Team Dynamics: Team Leadership, PG Course

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Seminar or Course Number 158 - Team Leadership, Team Dynamics and Time Management: Enhancing Leadership Effectiveness for Improved Organisational Performance Course, Leading to Diploma – Postgraduate – in Team Leadership, Team Dynamics and Time Management, Double-Credit, 60 Credit-Hours, accumulating to a Postgraduate Certificate, with 120 additional Credit-Hours, and a Postgraduate Diploma, with 300 additional Credit-Hours.

 

Seminar or Course Number 158 - Team Leadership, Team Dynamics and Time Management Seminar or Course, Leading to Diploma–Postgraduate - in Team Leadership, Team Dynamics and Time Management (Double-Credit), Accumulating to a Postgraduate Diploma, Click to download the PDF Brochure for this Course.

 

Course Co-ordinator

Prof. Dr. R. B. Crawford is Course Coordinator. He is the Director of HRODC Postgraduate Training Institute, A Postgraduate-Only Institution. He has the following Qualifications and Affiliations:

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:

 

Duration: 10 Days

 

 Cost:  £10,000.00 Per Delegate                      

 

The Classroom-Based Course cost does not include living accommodation. However, students and delegates are treated to 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.

 

Delegates will be Treated to a Selection of Our Branded Complimentary Products, which include:

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/ Programme Material;

Metal Pen;

Polo Shirt;

Carrier Bag.

 

 

Location:  Central London and International Locations

 

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

 

 

For Whom This Course is Designed

This Course is Designed For:

 

Business Development Experts;

Company Secretaries;

Corporate Directors;

Divisional Managers;

Entrepreneurs;

Executive Directors;

Human Resource Development Managers;

Human Resource Management Managers;

Line Managers;

Management Consultants;

Management Development Directors;

Organisational Leaders;

Performance Consultants;

Project Team Leaders;

Senior Executives and Managers;

Senior Leaders who oversee the activities of teams;

Specialist Team Leaders;

Talent Managers;

Team Development Personnel;

Team Leaders;

Team members themselves;

Team Supervisors;

Training and Development Managers;

Training Directors;

Transaction Analysts;

All others who are desirous in enhancing their expertise in meeting management, Multi-tasking, goal-setting, prioritising, team formation, team development, team behaviour, resonation control, transactional analysis and other salient aspects of time management, leadership and team dynamics.

 

Seminar or Course Number 158 - Team Leadership, Team Dynamics and Time Management Seminar or Course, Leading to Diploma–Postgraduate - in Team Leadership, Team Dynamics and Time Management (Double-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

 

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

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

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

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

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

 

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

 

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

 

Address the salient issues associated with Dysfunctional Behaviours;

Adopt an effective follow-up system in the workplace;

Adopt appropriate strategies for dealing with interruptions;

Adopt effective delegation techniques;

Adopt effective delegation techniques;

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

Apply group dynamics to organisational settings;

Apply the Pareto Principle (80/20 rule) to time management issues;

Demonstrate their appreciation of the importance of time management;

Ascertain how to work with disorganised colleagues;

Ascertain the possible causes and effects of meeting mismanagement; and

Ascertain their respective goals/objectives;

Beat work related stress;

Clarify roles in team settings;

Conduct an efficient workload analysis;

Create an effective agenda that will keep the meeting on the track;

Deal with information overload;

Decide which tasks can be delegated;

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

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

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

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

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

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

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

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

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

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

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

Demonstrate their grasp of the fundamentals of performance management;

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

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

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

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

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

Detect Dysfunctional Behaviours in Team Settings;

Determine how efficient time management increases work effectiveness and productivity;

Determine how goal setting can lead to proper time management;

Determine the optimum team size for effective functioning;

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

Develop a personal approach in using your time in the most productive way;

Develop and maintain a good time management habit;

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

Develop their personal “To-Do List;”

Develop their personal ABC123 prioritised planning;

Develop useful techniques for setting and achieving goals;

Develop ways to maximise their personal effectiveness;

Develop your own individualised plan of action.to maximise their use of time;

Devise an organized and systematic schedule and handle it properly;

