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:

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 maximize their personal effectiveness;

Develop your own individualized 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 team think;

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 why a team's disbandment might have a negative phychological

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 team think;

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 prioritization 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.