Executive Leadership, Team Leadership & Public Relations, Postgraduate Course |
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.
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:
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Public Relations Professionals;
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Public Relations Practitioners;
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Marketers and Public Relations Managers;
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Board of Directors;
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Business Owners;
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Consultants;
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Senior Managers;
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Middle Managers;
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Junior Managers;
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Internal Change Agents;
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External Change Agents;
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Customer Service Managers;
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Sales and Development Business Managers;
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HR professionals who have communications roles;
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Managers who want to add high-level communications skills to
their personal portfolios;
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Other key personnel in the organization whose work involves
contact and interaction with internal/external public;
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Corporate Directors;
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Divisional Managers;
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Management Consultants;
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Senior Executives and Managers;
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Team Leaders;
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Organisational Leaders;
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Senior Leaders who oversee the activities of teams;
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Supervisors;
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Training Directors;
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Performance Consultants;
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Management Development Directors;
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Business Owners;
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Entrepreneurs;
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Team members themselves;
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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:
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Free Continuous snacks throughout the Event Days;
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Free Hot Lunch on Event Days;
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Free City Tour;
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Free Stationery;
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Free On-site Internet Access;
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HRODC Postgraduate Training Institute’s Diploma –
Postgraduate; or
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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;
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HRODC Postgraduate Training Institute’s Metal Pen;
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HRODC Postgraduate Training Institute’s Polo Shirt.
Daily Schedule:
9:30 to 4:30 pm.
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:
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Distinguish between groups and mere aggregations;
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Suggest the difference in interpretation of groups and teams;
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Demonstrate your understanding of the social and psychological
relevance of the stages of formation of a group;
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Distinguish between task forces, committees, command groups and
boards
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;Apply group dynamics to organisational settings;
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Suggest ways of improving group morale, while enhancing their
effectiveness;
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Demonstrate a heightened understanding of the type and
permanence of the leadership of a team;
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Explain the occasions in which a situational leader is likely to
emerge;
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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;
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Determine why a temporary team is likely to be more problematic
to lead than a permanent team;
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Explain why a team’s disbandment might have a negative
psychological effect on members and the team leader
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Explain the bases for the feeling of ‘Togetherness’ or
‘Awareness’ IN An Aggregation;
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Demonstrate their understanding of the theoretical and practice
bases of Team Dynamics;
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Explain the Team Typological Bases;
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Distinguish between command teams, boards, committees and task
forces;
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Provide examples of command teams, highlighting the situations
in which a leader might belong to two Command Teams;
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Distinguish between Temporary Committees and Standing
Committees;
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Order the team formation stages, explaining the psychological
issues that beset them and relate them to organisational
functioning;
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Demonstrate their ability to deal with the psychological effect
of disbandment;
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Detect Dysfunctional Behaviours;
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Address the salient issues associated with Dysfunctional
Behaviours;
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Provide an individually synthesized proposal for dealing with
aggressiveness;
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Indicate how they would handle blocking, effectively;
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Propose an effective way of dealing with interfering behaviour;
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Demonstrate the effectiveness of the strategy that they have
devised for dealing with intra-team competition;
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Evaluate the effectiveness of their strategy for addressing
situations where team members seek sympathy;
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Propose an effective remedy to ‘member withdrawal’;
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Put forward a satisfactory way of addressing ‘special pleading’;
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Demonstrate an effective ‘leader behaviour’ when dealing with
dysfunctional behaviours;
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Exhibit tact in discouraging team member distracting behaviours;
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Provide examples of how a leader should encourage desirable
behaviours in a team;
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Indicate the range of tangible rewards that might be utilised in
a team;
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Propose suitable intangible rewards that might be applied to a
team situation;
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Apply appropriate rewards and, or, punishment that are applied
to a given team situation – thereby promoting team
‘functionality’;
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Demonstrate an awareness of their ‘Team Building and Maintenance
Roles’ that will improve team effectiveness;
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Indicate the steps that they will take to harmonising their
teams;
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Establish a basis for standard setting in their teams;
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Demonstrate their understanding of the importance of Gatekeeping
in team formal settings;
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Determine the optimum team size for effective functioning;
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Demonstrate their ability to manage conflict effectively,
incorporating the occasions when it should be encouraged;
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Outline the steps that they will take to avert groupthink and
promote teamthink;
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Demonstrate their understanding of the ‘risky shift syndrome’,
outlining the steps that they will take to avert them;
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Demonstrate their ability to employ transactional analysis in a
team context;
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Internalise the dysfunctional effect of ‘resonation’ in a team
context;
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Suggest how they might employ an effective diversity management
that discourages resonation;
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Demonstrate their grasp of the fundamentals of performance
management;
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Illustrate how they might resolve interpersonal problems among
team members;
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Indicate how they will help team members to channel their
energies into task performance, establishing realistic goals;
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Develop effective communication strategies that might be applied
to team settings, minimising technical language;
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Clarify roles in team settings;
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Provide a basis for team standard setting - establishing
standards and evaluating progress;
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Illustrate how they will determine the contribution of each team
member to team goal accomplishment;
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Recognise and acknowledge performance improvement in teams;
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Indicate how they will reward exceptional performance in their
