEEKLY REPORT 1.........................................................................................................34

3.2 WEEKLY REPORT 2.........................................................................................................35

3.3 WEEKLY REPORT 3.........................................................................................................36

3.4 WEEKLY REPORT 4.........................................................................................................38

3.5 WEEKLY REPORT 5.........................................................................................................39

3.6 WEEKLY REPORT 6.........................................................................................................41

4. INTERACTION WITH FACULTY GUIDE........................................................................43

5. CONCLUSION........................................................................................................................45

6. REFERENCES........................................................................................................................47
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1. INTRODUCTION
 10

1.1. DETAILS OF COURSE 1

NAME OF THE COURSE – INSPIRING LEADERSHIP THROUGH EMOTIONAL

INTELLIGENCE

PLATFORM – COURSERA

OFFERED BY – CASE WESTERN RESERVE UNIVERSITY

COURSE LEVEL – BEGINNER

NO. OF MODULES – 8

NO. OF WEEKS TO COMPLETE THE COURSE – 4

NO. OF QUIZZES – 16

AGGREGATE SCORE – 99.30%

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1.2 INTRODUCTION TO COURSE 1

Leadership demands the best of a person. There is a obvious connection between Intelligence
Quotient IQ and leadership styles but what people disregard is the Emotional Intelligence EI of a
person. If IQ determines the theoretical knowledge, EI measures the emotional strength and
stability a person has to handle a job and bring out the best in themselves as well as others.

Emotional intelligence is defined as "the ability to monitor one's own and other people's
emotions, to discriminate between different emotions and label them appropriately, and to use
emotional information to guide thinking and behavior". The best way to build a solid and
dedicated team is by truly knowing people and being aware of their emotions, ambitions, likes
and dislikes.

Inspiring Leadership Through Emotional Intelligence is a course that takes a neuroscientific

approach to measuring and evaluating and analyzing the effects and outcomes of EI. There are
five key elements to EI -
 Self-awareness.
 Self-regulation.
 Motivation.
 Empathy.
 Social skills.
The better a person can manage the above-mentioned elements, the higher their EI and
consecutively we can conclude that they have a positive growth as a leader. This course takes us
on a journey to understand these five elements and simultaneously helps us become a better
leader.
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1.3 OBJECTIVES TO COURSE 1

1. To analyze the connection between EI and Leadership

2. To identify how people can be inspired to change and inspire change in others.
3. To understand the science between the actions of resonant and dissonant leaders
4. To understand stress and the body’s way of renewal to stress
5. To understand and analyze the effect of EI, Social Intelligence, and Cognitive
Intelligence Competencies on leadership styles.
6. To learn how to code behaviors and devise a pattern to increase efficiency.
7. To understand the importance of Coaching with Compassion and the effects of Coaching
with Compliance.
8. To understand the deeper impact and differences between Positive Emotional Attractor
and Negative Emotional Attractor.
9. To breakdown and analyze ideal self and personal vision and ought self.
10. To analyze the effects of individual desired change and organizational sustained, desired
change
11. To understand the effect of social groups on a person’s vision.
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1.4 DETAILS OF COURSE 2

NAME OF THE COURSE – INTRODUCTION TO DATA ANALYSIS USING EXCEL

PLATFORM – COURSERA

OFFERED BY – RICE UNIVERSITY

COURSE LEVEL – BEGINNER

NO. OF MODULES – 4

NO. OF WEEKS TO COMPLETE THE COURSE – 2

NO. OF QUIZZES – 4

AGGREGATE SCORE – 83.90%

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1.5 INTRODUCTION TO COURSE 2

Excel is a Microsoft software that is one of the most useful tools a person who’s into data
organizing and analyzing can possess. Many businesses, personal and institutional enterprises
have embraced the use of Excel because of its utility and the ability to serve as a visual basic for
different applications.

Features of Excel –
 Formatting of data that makes accounting more time efficient
 Arithmetic functions that open the doors for some varied options of mathematical
functions.
 Its infographics help us interpret and analyze large data large data sets making it time
efficient and also easy to use.
 Its uses include tracking return of investment, customer data analysis, sales interpretation,
and other accounting purposes.

Introduction To Data Analysis Using Excel is a course that gives us knowledge about the basic
functions of excel. This is an introductory course that enables the user to understand the power of
excel tools.
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1.6. OBJECTIVES TO COURSE 2

1. To understand the basic, excel functions

2. To understand the usage of IF command
3. To gain knowledge about functions like VLOOKUP and HLOOKUP
4. To create bar graphs and other infographics with the given data
5. To understand the various functions of the pivot table
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2. LEARNING OUTCOME
OF THE COURSE
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2.1 COURSE 1

Week 1

An emotionally intelligent leader can monitor his or her moods through self-awareness, change
them for the better through self-management, understand their impact through empathy, and act
in ways that boost others’ moods through relationship management.

Five-part process to rewire the brain toward more emotionally intelligent behaviours –

•Who do I want to be?

•Who am I now?

•How do I get from here to there?

•How do I make change stick?

•Who can help me?

The leader’s mood and behaviours drive the moods and behaviours of everyone else. A leader’s
emotional intelligence creates a certain culture or work environment.

Mindfulness is being “awake and aware,” a state of being tuned into yourself, others around you
and the environment.

