Executive Leadership, Team Leadership & Public Relations, Postgraduate Course
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Seminar or Course Number 039 - Executive Leadership, Team Leadership and Public Relations, Leading to Diploma–Postgraduate – in Executive Leadership, Team Leadership and Public Relations, Triple-Credit, 90 Credit-Hours, Accumulating to a Postgraduate Certificate, with 90 additional Credit-Hours, and a Postgraduate Diploma, with 270 additional Credit-Hours.  Contents include Groups and Aggregations, Situational Leader, Clarified Mission or Objectives, Temporary Team, Permanent Team, Team Disbandment, Psychological Effect, ‘Togetherness’ or ‘Awareness’, Aggregation and Interaction, Team or Group, Team Dynamics, Team Typologies, Team Typological Bases, Command Team, Temporary Committees, Standing Committees, Task Forces, Command Teams and the Organisational Hierarchy, Command Teams and the Organisational Functioning, Team Formation, Team Formation Stage 1 Forming, Team Formation Stage 2: Storming, Forming and Norming Stages, Team Development, Team Formation Stage 3 Norming, Team Formation Stage 4 Performing, Total Integration, Team Formation Stage 5, Adjourning or Disbanding, Psychological Effect of Disbandment, Dysfunctional Behaviours, Addressing Dysfunctional Behaviours, Dealing with Aggressiveness, Handling Blocking, Interfering Behaviour, Intra-Team Competition, Member Withdrawal, Special Pleading, Discouraging Distracting Behaviours, Encouraging Desirable Behaviours, Tangible Rewards, Intangible Rewards, Team Situation, Appropriate Rewards and or Punishment, Team Functionality, Team Building and Maintenance Roles, Improving Team Effectiveness, Encouraging Members, Standard Setting, Optimum Team Size, Providing Team Incentives, Encouraging Conflict, Averting Groupthink, Risky Shift Syndrome, Employing Transactional Analysis, Diversity Management, Discouraging Resonation, Encouraging Members, Harmonising Team, Performance Management, Interpersonal Problems, Team Members, Task Performance, Realistic Goals, Effective Communication Strategies, Technical Language, Clarifying Roles, Standard Setting, Evaluating Progress, Goal Accomplishment, Acknowledging Performance Improvement, Rewarding Exceptional Performance, Establishing Key Competencies, Establishing Acceptable Performance Levels, Noting Performance Indicators, Measuring Competence, Harnessing Team Synergy, Gatekeeping, Supporting the Weak, Perform Evaluative Role, Resonation as an Issue in Team Effectiveness, Recognising Resonation, Avert or Reduce Resonation, Cautioning’ Resonators, Determining the Optimum Team Size, Operational Effectiveness, Team Constitutional Contingent Factors, Member Interaction, Team Leader, Direct Communication, Intervening Factors, Team Communication as Interaction, Communication Reciprocation, Team Transaction, Team Transitional Analysis, The ‘Child’ In the Team, The ‘Adult’ In the Team, The ‘Parent’ In the Team, The Team Leader as a Transaction Analyst.

Seminar or Course Number 039 - Executive Leadership, Team Leadership and Public Relations Seminar or Course, Leading to Diploma–Postgraduate – in Executive Leadership, Team Leadership and Public Relations (Triple-Credit), Accumulating to a Postgraduate Diploma. 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.


For Whom This Course is Designed

This Course is Designed For:

  • Public Relations Professionals;

  • Public Relations Practitioners;

  • Marketers and Public Relations Managers;

  • Board of Directors;

  • Business Owners;

  • Consultants;

  • Senior Managers;

  • Middle Managers;

  • Junior 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;

  • Corporate Directors;

  • Divisional Managers;

  • Management Consultants;

  • Senior Executives and Managers;

  • Team Leaders;

  • Organisational Leaders;

  • Senior Leaders who oversee the activities of teams;

  • Supervisors;

  • Training Directors;

  • Performance Consultants;

  • Management Development Directors;

  • Business Owners;

  • Entrepreneurs;

  • Team members themselves;

  • All others desirous of enhancing their expertise in Executive Leadership, Team Leadership and Public Relations.


 Course Duration: 15 Days

 Course Cost:  £15,000.00 Per Delegate


The course cost does not include living accommodation. However, delegates are treated with 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.


Daily Schedule: 9:30 to 4:30 pm.

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

The Importance of This Course and Statement of its Objectives.

The contents, concepts and issues of this course are designed to inform managers of how to deal with the internal and external organisational relationships on which, of course, the ultimate success of the entity depends. For example, the executives need to understand how to foster very effective superior-subordinate relationship. One that encourages unrestricted communication, the flow of ideas which ultimately lead to successful innovation and change which are designed to drive the organisation into the future, competing with rivals, cornering and dominating markets thereby keeping the organisation afloat even in turbulent socio-economic environments.

