Executive Leadership and Corporate Communication, PG Course, inc. Team Leadership, Command Teams, Diversity Management, Dysfunctional Behaviour, Encouraging Conflict, High-Performance Leadership, Gatekeeping in Meetings, Group Solidarity, Norming Stage, Team Performance, Risky Shift, Standing Committee, Task Force, Team Building, Team Development, Team Dynamics, Team Formation, Team Maintenance, Transactional Analysis, Types of Teams, in Abuja, Accra, Amman, Bangkok, Banjul, Beirut, Birmingham, Bogotá, Brasilia, Brunei, Brussels, Bucharest, Cairo, Colombo, Conakry, Dodoma, Doha, Dubai, Durban, Gaborone, Georgetown, Hanoi, Islamabad, Jakarta, Jeddah, Kathmandu, Kinshasa, Kuala Lumpur, Kuwait, Lagos, Lima, London, Luanda, Lusaka, Manama, Manila, Maputo, Muscat, Nairobi, New Delhi, New York, Niamey, Paramaribo, Paris, Quito, Rabat, Seoul, Singapore, Tokyo, Toronto, Tripoli, Windhoek, Wolverhampton, etc. and Online.

Seminar or Course Number 071 - Executive Leadership and Corporate Communication, Leading to Diploma - Postgraduate - in Executive Leadership and Corporate Communication, 36 Credit-Hours, accumulating to a Postgraduate Certificate, with 144 additional Credit-Hours, and a Postgraduate Diploma, with 324 additional Credit-Hours. Click to download the PDF brochure for this Course.

Doctor of Philosophy {(PhD) {University College London (UCL) - University of London)};

MEd Management (University of Bath);

Postgraduate (Advanced) Diploma Science Teacher Ed. (University of Bristol);

Postgraduate Certificate in Information Systems (University of West London, formerly Thames Valley University);

Diploma in Doctoral Research Supervision, (University of Wolverhampton);

Teaching Certificate;

Fellow of the Institute of Management Specialists;

Human Resources Specialist, of the Institute of Management Specialists;

Member of the Asian Academy of Management (MAAM);

Member of the International Society of Gesture Studies (MISGS);

Member of the Standing Council for Organisational Symbolism (MSCOS);

Member of ResearchGate;

Executive Member of Academy of Management (AOM). There, his contribution incorporates the judging of competitions, review of journal articles, and guiding the development of conference papers. He also contributes to the Disciplines of:

Human Resources;

Organization and Management Theory;

Organization Development and Change;

Research Methods;

Conflict Management;

Organizational Behavior;

Management Consulting;

Gender & Diversity in Organizations; and

Critical Management Studies.

Professor Dr. Crawford has been an Academic in the following UK Universities:

University of London (Royal Holloway), as Research Tutor;

University of Greenwich (Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

University of Wolverhampton, (Wolverhampton Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

London Southbank University (Business School), as Lecturer and Unit Leader.

His responsibilities in these roles included:

Doctoral Research Supervisor;

Admissions Tutor;

Postgraduate and Undergraduate Dissertation Supervisor;

Programme Leader;

Personal Tutor.

Classroom-Based Duration and Cost:

Classroom-Based Duration:

6 Days

Classroom-Based Cost:

Ł6,000.00 Per Delegate

Group Cost:

Varies With Group Size

Group Residential Cost:

Up To 86% Discount, Based on Numbers.

Online Synchronous (Video-Enhanced) Duration and Cost

Online Duration:

12 Days @ 3 Hours Per Day

Online Cost:

Ł4,020.00 Per Delegate

The course cost does not include living accommodation. However, students and delegates are treated to the following:

  • Free Continuous snacks throughout the Event Days;  

  • Free Hot Lunch on Event Days;                           

  • Free City Tour;             

  • Free Stationery;                               

  • Free On-site Internet Access;

  • HRODC Postgraduate Training Institute’s   Diploma – Postgraduate; or

  • Certificate of Attendance and Participation – if unsuccessful on resit.

 

HRODC Postgraduate Training Institute’s Complimentary Products include:

  • HRODC Postgraduate Training Institute’s Leather Conference Folder;

  • HRODC Postgraduate Training Institute’s Leather Conference Ring Binder/ Writing Pad;

  • HRODC Postgraduate Training Institute’s Key Ring/ Chain;

  • HRODC Postgraduate Training Institute’s Leather Conference (Computer – Phone) Bag – Black or Brown;

  • HRODC Postgraduate Training Institute’s 8GB USB Flash Memory Drive, with Course/ Programme Material;

  • HRODC Postgraduate Training Institute’s Metal Pen;

  • HRODC Postgraduate Training Institute’s Polo Shirt.