Devise their personal planner;

Devise ways to avoiding time crunches;

Discuss POSEC Method in relation to time management;

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

Distinguish between groups and mere aggregations;

Distinguish between task forces, committees, command groups and boards

Distinguish between Temporary Committees and Standing Committees;

Distinguish groupthink from teamthink;

Enumerate the benefits of effective time management;

Enumerate the different time management tips for managers;

Establish a basis for standard setting in their teams;

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

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

Exhibit tact in discouraging team member distracting behaviours;

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

Explain the concept of batching technique and its relationship to time management;

Explain the concept of Eisenhower method;

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

Explain the pickle jar theory;

Explain the Team Typological Bases;

Explain the Time Management Matrix;

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

Formulate strategies in handling unexpected job emergencies;

Gain a balance between professional goals and personal time;

Handle e-mails, task and calendar systematically;

Identify the different meeting menaces and learn how to deal with them;

Identify their professional goals and personal time;

Identify time bandits and devise strategies for dealing with them;

Identify time wasters and adopt strategies for eliminating them;

Illustrate how they might resolve interpersonal problems among team members;

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

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

Implement techniques for minimising disruptions;

Indicate how they will establish key competencies in teams;

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

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

Indicate how they will reward exceptional performance in their teams;

Indicate how they would handle blocking, effectively;

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

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

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

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

Demonstrate their understanding of the factors contributing to managers’ time-wasting activities;

Suggest the most effective ways of dealing with task delegation;

Suggest how one might address unreasonable requests from one’s manager;

Outline the difference between being “busy” and “productive;”

Illustrate how they will assert themselves politely and calmly, within their varying work contexts;

Illustrate how to diffuse the impact of others;

Indicate how they will address the issue of interruptions constructively;

Suggest how they will maintain their responsibility;

Illustrate how they will manage their workloads more effectively;

Exemplify how to utilize their gap times;

Demonstrate the step-by-step process in making effective schedule;

Indicate how they will utilise the different time management tools to increase their work effectiveness and productivity;

Manage information flow and retrieval process;

Manage projects in a systematic way;

Manage resources more efficiently;

Meet tight deadlines with time to spare;

Name the different planning tools;

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

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

Plan to make the best use of the time available through the art of effective scheduling;

Prioritise ‘urgent’ and ‘important’ activities;

Propose an effective remedy to ‘member withdrawal’;

Propose an effective way of dealing with interfering behaviour;

Propose standards of measuring competence in teams;

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

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

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

Provide an individually synthesized proposal for dealing with aggressiveness;

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

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

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

Realise the importance of agenda;

Realise the importance of goals;

Recognise and acknowledge performance improvement in teams;

Recognise the ineloquent team members;

Recognise the variety of causes of procrastination and apply relevant techniques to overcome them;

Reduce time spent in meetings yet contribute more effectively;

Relate the concept of Maslow’s Hierarchy of Needs with effective time management;

Demonstrate their understanding of Resonation as an issue in team effectiveness;

Set realistic goals through SMART method;

Solve problems through the trading game scenario.

Specify and explain the four D’s in time management;

Specify the effects of poor time management;

Specify the steps for running productive and effective meeting;

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

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

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

Suggest the difference in interpretation of groups and teams;

Suggest ways of improving team morale, while enhancing their effectiveness

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

Suggest ways to manage multiple tasks;

Demonstrate their understanding of the concept of multitasking;

Demonstrate their understanding of the difference between important and urgent activities/works;

Demonstrate their understanding of the underlying concept of the prioritisation grid;

Demonstrate their understanding of the underlying principles of “time” in an organisational wide context;

Use effective delegation techniques in a workplace setting;

Use practical techniques for organising work;

 

Seminar or Course Number 158 - Team Leadership, Team Dynamics and Time Management Seminar or Course, Leading to Diploma–Postgraduate - in Team Leadership, Team Dynamics and Time Management (Double-Credit), Accumulating to a Postgraduate Diploma, Click to download the PDF Brochure for this Course.

 

Course Contents, Concepts and Issues

 

Part 1: Salient Team Dynamic Issues

 

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.

