Business Development Experts;

Business Partners;

Chief Executive Officers (CEO);

Chief Executives;

Chief Secretaries;

Co-Directors;

Corporate Directors;

Deputy Vice-Chancellors;

Divisional Managers;

Enhanced Supervisors;

Entrepreneurs;

Human Resource Development Managers;

Human Resource Management Managers;

Line Managers;

Management Consultants;

Management Development Directors;

Managing Directors;

Managing Partners;

Organisational Leaders;

Performance Consultants;

Personal Assistants;

Project Managers;

Project Team Leaders;

Senior Administrators;

Senior Business Associates;

Senior Business Executives;

Senior Civil Servants;

Senior Consultants;

Senior Executives and Managers;

Senior Leaders who oversee the activities of teams;

Senior Managers;

Senior Secretaries;

Special Assistants;

Specialist Team Leaders;

Talent Managers;

Team Development Personnel;

Team Leaders;

Team members themselves;

Team Supervisors;

Training and Development Managers;

Training Directors;

Transaction Analysts;

Vice-Chancellors;

Vice-Presidents;

Those Managers and Corporate Executives seeking an enhanced understanding and heightened competence in the most salient issues that are associated with Executive Leadership and Corporate Communication;

All others who are desirous in enhancing their expertise in team formation, team development, team behaviour, resonation control, transactional analysis and other salient aspects of team dynamics.

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.

He was formerly an Expatriate at:

Ministry of Education, Sokoto, Nigeria;

Ministry of Science and Technical Education, Sokoto, Nigeria;

University of Sokoto, Nigeria;

College of Education, Sokoto, Nigeria; and

Former Editor-In-Chief of ‘Sokoto Journal of Education’.

Snacks on Event Days;  

Lunch on Event Days;                           

City Tour;             

Stationery;                               

On-site Internet Access;

Postgraduate Diploma; Postgraduate Certificate; Diploma – Postgraduate; or

Certificate of Attendance and Participation – if unsuccessful on resit

Leather Conference Folder;

Leather Conference Ring Binder/ Writing Pad;

Key Ring/ Chain;

Leather Conference (Computer – Phone) Bag – Black or Brown;

8-16 GB USB Flash Memory Drive, with Course Material;

Branded Metal Pen;

Branded Polo Shirt.; &

Branded Carrier Bag.

Team development is an important issue in organisational development, not least because of the need to keep work teams constantly motivated and their mental capacity challenged and maintained. Team commitment is desirable and team morale paramount, in the organisation’s strive for effectiveness. This commitment is based on several factors, stemming from a combination of moral commitment; calculative commitment; and remunerative commitment. The associated development activities are designed to ensure that work teams progress and function effectively. The leader’s responsibility incorporates the following activities:

Ensuring that the team is kept highly motivated, through the use of both intrinsic and extrinsic motivation;

Maintaining the team’s level of effectiveness to its maximum, by averting dysfunctional behaviour, preventing over-cohesiveness and ‘resonation’;

Guaranteeing that, through effective gatekeeping, the skills, knowledge and expertise of the team, incorporating marketing intelligence, are effectively utilised in task planning, organising and performance;

Managing conflict, to encourage ‘teamthink’, while averting ‘groupthink’ and its adverse effect.

Many organisations are now moving towards the creation of teams, with a view to improving workers' esteem and commitment. However, if the process is ineffectively managed, their development can be impaired, creating even greater problems for the organisation than persists prior to their creation. Without a clear understanding of team dynamics, the entity might generate a situation wherein a team might be ineffective because of it is deficient in relation to the factors that are associated with its growth and development, relevant to its current stage of operation. An organisation, therefore, needs to recognise the stages of development of a team and the factors relevant to its launch into the 'performing stage', taking cognisance of the psychological factors related to the ‘disbandment phase’ and the efforts that can be made to address them in such a way that members' future contribution to the organisation’s effectiveness is not impaired.