 

Executive Leadership and Corporate Communication

Course Programme

 

Module #

Module Title

Duration

1

Team Dynamics

1 Days

Objectives

Contents & Concepts

By the end of the specified learning and development activities, delegates will be able to:

v          Distinguish between groups and mere aggregations

v          Suggest the difference in interpretation of groups and teams

v          Demonstrate your understanding of the social and psychological relevance of the stages of formation of a group

v          Distinguish between task forces, committees, command groups and boards

v          Suggest how informal groups might be empowered to enhance organisational effectiveness

 

v          Distinguishing groups from aggregations

v          Group solidarity

v          Group cohesion;

v          Team or group: A distinction

v          Team dynamics

v          Types of teams

v     Command teams;

v     Committees (temporary & Standing);

v     Task Forces;

v     Boards.

v          Team formation

v          Forming;

v          Storming;

v          Norming or initial integration; 

v          Performing or total integration

v          Disbandment or adjournment

v          Purpose of teams in the work-place

v          Team characteristics;

v          The role concept: An introduction

v          How ‘true-to-life’ or realistic are the forming and norming stages of team development?

v           Dysfunctional behaviour in teams

vAggressiveness-

vBlocking 

vInterfering

vCompeting,

vSeeking sympathy

vWithdrawal

vSpecial pleading

v          Inter-team conflict;

v          Sources of inter-team conflict;

v          Consequences of dysfunctional conflict;

v          Team decision-making;

v          Social identity theory

v          Team building and maintenance roles: Improving team effectiveness

vEncouraging members

vHarmonising

vStandard setting

vGate-keeping

v          Determining the optimum team size

v          Providing team incentives

v          Encouraging conflict

v          Averting groupthink

v          Avoiding the risky shift syndrome

v          ‘Resonation’ as an Issue in Team Development

v          Employing Transactional Analysis

v          Employing effective Diversity Management

v          Discouraging Resonation

 

 

Module #

Module Title

Duration

2

Executive High Performance Leadership

2 Days

Objectives

Contents & Concepts

By the end of the specified learning and development activities, delegates will be able to:

 

v          Distinguish between the concepts of ‘leader’ and ‘managerial leader’

v          Demonstrate their understanding of at least 2 approaches to leadership

 

v          Demonstrate their understanding of the relationship between fielder’s situational model & McGregor’s Theory ‘X’ & Theory ‘Y’ leadership styles

 

v          Plot the relationship between managers with high & low least preferred co-worker (LPC), characteristics, respectively

v          Demonstrate their understanding of the High and Low LPC Leaders’ degree of behavioural control over their subordinates, respectively

 

v          Explain the relationship between the ‘goal-path model’ of leadership & the expectancy theory of motivation

 

v          Suggest problems with equalities or traits approaches

 

 

 

v          Explain ‘Person’ or ‘Consideration Oriented’ leaders and their relationship with employee satisfaction and subsequent staff turn over level

Point to specific  empirical research supporting the relationship between participative leadership

v          The concepts of ‘leader’ and ‘managerial leader’

v          The leader and authority

v          The leader and influence

v          The manager and the conferment of power

v          The application of control and ‘power cohesion’

v          The ‘managerial leader’ and the ability to vary strategy

v          Power as a recourse of the managerial leader

v          Leadership and

v          Interpersonal relationship

 

v          Approaches to leadership

v          Qualities or Traits Approach

v           to leadership

v          Task and person orientation

v          Participative leadership

 

 

v          Transactional Leadership

v          Transformational Leadership

v          Contingency or Situational Approaches to Leadership

 

v          Leaders VS non-leaders in relation to confidence & intelligence

v          Leadership and extroversion

 

v          Problems with Traits Approach’

v          Social, power & achievement needs and their relevance to leadership

v          ‘Task and leader- qualities match’

 

v          TTt Perceived consequence of task orientation and reduced relationship orientation for managerial effectiveness

 

v          The consequence of

v          Person or consideration oriented leadership on employee satisfaction and subsequent staff turnover

v          Contingent factors and leader effectiveness or ineffectiveness

v          Perceived value of  ‘democratic leader behaviour’, dispensing participative leadership

