Pearl Academy, Delhi(West), Delhi(South),

Jaipur, Mumbai, Bengaluru

Ver.PA15072022
Lead Into Action
Learning For Life, Semester 3, 2022-23

Course Name: Lead into Action

Course Type: Core
Duration: 12 Weeks / 6 Credits (Contact hours 24, Independent Hours 36)
Leader: Deepti Seth
Course Team: Gaggan Bhatia, Rashim Bajaj, Shalini Gupta, Bhagyashri Sharma, Renuka Jain, Niketa
Chakrabarty, Abhishek Sharma, Prasanna, Nupur Sharma, Debabrota Das, Anurodh Agnihotri, Seerat
Rizvi, Nikhil Kala, Gauri Purohit, Dr Yashashwini, Nafisa Contractor, Madhu Chanda Rai

Description

This course intends to introduce students to the essence of leadership. The sessions will
focus on enabling students to understand self, emotional intelligence and its importance in
leadership and management. The course will also introduce the concept of social
responsibility, conflict management, embracing failures and goal setting.
The aim is to design a fun and interactive experience where students will engage in critical
thinking exercises formulated to spark creativity and develop personal resilience.

Learning Outcomes

Students will be able to:

1. Discover the importance of sound mental and emotional wellbeing and its impact on the ability to
function as an effective leader

2. Recognize the implication of leadership style and its impact on the group/peers.

3. Students will learn how to communicate effectively to develop positive interpersonal

relationships, manage conflicts and work towards resolution.

4. They will develop practical skills and tools like time management, goal setting, group dynamics
and team building.

1 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022

Weekly/Session Plan

Week HOURS SESSION SKILLS REQUIRED - TUTOR RESOURCES / REF

Understanding and ability to teach concepts - https://www.verywellmind.com/what-
happens-during-an-amygdala-hijack-
1) Technical and Adaptive Challenges 4165944#:~:text=If%20the%20amygdala%2
2) Amygdala Hijack and the Fight or Flight 0senses%20danger,known%20as%20adrena
line)%20and%20cortisol.
Response
3) 6 second rule https://www.lifeleadership.uk/main-
Challenges & 4) OAR model menu/tools-techniques/the-o-a-r-model/
6-8 4 5) Friends and enemies of success
Techniques https://www.integract.com/blog/2019/10/2
8/technical-challenges-vs-adaptive-
High EQ, High Empathy, Unbiased, Active challenges#:~:text=Technical%20challenges
%20are%20those%20that,may%20be%20vol
Listening, Easy Approachable, Problem Solving, atile%20or%20unpredictable.
socially aware, Effective communication
https://adaptiveleadershipfoundation.org/p
ost/adaptive-vs-technical-challenges
https://www.sciencedirect.com/topics/agric
Guide students to ultural-and-biological-sciences/nonverbal-
communication
1) tune in to their core instincts
2) connect thoughts and feelings https://www.verywellmind.com/types-of-
Emotional nonverbal-communication-
3) listening to their own body and trust it's
9 2 Intelligence & 2795397#:~:text=Nonverbal%20Communica
wisdom tion%20Definition,to%20understanding%20
Body
4) nonverbal communication their%20nonverbal%20cues
5) Develop capacity for empathy https://online.hbs.edu/blog/post/emotional
6) Embrace interdependence -intelligence-in-leadership

https://www.researchgate.net/publication/
338951564_The_Role_of_Personal_Values_i
n_Corporate_Social_Entrepreneurship/link/
Personal Values & Personal Values Approach 5e34518b458515072d73e117/download
10 2 Social Ethical Ideologies Approach https://www.emerald.com/insight/content/
Responsibilities Introduction to Corporate Social Responsibility doi/10.1108/SRJ-09-2016-
0165/full/pdf?title=personal-values-and-
approach-of-undergraduates-towards-
corporate-social-responsibility

Introduction to the course assignment.