Positive Emotional Attractor is a state in which a person is neurologically and hormonally open
to new ideas and perceptions. (Coaching with Compassion) It helps to stimulate dramatic
improvements in the emotional, social and cognitive intelligence competencies related to
leadership effectiveness. Beginning the coaching process by encouraging the person to dream of
the possibilities in their life and work, to reflect on their core values, their passion, their desired
legacy, we can arouse the Positive Emotional Attractor. With it come new levels of cognitive,
perceptual and emotional performance, as well as openness, and a healthier, more sustainable
state with which to face the challenges of the future and adapt to them, and become sustainable.
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Negative Emotional Attractor or Coaching with Compliance is the regular way of teaching.
Summarizing results and analyzing them to figure out what can one change to do better.

The difference between PEA and NEA is that PEA is the type of coaching that works towards
helping someone achieve their goals and dreams while NEA is the type of coaching that relies on
feedback after a particular task is done to reach a person’s dreams and goals.

Resonant Leaders focus on the well-being of the team. Dissonant Leaders focus reaching the
goals and the growth of the company.

Resonant Leaders have the ability to connect with their peers while Dissonant Leaders work
authoritatively.

Task positive network (TPN)is the network of neurons that works when someone is working on a
task/problem. Default mode network (DMN)is what’s active in our brains when we are socially
interactive. TPN and DMN can’t function at the same time and that is how the brain is wired.

Emotional Contagion is a phenomenon that helps us understand how and why emotions are
infectious (If someone is not feeling ok but puts on a face to the outside but if you observe you
can tell because they emit mirror neurons that other people catch)

Social Contagion is a phenomenon that helps us understand how and why behaviours are
infections (One person yawns, other person yawns)

Emotional contagion is a very fundamental process in the notion of building better relationships,
of rebuilding the relationships, and more effective leadership.

The emotional part of our brain works very closely with our thinking part of the brain to assist
our decision making and reasoning abilities

Change in the belief about stress can change someone’s way of action.

People in positions of power are under constant stress.

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Stress can be extremely harmful. It can cause irreversible to damage to heart and brain. But we
need stress to function. But at the same time, too much stress can cause a certain degree of
cognitive, perceptual and emotional impairment.

Stress creates rifts in awareness and eventually erodes our cognitive, perceptual and emotional
openness and performance.

Renewal is important to fight back stress and combat its long-term effects. Renewal process can
be invoked by experiences of compassion, mindfulness, playfulness or hope.

In long term positions of Leadership, people develop Sacrifice Syndrome. This leads to
cognitive, perceptual and emotional impairment, and one cannot be sustainable in their
leadership. Parasympathetic nervous system is responsible for renewal and when the renewal
process is underway in our body, we are at our best, cognitively, emotionally, perpeptually.

Parasympathetic Nervous System is what activates renewal cycle. So, it is the daily dosage of
renewal in balance with the sacrifice syndrome of the chronic stress that allows us to build up
our capabilities to rebuild.
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Week 2

EI, Social Intelligence and Cognitive Intelligence competencies have an effect on performance
and behavior of an employee.

A competency is a set of behaviors that a person is able to do organized around in an underlying

or unconscious intent that produces more effective performance. It’s a capability or ability that
distinguishes effective performance.

Emotional self-awareness, Adaptability, Emotional self- control, Positive outlook and

achievement orientation are EI cluster; Empathy, inspirational leadership, influence, conflict
management, coaching and mentoring, and teamwork are SI cluster; System syncing and pattern
recognition and memory and deductive reasoning are the CI competencies - These three clusters
are all competencies that distinguish outstanding performance and they help in determining the
effectiveness in leadership and management.

Emotional Intelligence Competencies

A) Self-Awareness Cluster

 Emotional Self-Awareness (ESA): Recognizing one's emotions and their effects

B) Self-Management Cluster Emotional

 Self-Control (ESC): Keeping disruptive emotions and impulses in check.

 Adaptability (A): Flexibility in handling change

 Achievement Orientation (AO): Striving to improve or meeting a standard of excellence

 Positive Outlook (PO): Seeing the positive aspects of things and the future
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Social Intelligence Competencies

A) Social Awareness cluster

 Empathy (E): Sensing others' feelings and perspectives, and taking an active interest in
their concerns

 Organizational Awareness (OA): Reading a group's emotional currents and power

relationships

B) Relationship Management cluster

 Coach and Mentor (CM): Sensing others' development needs and bolstering their abilities

 Inspirational Leadership (IL): Inspiring and guiding individuals and groups

 Influence (INF): Wielding effective tactics for persuasion

 Conflict Management (CFM): Negotiating and resolving disagreements

 Teamwork (TW): Working with others toward shared goals. Creating group synergy in
pursuing collective goals.

Cognitive Intelligence Competencies

A) Systems Thinking (ST)

B) Pattern Recognition (PR)

Two aspects of positive affect (compassion and vision) mediate the relationship of role conflict
and role endorsement upon participation

Positive and negative emotional attractors are described as destabilizing forces that create
psycho-physiological states that drive the change process. These “strange attractors,” create
forces that pull our behavior, attitudes, and feelings around them, but not into them.
 22

To minimize the likelihood of sliding into coaching for compliance, there are a few common
traps or seductions to avoid.