This course addresses all the above crucial issues, equipping participants with the needed expertise to effectively manage teams, making intervention into their operation, where appropriate, to enhance and maintain their performance, towards objective accomplishment. Specifically, by the conclusion of the specified learning and development activities, delegates will be able to:

Address the salient issues associated with Dysfunctional Behaviours;

Analyse the concept of leasing in relation to delegating;

Analyse the perception in each role;

Apply appropriate rewards and, or, punishment that are applied to a given team situation – thereby promoting team ‘functionality’;

Apply group dynamics to organisational settings;

Ascertain the relationship between an incumbent’s experience and role enactment;

Ascertain the relationship between an incumbent’s role perception and his or her role performance;

Clarify roles in team settings;

Define objectives, generally;

Define role set;

Define role;

Define, describe and analyse the nature of an organisation;

Demonstrate a heightened understanding of role relationships;

Demonstrate a heightened understanding of the type and permanence of the leadership of a team;

Demonstrate a high level of understanding of a team attempts to replace a situational leader, to enhance stability, acceptability or renewed or clarified mission or objectives;

Demonstrate an awareness of their ‘Team Building and Maintenance Roles’ that will improve team effectiveness;

Demonstrate an effective ‘leader behaviour’ when dealing with dysfunctional behaviours;

Demonstrate an understanding of the concept of power and how it might be applied for the benefit of the organisation;

Demonstrate an understanding of the issue of ‘responsibility’ and how it translates in superior-subordinate relationships in organizations

Demonstrate an understanding of the notion that societal socio-economic hierarchy might be informally represented in teams;

Demonstrate the effectiveness of the strategy that they have devised for dealing with intra-team competition;

Demonstrate their ability to deal with the psychological effect of disbandment;

Demonstrate their ability to employ transactional analysis in a team context;

Demonstrate their ability to manage conflict effectively, incorporating the occasions when it should be encouraged;

Demonstrate their appreciation of the fact that workers belong to different classes, in society;

Demonstrate their awareness of the value of team cohesiveness and team solidarity, and the dangers of over-cohesiveness;

Demonstrate their grasp of the fundamentals of performance management;

Demonstrate their understanding of the ‘risky shift syndrome’, outlining the steps that they will take to avert them;

Demonstrate their understanding of the importance of Gatekeeping in team formal settings;

Demonstrate their understanding of the theoretical and practice bases of Team Dynamics;

Demonstrate their understanding of the social and psychological relevance of the stages of formation of a group;

Describe role as the behavioural expectations of a role set;

Describe self-ideal as a behavioural construct;

Describe the democratic incumbent, autocratic incumbent, the generous incumbent, the dedicated incumbent, the social self and the role of each;

Describe the effort that they will make to enhance the ‘critical faculty’ of their team;

Detect Dysfunctional Behaviours;

Determine some exemplifying roles;

Determine the boundary relationship of a role set;

Determine the optimum team size for effective functioning;

Determine the place of an incumbent’s perceived role expectations on his or her role enactment;

Determine why a temporary team is likely to be more problematic to lead than a permanent team;

Develop effective communication strategies that might be applied to team settings, minimising technical language;

Differentiate social objectives from business objectives;

Distinguish between command teams, boards, committees and task forces;

Distinguish between formal and informal organisations;

Distinguish between groups and mere aggregations;

Distinguish between informal management and formal management succession charts;

Distinguish between task forces, committees, command groups and boards

;

Distinguish between Temporary Committees and Standing Committees;

Enumerate examples of business and non-business organisations;

Establish a basis for standard setting in their teams;

Establish the link between role and the external environment;

Establish the link between role and the internal environment;

Establish the relationship between self-ideal and a performance enhancer;

Evaluate the effectiveness of their strategy for addressing situations where team members seek sympathy;

Exhibit a knowledge of the intimidating effect that class might have on team members, and, hence, the leader’s responsibility to ensure that this informal hierarchy is dispensed with in the promotion of a ‘classless team’;

Exhibit tact in discouraging team member distracting behaviours;

Explain facets #1 and 2 of authority;

Explain how social objectives lead to profitability gain;

Explain the bases for the feeling of  ‘Togetherness’ or ‘Awareness’ IN An Aggregation;

Explain the concept of segmental expectations;

Explain the occasions in which a situational leader is likely to emerge;

Explain the Team Typological Bases;

Explain why a team’s disbandment might have a negative psychological effect on members and the team leader

;

Explore the bases for ‘division of labour/work’ in organisations and their relation to organisational effectiveness;

Expound the facet of authority, providing practical examples

Identify role segments;

Identify some organisational tasks and determine how tasks are grouped;

Identify the role expectations of social support;

Identify the set of complimentary relationship in every role;

Illustrate how they might resolve interpersonal problems among team members;

Illustrate how they will determine the contribution of each team member to team goal accomplishment;

Illustrate how they will enhance the issue of ‘gatekeeping’ to ensure that team members, in general, participate in team meetings, extending support to the weak, ensuring that introverted team members are not intimidated or ‘crushed’ by the extroverted;

Indicate how they will establishing key competencies in teams;

