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:
Define, describe and analyse the nature of an organisation;
Distinguish between formal and informal organisations;
Identify some organisational tasks and determine how tasks are
grouped;
Enumerate examples of business and non-business organisations;
Define objectives, generally;
Differentiate social objectives from business objectives;
Peruse business objectives through business objectives;
Explain how social objectives lead to profitability gain;
Explore the bases for ‘division of labour/work’ in organisations
and their relation to organisational effectiveness;
Ascertain the importance of delegating tasks;
Demonstrate an understanding of the issue of
‘responsibility’ and how it translates in
superior-subordinate relationships in organizations
Provide a working definition of accountability
Expound the facet of authority, providing practical examples
Demonstrate an understanding of the concept of
power and how it might be applied for the benefit of the
organisation;
Ascertain the concept of delegation;
Analyse the concept of leasing in relation to
delegating;
Define role;
Identify the set of complimentary
relationship in every role;
Demonstrate a heightened understanding
of role relationships;
Determine some exemplifying roles;
Analyse the perception in each role;
Define role set;
Identify role segments;
Distinguish between groups and mere
aggregations;
Suggest the difference in
interpretation of groups and teams;
Demonstrate your understanding of the
social and psychological relevance of the stages of
formation of a group;
Distinguish between task forces,
committees, command groups and boards;
Apply group dynamics to organisational
settings;
Suggest ways of improving group morale,
while enhancing their effectiveness
Demonstrate a heightened understanding of the type and permanence
of the leadership of a team;
Explain the occasions in which a situational leader is likely to
emerge;
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;
Determine why a temporary team is likely to be more problematic
to lead than a permanent team;
Explain why a team’s disbandment might have a negative
psychological effect on members and the team leader
Explain the bases for the feeling of
‘Togetherness’ or ‘Awareness’ IN An Aggregation;
Demonstrate their understanding of the theoretical and
practice bases of Team Dynamics;
Explain the Team Typological Bases;
Distinguish between command teams, boards, committees and task
forces;
Provide examples of command teams, highlighting the situations in
which a leader might belong to two Command Teams;
Distinguish between Temporary Committees and Standing Committees;
Order the team formation stages, explaining the
psychological issues that beset them and relate them to
organisational functioning;
Demonstrate their ability to deal with the psychological
effect of disbandment;
Detect Dysfunctional Behaviours;
Address the salient issues associated with Dysfunctional
Behaviours;
Provide an individually synthesized proposal for dealing with
aggressiveness;
Indicate how they would handle blocking, effectively;
Propose an effective way of dealing with interfering behaviour;
Demonstrate the effectiveness of the strategy that they have
devised for dealing with intra-team competition;
Evaluate the effectiveness of their strategy for addressing
situations where team members seek sympathy;
Propose an effective remedy to ‘member withdrawal’;
Put forward a satisfactory way of addressing ‘special pleading’;
Demonstrate an effective ‘leader behaviour’ when dealing with
dysfunctional behaviours;
Exhibit tact in discouraging team member distracting behaviours;
Provide examples of how a leader should encourage desirable
behaviours in a team;
Indicate the range of tangible rewards that might be utilised in
a team;
Propose suitable intangible rewards that might be applied to a
team situation;
Apply appropriate rewards and, or, punishment that are applied to
a given team situation – thereby promoting team
‘functionality’;
Demonstrate an awareness of their ‘Team Building and
Maintenance Roles’ that will improve team effectiveness;
Indicate the steps that they will take to harmonising their
teams;
Establish a basis for standard setting in their teams;
Demonstrate their understanding of the importance of Gatekeeping
in team formal settings;
Determine the optimum team size for effective functioning;
Demonstrate their ability to manage conflict effectively,
incorporating the occasions when it should be encouraged;
Outline the steps that they will take to avert groupthink and
promote teamthink;
Demonstrate their understanding of the ‘risky shift syndrome’,
outlining the steps that they will take to avert them;
Demonstrate their ability to employ transactional analysis in a
team context;
Internalise the dysfunctional effect of ‘resonation’ in a team
context;
Suggest how they might employ an effective diversity management
that discourages resonation;
Demonstrate their grasp of the fundamentals of performance
management;
Illustrate how they might resolve
interpersonal problems among team members;
Indicate how they will help team
members to channel their energies into task performance,
establishing realistic goals;
Develop effective communication
strategies that might be applied to team settings,
minimising technical language;
Clarify roles in team settings;
Provide a basis for team standard
setting - establishing standards and evaluating progress;
Illustrate how they will determine the
contribution of each team member to team goal
accomplishment;
Recognise and acknowledge performance
improvement in teams;
Indicate how they will reward
exceptional performance in their teams;
Indicate how they will establishing key
competencies in teams;
Suggest how to establish acceptable
performance levels in teams, noting performance indicators;
Propose standards of measuring
competence in teams;
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;
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;
Recognise the ineloquent team members;
Without relevant current;
Information, who might, nevertheless, be able to perform
evaluative role;
Resonation as an issue in team effectiveness;
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;
Suggest ways to counteract the effect of the informal hierarchy -
in teams other than command teams;
Demonstrate their appreciation of the fact that workers belong to
different classes, in society;
Demonstrate an understanding of the notion that societal
socio-economic hierarchy might be informally represented in
teams;
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;
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’;
Describe the effort that they will make to enhance the ‘critical
faculty’ of their team; and
Demonstrate their awareness of the value of team cohesiveness and
team solidarity, and the dangers of over-cohesiveness;
Distinguish between the concepts of ‘leader’ and ‘managerial
leader’;
Demonstrate their understanding of at least 2 approaches to
leadership;
Demonstrate their understanding of the relationship between
fielder’s situational model & McGregor’s Theory ‘X’ & Theory
‘Y’ leadership styles;
Plot
the relationship between managers with high & low least
preferred co-worker (LPC), characteristics, respectively;
Demonstrate their understanding of the High and Low LPC
Leaders’ degree of behavioural control over their
subordinates, respectively;
Explain the relationship between the ‘goal-path model’ of
leadership & the expectancy theory of motivation;
Suggest problems with equalities or traits approaches;
Explain ‘Person’ or ‘Consideration Oriented’ leaders and
their relationship with employee satisfaction and subsequent
staff turnover level;
Point to specific empirical research supporting the relationship
between participative leadership.
Part 1. Contextualising Organisational Analysis
Part 2. Team Leadership: Conceptual and Contextual
Explorations
Part 3. Team Dynamics in an Organisational Context.
Part 4. Addressing Team Dysfunctional
Behaviours For Enhanced Performance.
Part 5. Intrateam Relationship and Motivation.
Part 6. Team Leadership: Conceptual and Contextual
Explorations
Part 7. Team Performance Standard and Measurement
Part 8. Resonational Impediment To Enhanced Team
Performance.
Part 10.
Leader Behaviour-Orientation, and System and Subsystem Success.
Part 11. Task Performance and Team
Relationships: Pertinent Issues Towards
Part 12. Print Media Relations
Part 13. Employee Relations.
Part 14. Multicultural Community Relations
Part 15. Government Relations: Enhancing Public Relations Effectiveness:
Part 16. Consumer or Client Relations in Public
Relations.
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