Executive Leadership, Team Leadership, and Public Relations
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Seminar or Course Number 039 - Executive Leadership, Team Leadership and Public Relations Postgraduate Course, Leading to Diploma – Postgraduate – in Executive Leadership, Team Leadership and Public Relations, Triple-Credit, 90 Credit-Hours. Click to download the PDF Brochure for this Course.

For Whom This Course is Designed Graphics, below which are the list of professionals for whom HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com) has designed this Postgraduate Course

Public Relations Practitioners;

Marketers and Public Relations Managers;

Internal Change Agents;

External Change Agents;

Customer Service Managers;

Sales and Development Business Managers;

HR professionals who have communications roles;

Managers who want to add high-level communications skills to their personal portfolios;

Other key personnel in the organization whose work involves contact and interaction with internal/external public;

Senior Leaders who oversee the activities of teams;

Public Relations Professionals;

Training Directors;

Performance Consultants;

Management Development Directors;

Team members themselves;

All other organisational operatives who are desirous of an enhanced expertise in Executive .Leadership, Team Leadership and Public Relations.

Course Coordinator Graphic2, below which are his name, qualifications and affiliations, who is also the Director of HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

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’

This Website Graphics is a Course Name and Award Name Indicator, incorporating the Name of the Postgraduate Course, The Award, with the Credit-Value and Credit-Hours. It also informs us of the number of additional Credits that are required for accumulation to a Postgraduate Certificate, and Postgraduate Diploma, respectively, when taken at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).
Website Graphics for the inclusions of “In-Venues Cost”, for each Delegate attending a Postgraduate Course at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

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.

Website Graphics stipulating the possible Branded Complimentary Products that Students and Delegates might receive, while attending a Postgraduate Programme or Postgraduate Course at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

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.

Website Graphics provides a caption stipulating our Scheduled International Course Delivery Locations, noting that other locations and Inhouse Deliveries can also be organised by HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).
This Website Graphics is a Course Name and Award Name Indicator, incorporating the Name of the Postgraduate Course, The Award, with the Credit-Value and Credit-Hours. It also informs us of the number of additional Credits that are required for accumulation to a Postgraduate Certificate, and Postgraduate Diploma, respectively, when taken at HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).
This Website Graphics is a Label for Postgraduate Course Objectives, from HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com). Below the graphics are the list of objectives that the Delegates, in attendance, are expected to achieve, at the conclusion of the specific learning experience that this organisation provides.

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.

This Website Graphics is a Label for Postgraduate Course Contents, Concepts, and Issues, from HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com). Below the graphics are the outline of the Contents, Concepts, and Issues.
This Website Graphics provides details of the information, so far, provided in the Course Brochure, indicating that which will be withheld until Delegates attend the course In-Venues or Online. This is and will be supplied by # HRODC Postgraduate Training Institute, A Postgraduate-Only Institution (https://www.hrodc.com).

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.

Seminar or Course Number 039 - Executive Leadership, Team Leadership and Public Relations Postgraduate Course, Leading to Diploma – Postgraduate – in Executive Leadership, Team Leadership and Public Relations, Triple-Credit, 90 Credit-Hours. Click to download the PDF Brochure for this Course.