Formulating groups and choosing the Leader
for research and documentation.
https://www.pon.harvard.edu/tag/conflict-
Conflict
11 2 management/
Management 1) Introduce students to Conflict management
strategies
2) Guide students to be able to identify their
own conflict management styles

2 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022
Understanding and developing one’s own
communication style
Developing and maintaining open
communications
Communicating effectively and persuasively
Art of influencing and convincing
Maximising non-verbal communication
Utilising effective listening skills https://www.forbes.com/sites/hayleyleibso
Communicating with authenticity, clarity and n/2018/10/31/the-art-of-persuasion-
effective-communication-strategies-for-
coherence
founders/?sh=59460ddc0a4a
Communicating with passion and purpose
Delivering a persuasive presentation Burns, M. E. (2015). Recruiting Prospective
Students With Stories: How Personal Stories
Learning to secure “buy in” even before one Influence the Process of Choosing
Communication &
presents her/his plan or idea aUniversity. Communication Quarterly,
12-14 6 Persuasive 63(1), 99–118.
Developing the skills to reduce and handle
Presence Floyd, K. (2017). Human Communication: A
objections to one's ideas Critical Reader (Third Edition). McGraw Hill
Education LLC.
O’Keefe, D. J. (2015). Persuasion: Theory
PERSONAL BRANDING -
and Research. SAGE Publications.
Perloff, R. M. (2016). The Dynamics of
1) What do people frequently compliment you Persuasion: Communication and Attitudes in
the Twenty-First Century. Routledge.
on or praise you for?
2) What adjectives do people consistently use
to describe you?
3) How do you do what you do?
4) What makes the way you achieve results
interesting or unique?

Discussion and feedback on assignment.

Goal Setting https://www.wanderlustworker.com/the-
Common Goal-Setting Mistakes harvard-mba-business-school-study-on-
goal-setting/
Failures & Goal Why Goal setting Fails
15 2
Setting Ways to learn from and fix failures https://hbr.org/2011/04/strategies-for-
learning-from-failure
Discussion and feedback on assignment.
Introduce various Leadership styles
Guide student's in identifying their own
leadership styles
- Transformational Leadership https://hbr.org/2020/11/how-to-develop-
- Delegative Leadership your-leadership-style
16-17 4 Leadership styles
- Authoritative Leadership
- Transactional Leadership
- Participative Leadership

Discussion and feedback on assignment.

3 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022

Utilization of Non-Contact Hours/Independent Study Hours: Student is expected

to utilise the Non-contact hours to practice the tools taught in the module to understand self. The
student is expected to work in groups and research on the topics discussed and the project for
assignment.

Assessments
Due Date Deliverables/ Assessment Component %
Assessment 1: Week 17 Learners are expected to conduct a thorough research on a 60 %
Poster famous/known/popular leader from the present or historical
presentation - 60% context. The exercise shall be conducted in groups of 3. It is
weightage recommended that the students choose a leader that matches
to the ideology and leadership style of the group of students.
The group is expected to understand the ideology,
communication style and leadership sensibilities of the chosen
individual. Students can take up situations or incidents from the
past to document and justify their assessment/analysis.

At the end of the module, each group will be designing an A1

size poster to showcase and represent their findings.
Assessment 2: Week 19 The groups will engage in a debate where they will be given a 40 %
Debate subjective topic from the present-day context, and they will
competition – 40% discuss/argue/debate in the manner of the leader that they
weightage have studied. This event shall take place on the day of LFL Open
house/ Festival of Life and shall be documented.

Assignment 1
Learning Outcomes being assessed:

Details (about 500 words): Through the poster, students should be able to communicate the
leadership style that they have identified/analyzed by observing, reading, and researching on
the popular leader. The group of students is expected to communicate their inference and
learning from the exercise.

- Technical specifications: Laptops with digital design software and active internet.

- Resource List: To be shared by the tutor based on the choice of leader.

- Deliverables/ submission requirement: A1 size poster to be designed digitally.

- Date of submission: Week 17

4 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022

Assignment 2
Learning Outcomes being assessed:

- Details: Inter-group debate competition.

- Resource List: To be shared by the tutor based on the choice of leader.

- Deliverables/ submission requirement:

- Date of submission: Week 17

5 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022

Rubrics For Assignment 1

Learning 10.0 9.0 8.0 7.0 6.0 5.0 4.0 0

Outcome Outstanding Excellent Very Good Good Above Average Pass Fail
Average
Discover You are able You are You are You are You are You are You are You are not
the to able to able to able to able to able to able to fully able to
importanc exceptionally excellently efficiently compete effectively demonstrat demonstrat demonstrat
e of sound and demonstra and ntly demonstrat e the e basic e
mental dexterously te the capably demonstr e the interperson interperson interperson
and demonstrate interperso demonstra ate the interperson al skills, al skills, al skills,
emotional the nal skills, te the interpers al skills, knowledge knowledge knowledge
wellbeing interpersonal knowledge interperso onal knowledge and and and
and its skills, and nal skills, skills, and dispositions dispositions dispositions
impact on knowledge dispositions knowledge knowledg dispositions of being of being of being
the ability and of being and e and of being effective in effective in effective in
to dispositions of effective in dispositions dispositio effective in a learning a learning a learning
function being a learning of being ns of a learning environmen environmen environmen
as an effective in a environme effective in being environmen t with a t with a t with a
effective learning nt with a a learning effective t with a collaborativ collaborativ collaborativ
leader. environment collaborativ environme in a collaborativ e approach. e approach. e approach.
with a e approach. nt with a learning e approach.
collaborative collaborativ environm
approach. e approach. ent with
a
collabora
tive
approach
.
Recognize Your work Your work Your work Your Your work Your work Your work Your work
the demonstrates demonstrat demonstrat work demonstrat demonstrat does not does not
implicatio exceptional es es demonstr es es self- demonstrat demonstrat
n of comprehensiv comprehen autonomy/ ates autonomy/ sufficiency/ e self- e self-
leadership e autonomy/ sive collaborati autonom collaboratio partnership sufficiency/ sufficiency/
style and collaboration, autonomy/ on, y/ n, , partnership partnership
its impact well- collaborati responsibili collabora responsibili accountabili , ,
on the developed on, well- ty in a tion, ty in a ty in a accountabili accountabili
group/pee judgement developed skilled responsib skilled skilled ty in a ty in a
rs. and judgement design ility in a design design skilled skilled
responsibility and practice skilled practice practice design design
in a skilled and responsibili environme design environmen environmen practice practice
practical ty in a nt practice t t environmen environmen
design skilled environm t t
practice design ent
environment practice
environme
nt
Students Your work Your work Your work Your Your work Your work Your work Your work
will learn demonstrates demonstrat demonstrat work demonstrat demonstrat demonstrat demonstrat
how to extraordinary es es very demonstr es above es es es
communic skill and excellent good ates good average adequate minimum unsatisfact
ate proficiency in skill and skilled compete ability in and ability in ory ability
effectively communicatin proficiency ability in nt ability communica acceptable communica in
to develop g ideas and in communica in ting design ability in ting design communica
positive information communica ting design communi ideas and communica ideas and ting design
interperso using ting design ideas and cating information ting design information ideas and
nal presentation ideas and information design using ideas and using information
relationshi technology. information using ideas and presentatio information presentatio using
ps, using presentatio informati n using n presentatio
manage presentatio n on using technology. presentatio technology. n
conflicts n technology. presentat n technology.
and work technology. ion technology.
towards technolo
resolution. gy.

They will You are able You are You are You are You are You are You are not You are not
develop to able to able to able to able to able to able to fully able to

6 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022
practical exceptionally, competentl adeptly and effectivel adequately demonstrat demonstrat demonstrat
skills and competently y and positively y demonstrat e the e the e the
tools like and confidently demonstrat demonstr e the interperson interperson interperson
time confidently demonstrat e the ate the interperson al skills, al skills, al skills,
managem demonstrate e the interperson interpers al skills, knowledge knowledge knowledge
ent, goal the interperson al skills, onal knowledge and and and
setting, interpersonal al skills, knowledge skills, and dispositions dispositions dispositions
group skills, knowledge and knowledg dispositions of an of an of an
dynamics knowledge and dispositions e and of an effective effective effective
and team and dispositions of an dispositio effective team team team
building. dispositions of of an effective ns of an team member. member. member.
an effective effective team effective member.
team member. team member. team
member. member.