teams;
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Indicate how they will establishing key competencies in teams;
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Suggest how to establish acceptable performance levels in teams,
noting performance indicators;
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Propose standards of measuring competence in teams;
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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;
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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;
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Recognise the ineloquent team members;
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Without relevant current;
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Information, who might, nevertheless, be able to perform
evaluative role;
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Resonation as an issue in team effectiveness;
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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;
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Suggest ways to counteract the effect of the informal hierarchy
- in teams other than command teams;
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Demonstrate their appreciation of the fact that workers belong
to different classes, in society;
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Demonstrate an understanding of the notion that societal
socio-economic hierarchy might be informally represented in
teams;
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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;
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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’;
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Describe the effort that they will make to enhance the ‘critical
faculty’ of their team; and
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Demonstrate their awareness of the value of team cohesiveness
and team solidarity, and the dangers of over-cohesiveness;
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Distinguish between the concepts of ‘leader’ and ‘managerial
leader’;
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Demonstrate their understanding of at least 2 approaches to
leadership;
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Demonstrate their understanding of the relationship between
fielder’s situational model & McGregor’s Theory ‘X’ & Theory ‘Y’
leadership styles;
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Plot the relationship between managers with high & low least
preferred co-worker (LPC), characteristics, respectively;
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Demonstrate their understanding of the High and Low LPC Leaders’
degree of behavioural control over their subordinates,
respectively;
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Explain the relationship between the ‘goal-path model’ of
leadership & the expectancy theory of motivation;
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Suggest problems with equalities or traits approaches;
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Explain ‘Person’ or ‘Consideration Oriented’ leaders and their
relationship with employee satisfaction and subsequent staff
turnover level;
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Point to specific empirical research supporting the relationship
between participative leadership.
Course Contents, Concepts and Issues
Module 1
Team Leadership
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Groups and Aggregations: Points of Distinction;
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The Type and Permanence of the Leadership of a Team;
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When Does a Situational Leader Emerge?
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How Does the Team Attempts to Replace a Situational Leader,
Enhance Stability, Acceptability or Renewed or Clarified Mission
or Objectives?
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Why Does a Temporary Team More Problematic to Lead Than a
Permanent Team?
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Why Does Team Disbandment Have a Negative Psychological Effect
On Members and Leader?
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An Aggregation - ‘Togetherness’ or ‘Awareness’?
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Aggregation and Interaction
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Team or Group: A Definition and Distinction
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Team Dynamics
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Team Typologies
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Team Typological Bases
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Command Team
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Committees
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Temporary Committees
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Standing Committees
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Task Forces
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Boards
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Command Teams and the Organisational Hierarchy
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Command Teams and the Organisational Functioning
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Team Formation
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Team Formation Stage 1: Forming
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Team Formation Stage 2: Storming
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How ‘True-To-Life’ or Realistic Are the Forming and Norming
Stages of Team Development?
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Team Formation Stage 3: Norming
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Team Formation Stage 4: Performing or Total Integration
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Team Formation Stage 5: Adjourning or Disbanding
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Deal With the Psychological Effect of Disbandment
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Dysfunctional Behaviours
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Addressing Dysfunctional Behaviours
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Dealing with Aggressiveness
-
Handling Blocking
-
Dealing with Interfering Behaviour
-
Dealing With Intra-Team Competition
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Addressing Situations Where Team Members Seek Sympathy
-
Dealing with Member Withdrawal
-
Addressing Special Pleading
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Leader Behaviour in Dealing with Dysfunctional Behaviours
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Being Tactful in Discouraging Distracting Behaviours
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Encouraging Desirable Behaviours
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Using Tangible Rewards,
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Using Intangible Rewards
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Bearing Mindful Of Team Situation
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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
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Encouraging Members
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Harmonising Team
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Performance Management
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Solving Interpersonal Problems among Team Members
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Helping Team Members to Channel Their Energies Into Task
Performance Establishing Realistic Goals
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Developing Effective Communication Strategies
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Minimising Technical Language
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Clarifying Roles
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Standard Setting - Establishing Standards and Evaluating
Progress
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A Determination of the Contribution of Each Team Member to Goal
Accomplishment
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Recognising and Acknowledging Performance Improvement
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Rewarding Exceptional Performance
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Establishing Key Competencies
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Establishing Acceptable Performance Levels
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Noting Performance Indicators
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Measuring Competence
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Which Individual Members Can Improve Their Performance – and
Subsequently, Their Contribution to the Team as A Whole
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Harnessing Team Synergy
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Gatekeeping
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Making It Possible For Others to Participate,
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Supporting the Weak
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Ensuring That Introverted Team Members Are Not Intimidated or
‘Crushed’ By the Extroverted
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Recognising the Ineloquent Team Members
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Without Relevant Current
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Information to Perform Evaluative Role Resonation as an Issue in
Team Effectiveness
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Recognising Resonation
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Taking Steps to Avert or Reduce Resonation
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‘Cautioning’ Resonators
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Determining the Optimum Team Size
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Numbers That Are Best For the Operational Effectiveness of a
Team –
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Team Constitutional Contingent Factors
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TTTeam Numbers and Member Interaction
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Team Leader’s Direct Communication with Them
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Members and the Intervening Factors
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Team Communication as Interaction
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Necessity of Communication Reciprocation within Teams
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Team Transaction