 Efficiency is important - This leads to wanting to do the coaching quickly. It typically

leads to a short term fix and impatience with the process. It also puts pressure on the
person being coached to get on with the changes, adding pressure and stress. It arouses
the NEA and results in the person coping and then closing down.

 Work on the weaknesses - The belief is that by working on the weaknesses you will have
the most impact on the person improving. But that actually arouses the NEA and stops
the change process.

 Data Drive the Motivation to Change - Whether the data come from an assessment
center, 360-degree feedback, the data invokes defensiveness and arousal of the NEA. We
are all socialized to look for our weaknesses in today’s world. By offering the data too
early in the coaching process, you seduce the person into looking at their weaknesses. We
focus first on the things most likely to hurt or be wrong—the gaps. But again, this drives
us into the NEA. If any ideas for “change do emerge, they are often a response to change
agenda that’s externally driven.

 I Know What They Need - This creates a major Ought Self push in the coaching and
again arouses the NEA. When the coach thinks, he/she knows how the other person
should change, the other person picks it up. Now compliance is in full swing—and the
contagion of emotions is mostly defensive.
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Week 3

We need the NEA to survive and the PEA to strive and flourish. Arousal of the PEA helps a
person prepare for and engage in sustained, desired change. Arousal of the NEA does the
opposite. It facilitates a person closing down and avoiding anything that might induce more
stress.

Intentional Change Theory, outlines five common-sense steps that need to be followed if an
individual wants to make a lasting change within one’s self. These five steps are:

1. Discover your ideal self

2. Discover your real self
3. Create your learning agenda
4. Experiment with and practice new habits
5. Get support

The Catastrophe Theory proposes a relationship between the multiple levels of stress (arousal)
that develop into anxiety and their influence during competition.

Complexity Theory states that a person goes through sustainable change in a discontinuous
manner and the notable behavioural changes are called moments of emergence. Change is not
smooth and linear.

Managers doing performance reviews to make people change and improve often lead to,
something called, ’Visionocide’. It’s the act of killing someone’s dream and inhibiting their
progress toward a better future. The source of the misdirected effort lies in the misunderstanding
of how people change.

The difference between the positive and the negative emotional attractor is the difference
between engaging something that you're drawn to and you would love to do versus doing
something that you should do.
 24

Differences between PEA and NEA –

1. PEA creates possibilities, dreams, optimism and hope for building an Ideal self. NEA
creates problems, expectations, pessimism and fear for building an Ideal self.

2. PEA and NEA build strengths and weaknesses for Real self respectively.

3. PEA establishes an atmosphere of excitement whereas NEA establishes an environment

that sets a tone of completing a task.

4. Whole agenda in PEA is trying to do or learn something whereas in NEA the agenda is an
improvement task that comes up after the task is done.

5. Relationships built on PEA are resonant whereas NEA are dissonant.

6. PEA activates Default Mode Network while NEA activates Task Positive Network.

Regulatory focus theory is a goal pursuit theory formulated regarding people's perceptions in the
decision-making process. RFT examines the relationship between the motivation of a person and
the way in which they go about achieving their goal.

Regulatory focus theory proposes two different ways in which a person may approach an ideal
state: a “promotion focus” and a “prevention focus” argues that when faced with a discrepancy
between a current state and an ideal state, an individual with a promotion focus will be motivated
to approach the desired end state based on concerns with “advancement, growth, and
accomplishment.” Conversely, a person with a prevention focus will be motivated to approach
the desired end state based on concerns with “protection, safety, and responsibility” and avoid
risks and danger. Individuals with a promotion focus experience pleasure and pain as a result of
the presence or absence of positive outcomes while individuals with a prevention focus
experience pleasure and pain as a result of the presence or absence of negative outcomes.

The ideal self is comprised of three main components: (1) an image of a desired future that is (2)
emotionally fuelled by hope, and (3) reflects a person’s core identity.
 25

The ought self is attached to ideas about who persons feel they should be or should become and
are typically concerned with safety and responsibility. In contrast to the ought self is the ideal
self, which represents who individuals want to become and is generally concerned with hopes
and wishes.

PEA and NEA work in ratios to balance each other in a person’s brain. To invoke PEA in a
person’s brain and reduce the effects of NEA caused by daily events, Renewal is an important
process that a person has to go through every day.

In an organisation, to get results fast, instigating conversations that invoke PEA in employees is
important as they get a feeling of belongingness and they think that they are integral part of the
company

Coaching with compassion is more of believing and passing on work to see how the person does
than trying to improve their performance. Coaching with compassion often starts with positivity
and trust.

More organisations should follow Coaching with compassion as it invokes the PEA and it gives
a boost of confidence to employees about their work. Coaching with compliance i.e, performance
reviews usually end up as negative feedback on the brain and that can have a reverse effect if the
employee is trying to get better at work.

Ought self is the vision perceived by others. It’s how others want a person to be. Ought self and
Ideal self may overlap and Ought self often crowds the vision of Ideal self.

When one recognizes discrepancies between the ideal self and the real self, a motivational force
for change occurs. These discrepencies are considered as tipping points and these act as the drive
and desire to change and bridge the gap between the real self and ideal self.