Rubrics For Assignment 2

Learning 10.0 9.0 8.0 7.0 6.0 5.0 4.0 0
Outcome Outstanding Excellent Very Good Good Above Average Pass Fail
Average
Discover You are able You are You are You are You are You are You are You are not
the to able to able to able to able to able to able to fully able to
importanc exceptionally excellently efficiently compete effectively demonstrat demonstrat demonstrat
e of sound and demonstra and ntly demonstrat e the e basic e
mental dexterously te the capably demonstr e the interperson interperson interperson
and demonstrate interperso demonstra ate the interperson al skills, al skills, al skills,
emotional the nal skills, te the interpers al skills, knowledge knowledge knowledge
wellbeing interpersonal knowledge interperso onal knowledge and and and
and its skills, and nal skills, skills, and dispositions dispositions dispositions
impact on knowledge dispositions knowledge knowledg dispositions of being of being of being
the ability and of being and e and of being effective in effective in effective in
to dispositions of effective in dispositions dispositio effective in a learning a learning a learning
function being a learning of being ns of a learning environmen environmen environmen
as an effective in a environme effective in being environmen t with a t with a t with a
effective learning nt with a a learning effective t with a collaborativ collaborativ collaborativ
leader. environment collaborativ environme in a collaborativ e approach. e approach. e approach.
with a e approach. nt with a learning e approach.
collaborative collaborativ environm
approach. e approach. ent with
a
collabora
tive
approach
.
Recognize Your work Your work Your work Your Your work Your work Your work Your work
the demonstrates demonstrat demonstrat work demonstrat demonstrat does not does not
implicatio exceptional es es demonstr es es self- demonstrat demonstrat
n of comprehensiv comprehen autonomy/ ates autonomy/ sufficiency/ e self- e self-
leadership e autonomy/ sive collaborati autonom collaboratio partnership sufficiency/ sufficiency/
style and collaboration, autonomy/ on, y/ n, , partnership partnership
its impact well- collaborati responsibili collabora responsibili accountabili , ,
on the developed on, well- ty in a tion, ty in a ty in a accountabili accountabili
group/pee judgement developed skilled responsib skilled skilled ty in a ty in a
rs. and judgement design ility in a design design skilled skilled
responsibility and practice skilled practice practice design design
in a skilled and responsibili environme design environmen environmen practice practice
practical ty in a nt practice t t environmen environmen
design skilled environm t t
practice design ent
environment practice
environme
nt
Students Your work Your work Your work Your Your work Your work Your work Your work
will learn demonstrates demonstrat demonstrat work demonstrat demonstrat demonstrat demonstrat
how to extraordinary es es very demonstr es above es es es
communic skill and excellent good ates good average adequate minimum unsatisfact
ate proficiency in skill and skilled compete ability in and ability in ory ability

7 Lead Into Action

 Pearl Academy, Delhi(West), Delhi(South),
Jaipur, Mumbai, Bengaluru
Ver.PA15072022
effectively communicatin proficiency ability in nt ability communica acceptable communica in
to develop g ideas and in communica in ting design ability in ting design communica
positive information communica ting design communi ideas and communica ideas and ting design
interperso using ting design ideas and cating information ting design information ideas and
nal presentation ideas and information design using ideas and using information
relationshi technology. information using ideas and presentatio information presentatio using
ps, using presentatio informati n using n presentatio
manage presentatio n on using technology. presentatio technology. n
conflicts n technology. presentat n technology.
and work technology. ion technology.
towards technolo
resolution. gy.

They will You are able You are You are You are You are You are You are not You are not
develop to able to able to able to able to able to able to fully able to
practical exceptionally, competentl adeptly and effectivel adequately demonstrat demonstrat demonstrat
skills and competently y and positively y demonstrat e the e the e the
tools like and confidently demonstrat demonstr e the interperson interperson interperson
time confidently demonstrat e the ate the interperson al skills, al skills, al skills,
managem demonstrate e the interperson interpers al skills, knowledge knowledge knowledge
ent, goal the interperson al skills, onal knowledge and and and
setting, interpersonal al skills, knowledge skills, and dispositions dispositions dispositions
group skills, knowledge and knowledg dispositions of an of an of an
dynamics knowledge and dispositions e and of an effective effective effective
and team and dispositions of an dispositio effective team team team
building. dispositions of of an effective ns of an team member. member. member.
an effective effective team effective member.
team member. team member. team
member. member.

Feedback to you
You will get verbal feedback on your progress in each formative assessment session; it is your
responsibility to make a note of this feedback on a formative feedback sheet on regular basis.

Written individual feedback will be given to you after the submission of all your work. Given the
number of students, it will take the tutor at least two-three weeks to write & compile written
feedback. You will be able to access your feedback from the respective Course tutors within three
weeks from the completion of the Course.

Assessment Policies and Procedures

Deadlines: It is your responsibility to organize your time effectively to meet deadlines. If you are
absent from class when a brief is delivered, it is your responsibility to obtain a copy of the brief from
the lecturer, and the original deadline for the project will remain unless an extension has been
approved.

If you have a problem – a special situation

If you have any problems with the Course or the work, see the respective Course tutor or Course
leader as soon as possible. They may be able to help, and the sooner a problem is identified, the easier
it will be to sort out. If you are ill or have other special situations, which might affect your ability to
meet deadlines, your assessment will be evaluated as per the rules in Student Handbook. So, it is
strongly recommended that you read the Student Handbook very carefully and satisfy your queries by
asking the Course Leader. In case of any non-academic issues, you are encouraged to meet the Student
Counsellor at Student Development and Support (SDS).

In case of academic misconduct and other issues refer to Student Handbook.

8 Lead Into Action