 

v          Perceived value of  ‘autocratic leader behaviour’

v          Value of ‘performance monitoring’ to individual effectiveness

 

v          Result Orientation Leadership VS Process Oriented Leadership

v          Transformational

v          Leadership and Charisma

v          Mission Progress Articulation

v          Leading through delegation

v          Subordinates’ perception of transformational leadership VS transactional leadership

v          Contingency Approaches to Leadership

v          and the crucial nature of an organisation’s environmental variables

v          Contingency approaches VS Universalist approaches to leadership

 

v          Contingency approaches to leadership and their relationship to trait and style orientations

v          Employee development or maturity and its relevance to superior-subordinate relationships

v          Superior-subordinate relationships as leader behaviour

v          Superior-subordinate relationships as control and influence

v          Superior-subordinate relationships as power and authority

v          Least Preferred Co-worker (LPC) – Low and High

 

 

v          Characteristics of LPC managers and their relationship to McGregor’s theory X and Theory Y

v          Characteristics of low LPC managers and their relationship to autocratic leader behaviour

v          Characteristics of  low LPC managers and their relationship with Theory X

v          Characteristics of low LPC managers and their relationship to task control

v          Characteristics of high LPC managers and their relationship to McGregor’s theory Y leader

v          Characteristics of high LPC managers and their relationship to permissive leader behaviour

v          LPC Leaders and their relationship with production orientation

v          LPC Leaders and their perception of the behaviour that they need to exhibit to achieve productivity improvement.

v          LPC Leaders and the concept of ‘Power Distance’

v          LPC Leaders and their emphasis on meeting targets 

v          LPC Leaders and the level of regard they have for superior-subordinate relationship

v          Relevance of Situational Variables on leader behaviour:

o       Leader-Member Relation

o       Task Structure

 

 

Module #

Module Title

Duration

3

Information Gathering, Processing and Presentation

2 Days

Objectives

Contents & Concepts

By the conclusion of the specified learning activities, participants will be able to:

 

*  Distinguish between data and information

*  Assess the value of secondary sources of information as a prelude to the presentation of primary information

*  Choose the most appropriate data elicitation techniques, in relation to the sampling frame, sampling unit, sample size & time span, among other factors.

*  Advise others of the situations in which participant observation, conversation analysis, documentary analysis, focus groups, interviews & questionnaires, respectively, are appropriate.

*  Design interview & questionnaire schedules that will elicit information appropriate to the objectives of the report

*  Design structured & unstructured questions, determining the conditions under which they should be used

*  Design questionnaires & interview schedules, with a mixture of open-ended & closed-ended items, avoiding forced-choice in the latter

*  Employ the most appropriate data analysis techniques, based on the type & volume of data available

*  Use Microsoft Excel to make necessary calculations

*  Identifying ‘trends’ & ‘patterns’ in information, in an effort to arrive at the appropriate conclusions

*  Distinguish between summary and conclusions

*  Produce effective reports, adhering to conventional styles, presenting evidence from the data, & exploiting visual representations

*  Design an investigation, taking pertinent factors into account

*  Manage an investigation, from inception and design to reporting

*  Demonstrate their ability to work collaboratively in:

*        Designing an investigation

*        Eliciting data,

*        Analysing data

*        Interpreting Data

*        Presenting Information

*  Instruments of Analysis

*  Using a ‘Tally System’

*  Using Excel Package

*  Data Interpretation

* Making Sense of The Information gathered and analysed

* Identifying ‘Trends’ & ‘Patterns’ in Information

*  Arriving At Conclusions

*  Reporting The Findings

*  Reporting Styles

*  Using The Evidence available

* Choosing reporting style to match the type of report or information being presented

* Generating Graphs & Charts From Tables

* Using Microsoft Excel to create graphs and charts

* Monitoring & Continuous Evaluation

*  The Interim Reports

*  The final Report

*  Formal Reports

*  The Abstract

*  Establishing The Terms of reference

*  The Executive Summary

*  Choosing prefacing summaries

*  The Introduction

*  The Background

*  Styles of Report Writing;

* Using Visual presentation to enhance the effectiveness of reports

* Using evidence from information gathered to support claims made in reports

 

Module #

Module Title

Duration

4

Meetings: Scheduling and Conduct

1Day

Objectives

Contents & Concepts

By the conclusion of the specified learning activities, participants will be able to:

*  Decide on the amount of notice that is required for particular meetings

*  Distinguish between the importance and urgency of meetings

*  Schedule meetings, taking pertinent factors into account

*  Demonstrate their ability to convene meetings

*  Demonstrate their ability to ‘gate-keep’ at meetings

*  Exhibit their competence in promoting ‘harmony’ at meetings

*  Exhibit their competence to seek consensus at meetings

*  Demonstrate their competence in conducting meetings within time limits

*  The notice of meetings;

*  The agenda items

*  Following the agenda;

*  Dealing with conflicting members;

*  Seeking consensus

*  Gatekeeping –

*        Bringing in the timid;

*        Silencing the over-eloquent;

* Keeping meeting duration within the specified time