Employee engagement and defines it as a distinct and unique construct that consists of cognitive,
emotional and behavioural components that are associated with individual role performance. It is
a key mechanism that explains relationships between individual factors and benefits to
organizations. Engagement is explained as a motivational concept and emphasizes relationships
with behavioural consequences. Positive feelings about employee engagement triggers the sense
 26

of self- efficacy in them with makes them believe in the themselves which in turn helps them
succeed

The ideal self is a primary source of positive affect and psychophysiological arousal helping
provide the drive for intentional change. Many current frameworks or theories examine only
portions of this model and, therefore, leave major components unaddressed

Ideal self is what leads to a person’s personal vision. Ideal self is a combination of optimism,
feasibility, self-efficacy, passion, dreams and aspirations, values and an image of a desired
future. Ideal self is not just a few qualities or skills that one would like to develop. It’s a coherent
image of a person that consists of their deepest desires in both personal and professional life. It
should answer the questions – what will I be doing? Where will I be? Who will I be with? What
will I be? What will my work be?

Self-doubt and comparison are the most destructive features a person can develop. It’s human
nature to doubt and compare but one should be mindful about the degree to which they punish
themselves with the negative self-talk.

Renewal and rejuvenating processes are extremely important and crucial in a person’s life.
Organizations have employees working for hours and it can be extremely mind crushing for
someone who is really putting in the efforts but not getting the results that they need. Renewal is
a process that helps employees get back on their feet.

Hope about the job and one’s ability, resonant relationships with one’s peers and a personal
vision – these are the things that keep someone engaged in their work and doing better each day.

Cycle of wrestling with our own mastery, Cycle of wrestling with novelty, Cycle of quest for
meaning are the different stages a person goes through in their life. These cycles help a person
redefine themselves and add more meaning to one’s life. These cycles help question the way
things are currently going. Everyone goes through these cycles in life, consciously or
unconsciously.

More often than not, people stay in unhappy jobs when they have financial responsibilities that
made it risky to trade security for personal fulfilment. These choices help shape a person.
 27

Professional choices weigh heavily on a person’s life as work is about 50 percent of any day. The
work stress carries to personal life and that combined with stress in personal life can bring a
person down to a level where they are not aware about what and how they are doing in life.

Week 4
Complex Systems Theory is an approach to science that investigates how relationships between a
system's parts give rise to its collective behaviours and how the system interacts and forms
relationships with its environment.

Everyone goes through five stages of discovery to get to sustained desired change. In complex
system theory, it says that if you have a system like this, it doesn't really function as a complex
system unless something moves information across the levels. In human systems, adding
information, transferring information and emotions across the levels takes place. Resonant
leaders help to create a sense of purposiveness and manage the smooth functioning of passing
information and emotion across all levels of an organization.

Personal vision acts as a drive to be better and do better in one’s life. Shared vision is acts as a
drive to the entire group/organisation. The degree of shared vision predicts the amount of
championing behaviour. This behaviour is the individual force of a person to move toward the
shared vision and encourage more people to do and be better for the success of the organisation.

Successful corporate acquisitions require its managers to achieve substantial performance

improvements in order to sufficiently cover acquisition premiums, the expected return of debt
and equity investors, and the additional resources needed to capture synergies and accelerate
growth. Acquirers typically focus on three areas to improve in-role behaviours and more
importantly, to induce championing behaviours from acquired managers: financial incentives,
organizational support and shared vision. The most common and longstanding practice is to
increase financial performance incentives via some combination of stock options, profit sharing,
gain sharing or individual bonuses.

Shared vision is particularly important in M&A environments because it is a bonding mechanism

that helps different parts of an organization combine resources which promotes the integration of
the entire organization. At an individual level, shared vision creates an emotional bond between
an employee and his organization, providing a common identity and sense of belonging. This
 28

sense of belonging enhances relatedness, which according to Self-Determination Theory (SDT is

a macro theory of human motivation and personality that concerns people's inherent growth
tendencies and innate psychological needs. It is concerned with the motivation behind choices
people make without external influence and interference), increases autonomous motivation.

A shared vision for the family business has a strong effect on the leadership effectiveness of
next-generation family leaders and a moderate effect on the degree to which they are positively
engaged with their work.

Open communication in the family is positively related to the presence of a shared vision for the
business. Intergenerational authority, which refers to a senior generation that exercises
unquestioned authority and sets the rules, is negatively related to the presence of a shared vision.
A third dimension of family climate, cognitive cohesion, which includes shared values in the
family, has no relationship with the degree to which there was a shared vision for the family
business. The implications for family business owners is that they would be wise to spend as
much time on fostering a positive family climate characterized by open communication as they
do on creating and executing a successful business strategy if their goal is to pass the business
from one generation of family owners to the next.

Emotional and social intelligence refers to leadership behaviours that reflect self-awareness, self-
management, social awareness, and relationship management. Studies have shown that as much
as 90% of a leader's effectiveness is determined by his/her emotional and social intelligence.