 

Part 2: Team Typologies and Their Bases

 

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.

 

 

 

 

 

Part 3: Team Formation, Stage Significance and Task Implications

 

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.

 

Part 4: Effective Team Leadership (1)

 

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;

Being Mindful of Team Situation;

Applying Appropriate Rewards and, or, Punishment;

Promoting Team Functionality.

 

Part 5: Effective Team Leadership (2)

 

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.

 

Part 6: Enhancing Team Performance (1)

 

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.

 

Part 7: Enhancing Team Performance (2)

 

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.

 

Part 8: Addressing Resonation and Issues Associated with Transactional Analysis

 

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 

Team Numbers and Member Interaction;

Team Leader’s Direct Communication with Team

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.

 

Part 9: Salient Time Management Conceptual Issues

 

Time Management Defined;

Time in an Organisational Wide Context: Acting in Time;

The Cost of Time;

Time Management Tools;

Maximising Personal Effectiveness;

Busy vs. Productive;

Time Wasters/Time Robbers/Time Stealers/Time Bandits;

Managing Time Wasters/Time Robbers/Time Stealers/Time Bandits;

Combating Procrastination;

Diffusing the Impact of Others:

Handling Interruptions Constructively;

Asserting Yourself Politely and Calmly;

Conquering Over-commitment ( Learn to say, “No”).

 

Part 10:  Contextualising Time Management

 

The Four D’s of Time Management:

Do;

Delegate:

Tasks Which Should Be Delegated;

Effective Delegation Techniques;

How to Delegate.

Dump;

Defer.

Managing Multiple Task and Deadlines;

Combating Work Related Stress;

Balancing Personal and Professional Life;

Avoiding Time Crunches;

Handling Unexpected Job Emergencies;

Human Multitasking;

Benefits of Effective Time Management;

Effects of Poor Time Management;

Time Management Theories:

Maslow’s Hierarchy of Needs;

The Pickle Jar Theory;

Pareto Principle or 80/20 Rule;

Eisenhower Method;

POSEC Method.

 

Part 11:  Setting Goals/ Objectives, Planning and Getting Organised

 

Setting Goals and Objectives:

What You Want to Achieve;

Importance of Goal;

Setting Realistic Goals Through SMART Method;

Techniques for Setting and Achieving Goals.

Planning:

Management and Planning Tools;

Using a Planner;

Developing Action Plan.

Getting Organised:

Organising Your Workspace, Files and Folders;

E-mail, Task and Calendar Managing;

Information Flow and Retrieval Process;

Information Overload;

Schedule Management:

Scheduling to Create Work/Life Balance;

Creating Dynamic “To-Do List”;

Reducing Mental Clutter.

The Batching Technique;

Utilise Time Gaps;

Effective Follow-up System;

Developing Time Management Habit.

 

Part 12: Scheduling, Prioritising, and Time Management Applications

Scheduling:

Effective Scheduling;

Steps in Scheduling.

Prioritising:

The Prioritisation Grid;

Important vs. Urgent;

Time Management Matrix (Covey’s Four Quadrant Matrix);

To-Do List;

ABC123 Prioritised Planning;

Decision Matrix.

Time Management and Manager:

How Most Managers Apportioned Their Time;

Time Management Tips for Managers;

Effective Resource Management;

Workload Analysis;

Managing Workload;

Managing Disorganised Staffs.

 

Part 13: Achieving Effective Time Management Through Systematic Meeting Management

Meeting Management:

Creating an Effective Agenda;

Importance of Agenda;

Steps For Productive and Effective Meeting;

Groupthink;

Teamthink;

Reducing Time Spent on Meeting;

Meeting Menaces:

The Waffler;

The Turf Warrior;

The Assassin;

The Dominator;

The Interrupter.

Meeting Mismanagement.

Trading Game Scenario.

 

Seminar or Course Number 158 - Team Leadership, Team Dynamics and Time Management Seminar or Course, Leading to Diploma–Postgraduate - in Team Leadership, Team Dynamics and Time Management (Double-Credit), Accumulating to a Postgraduate Diploma, Click to download the PDF Brochure for this Course.