Indicate how they will help team members to channel their energies into task performance, establishing realistic goals;

Indicate how they will recognise resonation in their teams, outline the steps that they will take to avert or reduce its occurrence, outlining how they will ‘cautioning’ resonators;

Indicate how they will reward exceptional performance in their teams;

Indicate how they would handle blocking, effectively;

Indicate the range of tangible rewards that might be utilised in a team;

Indicate the steps that they will take to harmonising their teams;

Information, who might, nevertheless, be able to perform evaluative role;

Internalise the dysfunctional effect of ‘resonation’ in a team context;

Know the importance of delegation in increasing productivity and workflow;

Order the team formation stages, explaining the psychological issues that beset them and relate them to organisational functioning;

Outline the steps that they will take to avert groupthink and promote teamthink;

Peruse business objectives through business objectives;

Propose an effective remedy to ‘member withdrawal’;

Propose an effective way of dealing with interfering behaviour;

Propose standards of measuring competence in teams;

Propose suitable intangible rewards that might be applied to a team situation;

Provide a basis for team standard setting - establishing standards and evaluating progress;

Provide an indication of their awareness of the fact that team members’ class consciousness might relate to the positions that they occupy in the organisation or society;

Provide an individually synthesized proposal for dealing with aggressiveness;

Provide examples of command teams, highlighting the situations in which a leader might belong to two Command Teams;

Provide examples of how a leader should encourage desirable behaviours in a team;

Put forward a satisfactory way of addressing ‘special pleading’;

Recognise and acknowledge performance improvement in teams;

Recognise the ineloquent team members;

Resonation as an issue in team effectiveness;

Suggest how they might employ an effective diversity management that discourages resonation;

Suggest how to determine which individual members of a team can improve their performance – and subsequently, their contribution to the team as a way of harnessing team synergy;

Suggest how to establish acceptable performance levels in teams, noting performance indicators;

Suggest the difference in interpretation of groups and teams;

Suggest ways of improving group morale, while enhancing their effectiveness

;

Suggest ways to counteract the effect of the informal hierarchy - in teams other than command teams;

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

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;

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

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

Demonstrate their ability to analyse data;

Demonstrate their ability to convene meetings;

Demonstrate their ability to work collaboratively in Designing an investigation;

Demonstrate their competence in conducting meetings within time limits;

Demonstrate their understanding of at least 2 approaches to leadership;

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

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

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

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

Distinguish between data and information;

Distinguish between groups and mere aggregations;

Distinguish between summary and conclusions;

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

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

Distinguish between the importance and urgency of meetings;

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

Exhibit their competence in promoting ‘harmony’ at meetings;

Exhibit their competence to seek consensus at meetings;

Explain ‘Person’ or ‘Consideration Oriented’ leaders and their relationship with employee satisfaction and subsequent staff turnover level;

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

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

Illustrate their newly acquired skill in Data Interpretation;

Manage an investigation, from inception and design to reporting;

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

Point to specific empirical research supporting the relationship between participative leadership;

Present Information in an interesting and accurate manner;

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

Schedule meetings, taking pertinent factors into account;

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

Suggest problems with equalities or traits approaches;

Suggest the difference in interpretation of groups and teams;

Use Microsoft Excel to make necessary calculations.

Demonstrate their understanding of the social and psychological relevance of the stages of formation of a group;

Design an investigation, taking pertinent factors into account; 

Design Instruments for Data Elicitation;

Part 1. Organisational Analysis In Context.

Part 2. Role in an Organisational Context.

Part 3. Role and Role Conflict in Organisations.

Part 4. Salient Team Dynamic Issues.

Part 5. Team Typologies and Their Bases.

Part 6. Team Formation, Stage Significance, and Task Implications.

Part 7. Effective Team Leadership.

Part 8. Intra-Team Relationship: Analysis and Intervention.

Part 9. Enhancing Team Performance.

Part 10. Team Performance Enhancement Effort.

Part 11. Executive High-Performance Leadership.

Part 12. Information Gathering, Processing and Presentation.

Part 13. Information Gathering, Processing and Presentation.

Part 14: Meetings: Scheduling and Conduct.

Part 15. Addressing Resonation and Issues Associated With Transactional Analysis..

Executive Leadership and Corporate Communication, Leading to Diploma - Postgraduate - in Executive Leadership and Corporate Communication, Triple-Credit, 90 Credit-Hours, accumulating to a Postgraduate Certificate, with 90 additional Credit-Hours, and a Postgraduate Diploma, with 270 additional Credit-Hours.