Full-range leadership theory includes -

 Transformational leadership - inspires followers through charisma; a strong commitment

to values, beliefs, and mission; the ability to communicate an inspirational vision of the
future; intellectual stimulation; and individualized attention to the interests and needs of
followers.
 Transactional leadership - motivates follower compliance through promises, praise,
and/or rewards; and corrects non-compliance with negative feedback, reproof, threats,
and/or disciplinary actions
 Laissez-faire leadership - refers to a leader's “active” choice to avoid responsibility,
decision-making, and the exercise of authority. While situational in nature,
 29

transformational leadership has been found to be generally more effective than

transactional leadership, with laissez-faire leadership the least effective.
 Authentic leadership, another type that adds a moral dimension to the full range of
characteristics, seeks to differentiate charismatic leaders who produce positive results for
the organizations they lead from those who use the same characteristics to manipulate
followers for their own selfish ambitions. Authentic leadership includes objectively
reviewing relevant data and considering multiple perspectives before making a decision,
self-regulated behaviour guided by an internal moral compass, relational transparency
characterized by open communication of one's true thoughts; internal control of
inappropriate expressions of emotion; and self-awareness.

The elimination of mandatory retirement, the flattening of organisations, global competition, the
changing composition in workplace, the complexity of balancing work and family roles and the
shifting values of the workplace are the major forces contributing to a changing landscape of
jobs and careers.

Growth was a function of time and experience in the past but in today’s landscape, experience
doesn’t mean learning or adaptation. It’s been observed through research that a person might not
use his/her competencies in their main job but do so in volunteer work.

People often combine the fact that a person who chooses to shift fields of work very often with
‘mid-life crisis’. They are noted to be excited about the new challenges of the job but
organisations often end up rejecting these people as they don’t seem to have ‘job stability’. A
few people take this on a completely positive note and termed these people ‘boundaryless
career’.

Replication-Absorption-Determination-Exploration was a model used to describe the career

transitions and the process of change in individuals which was simplified into Replication-
Gradation-Mutation which applied to organizations as well.
 30

A performance, learning and development theory proposed by Boyatzis has three modes of
adaptation and growth –

1. The performance mode as the quest for mastery

2. The learning mode as the quest for novelty
3. The development mode as the quest for meaning

According to the theory of reasoned action, individuals make decisions based on two major
factors, the beliefs and attitudes about the behaviour and subjective norms. Influences of
personal beliefs and attitudes of people relate to their personality, their perception of the various
alternatives available, and anticipation of the outcome of the action/decision. Subjective norms
reflect the opinions of significant others about the action/decision.

Teams have the power to shape personalities. Resolving conflicts and communicating and
working together makes people vulnerable as it’s not something people do everyday and that is
the reason people struggle. But in the darkest of days, a team is what stands by your side and
guides you to the light.

Organizations should engage employees in more team-based assignments as the organisation’s

shared vision can be established clearly and employees modify individual personal vision’s in
line with the organisation’s vision.
 31

Social identity refers to the ways that people's self-concepts are based on their membership in
social groups. Social identity theory addresses the ways that social identities affect people's
attitudes and behaviours regarding their ingroup and the outgroup. Social identities are most
influential when individuals consider membership in a particular group to be central to their self-
concept and they feel strong emotional ties to the group. Affiliation with a group confers self-
esteem, which helps to sustain the social identity.

Questioning the most regular and most simple things in a day to day life makes a person think
and reflect on the way their life is shaping up to be. The easiest way to get closer to a personal
goal is to create a personal vision statement and visualising the goals in life.

Faux self are the images you have about yourself that you begin to adjust to in small ways, that
end up having you have a sense about yourself that's really distorted.

Intentional Change theory is a cycle that maps a journey to the Ideal self. It goes through
Strengths and gaps of ideal and real self that leads to the learning agenda to build on the
strengths which leads to experimenting as a leader.

Work identity is not a hidden treasure waiting to be discovered in the essence of our inner being.
It consists rather in several ways: ―some tangible, concrete, defined by what we are, the
environment and the stories we tell about our work and life; others exist only in the realm of
future potential and personal dreams. Changing careers means inner change. Because we have
many selves, the change is not a process of replacing an identity with another, but rather a
transition process in which we reconfigure the entire set of possibilities. These simple ideas
change everything we know about a new career.

If individuals are externally motivated by a company's vision and are working in a stimulating
environment, they are still unlikely to experience the intrinsic motivation, engagement, and
fulfillment that comes from working toward the accomplishment of one's own personal ambition.
Consider that often, at work, one is coached to comply with someone else's vision, working hard
to be the underling their boss wants them to be in order to contribute to the goals of the
organization. Instead of advancing toward one's personal definition of who they want to become,
their ideal self, employees are working toward an “ought self,” or the understanding of what one
should be based on someone else's vision.
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2.2 COURSE 2
Week 5

To convert a note into a excel spreadsheets – save the file as a .txt file. Open excel and open the
file and choose ‘Delimited’ and select the option in which the text is separated i.e., comma or tab
or space and click finish.

If the number data has uneven number of decimal places, right click on the row/column, format
cells, number, decimal place is two decimal places and okay.

Sorting Data – to sort a particular column with respect to another column, click on data, go to
sort, custom sort and click on the particular column that you want to sort and click on ascending
or descending order and then click on add level and click on the header that needs to be sorted.

To do any arithmetic functions, add a new column and type ‘= (Cell number) + - * / (Cell
Number)’

To freeze the top row, Select the first row, click on view and select freeze pane.