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Team Transitional Analysis
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The ‘Child’ In the Team
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The ‘Adult’ In the Team
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The ‘Parent’ In the Team
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The Team Leader as a Transaction Analyst
Module 2
Executive High Performance Leadership
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The concepts of ‘leader’ and ‘managerial leader’;
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The leader and authority;
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The leader and influence;
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The manager and the conferment of power;
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The application of control and ‘power cohesion’;
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The ‘managerial leader’ and the ability to vary strategy;
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Power as a recourse of the managerial leader;
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Leadership and Interpersonal relationship;
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Approaches to leadership;
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Qualities or Traits Approach to leadership;
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Task and person orientation;
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Participative leadership;
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Transactional Leadership;
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Transformational Leadership;
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Contingency or Situational Approaches to Leadership;
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Leaders vs non-leaders in relation to confidence & intelligence;
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Leadership and extroversion;
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Problems with Traits Approach’;
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Social, power & achievement needs and their relevance to
leadership;
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‘Task and leader- qualities match’;
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The Perceived consequence of task orientation and reduced
relationship orientation for managerial effectiveness;
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The consequence of Person or consideration oriented leadership
on employee satisfaction and subsequent staff turnover;
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Contingent factors and leader effectiveness or ineffectiveness;
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Perceived value of ‘democratic leader behaviour’, dispensing
participative leadership;
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Perceived value of ‘autocratic leader behaviour’;
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Value of ‘performance monitoring’ to individual effectiveness;
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Result Orientation Leadership VS Process Oriented Leadership;
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Transformational;
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Leadership and Charisma;
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Mission Progress Articulation;
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Leading through delegation;
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Subordinates’ perception of transformational leadership VS
transactional leadership;
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Contingency Approaches to Leadership and the crucial nature of
an organisation’s environmental variables;
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Contingency approaches VS Universalist approaches to leadership;
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Contingency approaches to leadership and their relationship to
trait and style orientations;
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Employee development or maturity and its relevance to
superior-subordinate relationships;
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Superior-subordinate relationships as leader behaviour;
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Superior-subordinate relationships as control and influence;
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Superior-subordinate relationships as power and authority;
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Least Preferred Co-worker (LPC) – Low and High;
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Characteristics of LPC managers and their relationship to
McGregor’s theory X and Theory Y;
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Characteristics of low LPC managers and their relationship to
autocratic leader behaviour;
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Characteristics of low LPC managers and their relationship with
Theory X;
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Characteristics of low LPC managers and their relationship to
task control;
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Characteristics of high LPC managers and their relationship to
McGregor’s theory Y leader;
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Characteristics of high LPC managers and their relationship to
permissive leader behaviour;
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LPC Leaders and their relationship with production orientation;
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LPC Leaders and their perception of the behaviour that they need
to exhibit to achieve productivity improvement;
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LPC Leaders and the concept of ‘Power Distance’;
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LPC Leaders and their emphasis on meeting targets;
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LPC Leaders and the level of regard they have for
superior-subordinate relationship;
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Relevance of Situational Variables on leader behaviour:
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Leader-Member Relation;
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Task Structure.
Module 3
Public Relations: Dealing with the Public
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Print Media Relations:
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Impartiality of the media;
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Number one medium;
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Prominence of Electronic media;
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The Internet factor;
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Dealing with the media;
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Attracting publicity;
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Value of publicity;
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Pitching publicity;
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Online publicity;
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Handling Media Interviews.
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Employee Relation:
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Strong Employee Relations towards Solid Organizations;
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Dealing With the Employee Public;
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Trusted Communications;
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Credibility;
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S-H-O-C the Troops;
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Employee Communications Tactics;
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Internal Communications Audits;
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Online Communications;
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The Intranet;
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Print Publications;
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Bulletin Boards;
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Suggestion Box/Town Hall Meetings;
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Internal Video;
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Face-To-Face Communications;
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The Grapevine.
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Multicultural Community Relations:
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Community Social Responsibility;
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Community Relations Expectations;
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Objectives of Community Relations;
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Community Relations on the Web;
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Serving Diverse Communities;
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Non-profit Public Relations.
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Government Relations: Enhancing Public Relations Effectiveness:
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Public Relations;
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Public Relations in Government;
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Government Practitioners;
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Two Prominent Departments;
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The President;
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The President’s Press Secretary;
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Lobbying the Government;
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What Do Lobbyists Do?;
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Do-It-Yourself Lobbying;
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Political Action Committees;
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Dealing with Local Government.
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Consumer or Client Relations in Public Relations:
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Worldwide Consumer Class;
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Objectives of Consumer Relations;
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Consumer-Generated Media;
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Customer Complaints Handling;
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The Consumer Movement;
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Federal Consumer Agencies;
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Consumer Activists on the Internet;
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Business Gets the Message.
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