Team Leadership and Executive Leadership are the cornerstone to successful client-customer driven organisations wherein the internal health of the entity depend on people who learn to listen and be sensitive to the issues which clients bring to the fore; where marketing intelligence is exploited for the benefit of the organisation as a whole and to the individuals who will aspire to rising to the echelons of power; where internal promotion is encouraged bolstered by delegation and managerial support within a learning environment; where mistakes are not used as a reason to penalize workers for unsuccessful attempts at making or at employing change efforts, but will be used as a platform for the continued acquisition of knowledge and expertise.

Specifically, by the conclusion of the specified learning and development activities, delegates will be able to:

  • 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.

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

Course Contents, Concepts and Issues

Module 1

Team Leadership

  • Groups and Aggregations: Points of Distinction;

  • The Type and Permanence of the Leadership of a Team;

  • When Does a Situational Leader Emerge?

  • How Does the Team Attempts to Replace a Situational Leader, Enhance Stability, Acceptability or Renewed or Clarified Mission or Objectives?

  • Why Does a Temporary Team More Problematic to Lead Than a Permanent Team?

  • Why Does Team Disbandment Have a Negative Psychological Effect On Members and Leader?

  • An Aggregation - ‘Togetherness’ or ‘Awareness’?

  • Aggregation and Interaction

  • Team or Group: A Definition and Distinction

  • Team Dynamics

  • Team Typologies

  • Team Typological Bases

  • Command Team

  • Committees

  • Temporary Committees

  • Standing Committees

  • Task Forces

  • Boards

  • Command Teams and the Organisational Hierarchy

  • Command Teams and the Organisational Functioning

  • Team Formation

  • Team Formation Stage 1: Forming

  • Team Formation Stage 2: Storming

  •  How ‘True-To-Life’ or Realistic Are the Forming and Norming Stages of Team Development?

  • Team Formation Stage 3: Norming

  • Team Formation Stage 4: Performing or Total Integration

  • Team Formation Stage 5: Adjourning or Disbanding

  • Deal With the Psychological Effect of Disbandment

  • Dysfunctional Behaviours

  • Addressing Dysfunctional Behaviours

  • Dealing with Aggressiveness

  • Handling Blocking 

  • Dealing with Interfering Behaviour

  • Dealing With Intra-Team Competition

  • Addressing Situations Where Team Members Seek Sympathy

  • Dealing with Member Withdrawal

  • Addressing Special Pleading

  • Leader Behaviour in Dealing with Dysfunctional Behaviours

  • Being Tactful in Discouraging Distracting Behaviours

  • Encouraging Desirable Behaviours

  • Using Tangible Rewards,

  • Using Intangible Rewards

  • Bearing Mindful Of Team Situation

  • Applying Appropriate Rewards and, or, Punishment

  • Promoting Team Functionality

  • Team Building and Maintenance Roles: Improving Team Effectiveness

  • Encouraging Members

  • Harmonising

  • Standard Setting

  • Gatekeeping

  • Determining the Optimum Team Size

  • Providing Team Incentives

  • Encouraging Conflict

  • Averting Groupthink

  • Avoiding the Risky Shift Syndrome

  • Employing Transactional Analysis

  • Employing Effective Diversity Management and Discouraging Resonation

  • Encouraging Members

  • Harmonising Team

  • Performance Management

  • Solving Interpersonal Problems among Team Members

  • Helping Team Members to Channel Their Energies Into Task Performance Establishing Realistic Goals

  • Developing Effective Communication Strategies

  • Minimising Technical Language

  • Clarifying Roles

  • Standard Setting - Establishing Standards and Evaluating Progress

  • A Determination of the Contribution of Each Team Member to Goal Accomplishment

  • Recognising and Acknowledging Performance Improvement

  • Rewarding Exceptional Performance

  • Establishing Key Competencies

  • Establishing Acceptable Performance Levels

  • Noting Performance Indicators

  • Measuring Competence

  • Which Individual Members Can Improve Their Performance – and Subsequently, Their Contribution to the Team as A Whole

  • Harnessing Team Synergy

  • Gatekeeping

  • Making It Possible For Others to Participate,

  • Supporting the Weak

  • Ensuring That Introverted Team Members Are Not Intimidated or ‘Crushed’ By the Extroverted

  • Recognising the Ineloquent Team Members

  • Without Relevant Current

  • Information to Perform Evaluative Role Resonation as an Issue in Team Effectiveness