SUMIF – This function is used when the sum of a particular category is needed from a column of
various categories.
=SUMIF(range,”Criteria”,sum_range)
SUM – Works as:
=SUM(cell no.,cell no.)
=SUM(cellno.:cell no)

IF functions works as
=IF(Logical_Test, Value_if_True, Value_if_False)
For textual data, “ …” is important as excel will only read the function then.
The IF function is similar to both Numeric ad Textual data but numeric data doesn’t require “..”

VLOOKUP works as
=VLOOKUP(lookup_value,table_array,col_index_num,[range_lookup])
For an approximate value, the VLOOKUP formula is same but in he 4th entry of the formula,
“True” is used.
 33

Week 6
Function
=VLOOKUP(Cell no.,’Sheet Name’!Table in the other sheet(fix dollor signs),Column
number,True/FALSE)
Filtering is used to count and summarise the number of a particular entry
To filter data in a worksheet, go to ‘Data’ on the top and click on sort and filter to find filter.
Then apply the desired filter.
Pivot Table are an important Data summarization tool.
In a Pivot Table –
there are 4 categories in which the data set can be divided into. These are –
Rows – Among the headers that a data set has, if we put the field in rows, the excel produces a
sheet with those values as rows.
Columns - Among the headers that a data set has, if we put the field in Columns, the excel
produces a sheet with those values as columns.
Values – Values is the area in which we can insert a field that will give us a count of that field
across the row and the column
Filters – It’s an area which allows us to filter details across the Values. To format dates into
months or years, right click and select group.
Pivot Tables can be used to contract data into tables for better understanding. Using the Pivot
Tables as a data range, Charts of all kinds can be formed with pivot tables as a base.
Line Graphs can be produced by going to Insert
For any formatting changes, right click on the element on the line graph and click on format axis.
Bar Graphs and Pie Charts can be produced by going to Insert. These are great tools to
summarise data and find the Max and Min values of a particular data set
Pivot Charts are extremely interactive. Pivot Charts can be created by putting the cursor on any
cell of the pivot table. As we change data fields in the pivot table value areas, the pivot chart
changes.
Scatter plots are used to determine the proportional relationship between data sets. They are also
used to understand how the data is distributed among different areas
 34

3. WEEKLY REPORTS
 35

3.1 WEEKLY REPORT 1

DATES - 30th March to 4th April

MODULE NAME
 What is Great Leadership?
 Resonant Leaders create experiences with people around them of hope, compassion and
mindfulness
 The Neuroscience of Leadership
 Emotions are contagious
 Stress and Renewal
 Strategies for renewal and building resonant relationships

OBJECTIVE OF THE MODULE

 To analyze the connection between EI and Leadership

 How people can be inspired to change and inspire change in others.

 To understand the science between the actions of resonant and dissonant leaders

 To understand the different emotional phenomenons

 To understand how stress develops

 To understand the body’s way of renewal to stress

LEARNING

 Concepts of EI
 Concepts of Positive Emotional Attractor and Negative Emotional Attractor
 What is Mindfulness?
 Concepts regarding resonant and dissonant leaders
 Concepts of neuroscience in leaders
 Concepts on emotions and their relativity to decision making
 Concepts about the damages the stress causes
 Concepts on stress renewal
36
 37

TASKS/ASSIGNMENTS/WORK DONE

 Short Reflective essay on the leaders that brought out the best in me
 Reading-Mindfullness and Coaching with Compassion
 Reading - Antagonistic neural networks underlying differentiated leadership roles
 Reflective essay on how the leaders who brought the best in me make me feel
 MCQ test on the first module
 Reading - Positive renewal, Leadership Excellence
 Short reflective essay about the time when I was under stress
 Reflective essay on the kinds of experiences that are renewing for me
 Quiz on the second module

3.2 WEEKLY REPORT 2

DATES – 6th April to 9th April

MODULE NAMES

 Emotional Intelligence And Its Link To Leadership

 Inspiring and Motivating Sustained Development, Growth and Learning

OBJECTIVE OF THE MODULE

 To understand and analyze the effect of EI, SI, and CI Competencies on leadership styles.

 To learn how to code behaviors and devise a pattern to increase efficiency

 To look into the effect that EI SI competencies create in different fields

 To understand the importance of Coaching with Compassion and the effects of Coaching
with Compliance

LEARNING

 EI, SI, and CI Competencies

 38

 Manifest and Latent Coding- Learning how to code EI, SI, CI Competencies
 EI and SI in Various Fields of Work
 Intentional Change Theory and Inspiring Relationships in your life

TASKS/ASSIGNMENTS/WORK DONE

 Reading – Social Intelligence and the Biology of Leadership

 Reflective essay on the competencies that I can identify and use well within myself
 Three Comprehensive Quizzes on Incident coding
 Readings - The affect of vision and compassion upon role factors in physician leadership
 Quiz on the Module - Emotional Intelligence And Its Link To Leadership
 Readings - Coaching for Change: Coaching with Compassion versus Coaching for
Compliance.
 Readings - Coaching with Compassion: Inspiring Health, Well-Being and Development
in Organizations.
 Reflective Essay on the people in my life who helped me grow as a leader

3.3 WEEKLY REPORT 3

DATES – 13th April to 18th April

MODULE NAME

 Inspiring and Motivating Sustained Development, Growth and Learning

 Coaching With Compassion To Inspire Sustained Learning And Development

 Inspiring Change through Hope and Vision

OBJECTIVE OF THE MODULE

 To reflect on personal relations and analyze the effect they had on your sustainable
change

 To understand the deeper impact and differences between Positive Emotional Attractor
and Negative Emotional Attractor
 39

 To examine the PEA and the NEA in depth in terms of emotional, relational and
neurological factors

 To examine the Intentional Change Theory in depth and distinguish the Ideal self from
the Ought self

 To invoke ideal self and go closer to ideal self by learning from ought self and develop a
vision for oneself

LEARNING

 Key People and Relationships Who Inspired You and Intentional Change Theory
 Differences between PEA and NEA that help us build and bridge the gap between our
ideal self and real self.
 Instigating conversations that inspire PEA in others
 Components of the Ideal Self/Personal Vision
 Developing Your Personal Vision, Including Life and Career Stages

TASKS/ASSIGNMENTS/WORK DONE

 Reading - Leadership Development from a Complexity Perspective

 Reading - Positive affect and the complex dynamics of human flourishing
 Readings - The role of the positive emotional attractor in vision and shared vision: toward
effective leadership, relationships, and engagement.
 Quiz on the module - Inspiring and Motivating Sustained Development, Growth and
Learning
 Reading - Personal vision: enhancing work engagement and the retention of women in
the engineering profession
 Test/Essay on the components of Ideal Self
 Reading - Reawakening Your Passion for Work
 Test/Essay on Developing a personal vision
 Readings - Shared vision and autonomous motivation vs. financial incentives driving
success in corporate acquisitions
 Readings - Next-generation leadership development in family businesses: the critical
roles of shared vision and family climate
40
 41

3.4 WEEKLY REPORT 4

DATES – 20th April to 25th April

MODULE NAME

 The Multilevel Nature of Sustained, Desired Change

 The Real Self and Learning Agenda

OBJECTIVE OF THE MODULE

 To analyze the effects of individual desired change and organizational sustained, desired
change
 To understand the consequences of developing a shared vision in organizations
 To study research and gain factual knowledge about various theories about growth and
performance and shared vision
 To understand the effect of social groups on a person’s vision.
 To distinguish the differences between the real self and faux self and bridge the gap
between them

LEARNING

 Multilevel Change – Resonant Leadership and Social Identity Groups

 Developing Shared Vision in Teams and Organizations
 Recent Research on the Impact of Shared Vision
 Team Change and Developing Social Identity
 The Real Self versus the Faux Self and Learning Agenda

TASKS/ASSIGNMENTS/WORK DONE

 Readings - Shared vision and autonomous motivation vs. financial incentives driving
success in corporate acquisitions
 Readings - Next-generation leadership development in family businesses: the critical
roles of shared vision and family climate
 42

 Readings - The effect of relationship quality on individual perceptions of social

responsibility in the US
 Readings - Antecedents of organizational engagement: exploring vision, mood and
perceived organizational support with emotional intelligence as a moderator
 Essay test on the module - The Multilevel Nature of Sustained, Desired Change
 Quiz test on the module - The Multilevel Nature of Sustained, Desired Change
 Readings - Working identity: Unconventional strategies for reinventing your Career.
 Reading - The role of personal purpose and personal goals in symbiotic visions
 The Final Test on the entire course

3.5 WEEKLY REPORT 5

DATES – 4th May to 9th May

MODULE NAME
 Introduction to Spreadsheets
 Spreadsheet Functions to Organize Data

OBJECTIVE OF THE MODULE

 To learn how to convert delimited data into excel spreadsheets

 To understand how to move cells, format cells and sort them
 To understand the arithmetic functions in Excel
 To learn how to format the headers or the column titles in Excel by freezing the very first
row.
 To understand the usage of add functions across the excel file
 To learn how to enter formulas in Excel using absolute reference and relative reference to
a particular set.
 To understand the basics of how to use functions in excel.
 To understand the multiple uses of the IF command
 43

LEARNING

 Reading Data into Excel

 Basic Data Manipulation in Excel
 Arithmetic Manipulation in Excel
 Basic Functions in Excel
 Functions Using Absolute and Relative References
 The “IF” Command in Excel
 The “IF” Command in Excel Using Numerical Data
 The "Nested IF" Command in Excel
 The "VLOOKUP" Function in Excel
 The "HLOOKUP" Function in Excel

TASKS/ASSIGNMENTS/WORK DONE

 Quiz on reading data into excel

 Assignment – Practice conversion of delimited data
 Quiz on Basic Data Manipulation in Excel
 Assignment – Practice manipulating cells
 Quiz - Arithmetic Manipulation in Excel
 Assignment – Practice of Arithmetic Manipulation in Excel
 Quiz - Basic Functions in Excel
 Assignment - Basic Functions in Excel
 Quiz - Functions Using Absolute and Relative References
 Assignment - Functions Using Absolute and Relative References
 Quiz - Functions Explained
 Quiz – The “IF” Command in Excel
 Assignment – The “IF” Command in Excel
 Quiz – The “IF” Command in Excel Using Numerical Data
 Assignment - The “IF” Command in Excel Using Numerical Data
 Quiz – The "Nested IF" Command in Excel
 44

 Assignment – The "Nested IF" Command in Excel

 Quiz – The "VLOOKUP" Function in Excel
 Assignment - The "VLOOKUP" Function in Excel
 Quiz – Another "VLOOKUP" Example
 Assignment – Another "VLOOKUP" Example
 Quiz – The "HLOOKUP" Function in Excel
 Assignment - The "HLOOKUP" Function in Excel

3.6 WEEKLY REPORT 6

DATES – 11th May to 17th May

MODULE NAME
 Introduction to Filtering, Pivot Tables, and Charts
 Advanced Graphing and Charting

OBJECTIVE OF THE MODULE

 To learn how to use VLOOKUP function across worksheets

 To understand the construction of pivot tables

 To understand the application and usage of Pivot tables.