  • Recognising Resonation

  • Taking Steps to Avert or Reduce Resonation

  • ‘Cautioning’ Resonators

  • Determining the Optimum Team Size

  • Numbers That Are Best For the Operational Effectiveness of a Team –

  • Team Constitutional Contingent Factors

  • TTTeam Numbers and Member Interaction

  • Team Leader’s Direct Communication with Them

  • Members and the Intervening Factors

  • Team Communication as Interaction

  • Necessity of Communication Reciprocation within Teams

  • Team Transaction

  • Team Transitional Analysis

  • The ‘Child’ In the Team

  • The ‘Adult’ In the Team

  • The ‘Parent’ In the Team

  • The Team Leader as a Transaction Analyst 


Module 2

Executive High Performance Leadership

  • The concepts of ‘leader’ and ‘managerial leader’;

  • The leader and authority;

  • The leader and influence;

  • The manager and the conferment of power;

  • The application of control and ‘power cohesion’;

  • The ‘managerial leader’ and the ability to vary strategy;

  • Power as a recourse of the managerial leader;

  • Leadership and Interpersonal relationship;

  • Approaches to leadership;

  • Qualities or Traits Approach to leadership;

  • Task and person orientation;

  • Participative leadership;

  • Transactional Leadership;

  • Transformational Leadership;

  • Contingency or Situational Approaches to Leadership;

  • Leaders vs non-leaders in relation to confidence & intelligence;

  • Leadership and extroversion;

  • Problems with Traits Approach’;

  • Social, power & achievement needs and their relevance to leadership;

  • ‘Task and leader- qualities match’;

  • The Perceived consequence of task orientation and reduced relationship orientation for managerial effectiveness;

  • The consequence of Person or consideration oriented leadership on employee satisfaction and subsequent staff turnover;

  • Contingent factors and leader effectiveness or ineffectiveness;

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

  • Perceived value of ‘autocratic leader behaviour’;

  • Value of ‘performance monitoring’ to individual effectiveness;

  • Result Orientation Leadership VS Process Oriented Leadership;

  • Transformational;

  • Leadership and Charisma;

  • Mission Progress Articulation;

  • Leading through delegation;

  • Subordinates’ perception of transformational leadership VS transactional leadership;

  • Contingency Approaches to Leadership and the crucial nature of an organisation’s environmental variables;

  • Contingency approaches VS Universalist approaches to leadership;

  • Contingency approaches to leadership and their relationship to trait and style orientations;

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

  • Superior-subordinate relationships as leader behaviour;

  • Superior-subordinate relationships as control and influence;

  • Superior-subordinate relationships as power and authority;

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

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

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

  • Characteristics of low LPC managers and their relationship with Theory X;

  • Characteristics of low LPC managers and their relationship to task control;

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

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

  • LPC Leaders and their relationship with production orientation;

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

  • LPC Leaders and the concept of ‘Power Distance’;

  • LPC Leaders and their emphasis on meeting targets;

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

  • Relevance of Situational Variables on leader behaviour:

  • Leader-Member Relation;

  • Task Structure.


Module 3

Public Relations: Dealing with the Public

  • Print Media Relations:

  • Impartiality of the media;

  • Number one medium;

  • Prominence of Electronic media;

  • The Internet factor;

  • Dealing with the media;

  • Attracting publicity;

  • Value of publicity;

  • Pitching publicity;

  • Online publicity;

  • Handling Media Interviews.

  • Employee Relation:

  • Strong Employee Relations towards Solid Organizations;

  • Dealing With the Employee Public;

  • Trusted Communications;

  • Credibility;

  • S-H-O-C the Troops;

  • Employee Communications Tactics;

  • Internal Communications Audits;

  • Online Communications;

  • The Intranet;

  • Print Publications;

  • Bulletin Boards;

  • Suggestion Box/Town Hall Meetings;

  • Internal Video;

  • Face-To-Face Communications;

  • The Grapevine.

  • Multicultural Community Relations:

  • Community Social Responsibility;

  • Community Relations Expectations;

  • Objectives of Community Relations;

  • Community Relations on the Web;

  • Serving Diverse Communities;

  • Non-profit Public Relations.

  • Government Relations: Enhancing Public Relations Effectiveness:

  • Public Relations;

  • Public Relations in Government;

  • Government Practitioners;

  • Two Prominent Departments;

  • The President;

  • The President’s Press Secretary;

  • Lobbying the Government;

  • What Do Lobbyists Do?;

  • Do-It-Yourself Lobbying;

  • Political Action Committees;

  • Dealing with Local Government.

  • Consumer or Client Relations in Public Relations:

  • Worldwide Consumer Class;

  • Objectives of Consumer Relations;

  • Consumer-Generated Media;

  • Customer Complaints Handling;

  • The Consumer Movement;

  • Federal Consumer Agencies;

  • Consumer Activists on the Internet;

  • Business Gets the Message.

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