 To learn how to draw Graphs and Charts in Excel

LEARNING
 Using the “VLOOKUP” Function Across Worksheets
 Data Filtering in Excel
 Use of Pivot Tables in Excel
 Application of Pivot Tables to Numeric Data
 Introduction to Charts in Excel
 Line Graphs, Bar Graphs and Pie Charts
 Pivot charts and scatter plots
 Histograms
 45

TASKS/ASSIGNMENTS/WORK DONE
 Assignment – Using the “VLOOKUP” Function Across Worksheets
 Quiz – Using the “VLOOKUP” Function Across Worksheets
 Assignment – Data Filtering in Excel
 Quiz – Data Filtering in Excel
 Quiz on the module – Introduction to spreadsheets
 Assignment – Use of Pivot Tables in Excel
 Quiz – Use of Pivot Tables in Excel
 Quiz on the module - Spreadsheet Functions to Organize Data
 Assignment – More Pivot Table Options
 Quiz – More Pivot Table Options
 Assignment – Application of Pivot Tables to Numeric Data
 Quiz – Application of Pivot Tables to Numeric Data
 Assignment – Introduction to Charts in Excel
 Quiz – Introduction to Charts in Excel
 Assignment – Line Graphs
 Quiz – Line Graphs
 Assignment – Bar Graphs and Pie Charts
 Quiz – Bar Graphs and Pie Charts
 Assignment – Pivot Charts
 Quiz – Pivot Charts
 Assignment – Scatter Plots
 Quiz – Scatter Plots
 Quiz on Module – Introduction to Filtering, Pivot Tables, and Charts
 Assignment – Histograms
 Quiz – Histograms
 Quiz on the Module - Advanced Graphing and Charting
 46

4. INTERACTION WITH
FACULTY GUIDE
 47

I would like to take this opportunity to thank Prof. Arjun BS for being a constant support
throughout this period and guiding me into rightful learning. Sir’s constant guidance throughout
the course helped me concentrate on the modules and submit weekly reports on time, which
acted as a great source of reference/revision of the vast course content.

I used to get regular constructive feedback on my weekly reports and that really helped me
reflect on my presentation skills and enhance my academic writing skills.

My overall interaction with Prof. Arjun BS has been great and really productive and I’m grateful
to have been allotted such a resourceful person to be my mentor who has constantly motivated
me complete the course despite the critical pandemic situation out there.

I wish from the bottom of my heart, for another opportunity to work under sir’s guidance in
future.
 48

5. CONCLUSION
 49

After doing Inspiring Leadership Through Emotional Intelligence course, I know what
Emotional Intelligence is, how it works and why it can bring about a change in the business
world. I understood the limitations of the EI for business operations. The course was very well
structured and it also included contents that would help a person grow personally and not just
career wise. They also gave insights about the scope EI has in different fields and how it can be a
solution to problems like insubordination or frequent absenteeism and lack of employee
motivation. From knowing just the term ‘Emotional Intelligence’ to gaining a lot of knowledge
of how it works and how it can be used, this course helped me understand the scope of EI with
respect to bringing in a positive change in society. Even though I took up this because it sounded
interesting, after knowing that there are several implementation challenges for incorporating EI
in business, I want to explore more about its impact in corporate offices.

After doing Introduction to Data Analysis using Excel, I understood the preliminary functions in
excel and how to implement them in large data sets. I was not aware of the wonders of Excel
computing and now that I do, it makes my data sorting and analyzing easier and I’m glad that I
made this decision to do an introductory course.
 50

6. REFERENCES

Inspiring Leadership through Emotional Intelligence. (n.d.). Retrieved August 08, 2020, from
https://www.coursera.org/learn/emotional-intelligence-leadership

Introduction to Data Analysis Using Excel. (n.d.). Retrieved August 08, 2020, from
https://www.coursera.org/learn/excel-data-analysis

Greycampus. (2020, March 07). Retrieved August 08, 2020, from

https://www.greycampus.com/blog/workplace-tools/why-microsoft-excel-is-important-for-
business-organizations

The Mind Tools Content Team By the Mind Tools Content Team, Team, T., Wrote, B., Wrote,
S., & Wrote, M. (n.d.). Emotional Intelligence in Leadership: Learning How to Be More
Aware. Retrieved August 08, 2020, from
https://www.mindtools.com/pages/article/newLDR_45.htm

Mrak, T. (2017, August 31). Inspiring Leadership Through Emotional Intelligence. Retrieved
August 08, 2020, from https://medium.com/pldx-org/inspiring-leadership-through-
emotional-intelligence-67990698419f