Business Owners;

CEO’s;

College Lecturers;

Communication Specialists;

Corporate Secretaries;

Data Analysts;

Doctoral Researchers;

Informatics Specialists;

Members of Board of Directors;

Postgraduate Researchers;

Principal Academic and Administrative Support;

Project Leaders;

Reception Administrators;

Research Supervisors;

Senior Executives;

Senior Managers;

Senior Public Administration Officials;

Senior Researchers;

Senior Team Leaders;

Senior Team Supervisors;

Training and Employee Communication Professionals;

University Lecturers;

Other Professionals at all levels, who are desirous of enhancing their Communication and Information Skills.

Doctor of Philosophy {(PhD) {University College London (UCL) - University of London)};

MEd Management (University of Bath);

Postgraduate (Advanced) Diploma Science Teacher Ed. (University of Bristol);

Postgraduate Certificate in Information Systems (University of West London, formerly Thames Valley University);

Diploma in Doctoral Research Supervision, (University of Wolverhampton);

Teaching Certificate;

Fellow of the Institute of Management Specialists;

Human Resources Specialist, of the Institute of Management Specialists;

Member of the Asian Academy of Management (MAAM);

Member of the International Society of Gesture Studies (MISGS);

Member of the Standing Council for Organisational Symbolism (MSCOS);

Member of ResearchGate;

Executive Member of Academy of Management (AOM). There, his contribution incorporates the judging of competitions, review of journal articles, and guiding the development of conference papers. He also contributes to the Disciplines of:

Human Resources;

Organization and Management Theory;

Organization Development and Change;

Research Methods;

Conflict Management;

Organizational Behavior;

Management Consulting;

Gender & Diversity in Organizations; and

Critical Management Studies.

Professor Dr. Crawford has been an Academic in the following UK Universities:

University of London (Royal Holloway), as Research Tutor;

University of Greenwich (Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

University of Wolverhampton, (Wolverhampton Business School), as Senior Lecturer (Associate Professor), in Organisational Behaviour and Human Resource Management;

London Southbank University (Business School), as Lecturer and Unit Leader.

His responsibilities in these roles included:

Doctoral Research Supervisor;

Admissions Tutor;

Postgraduate and Undergraduate Dissertation Supervisor;

Programme Leader;

Personal Tutor

He was formerly an Expatriate at:

Ministry of Education, Sokoto, Nigeria;

Ministry of Science and Technical Education, Sokoto, Nigeria;

University of Sokoto, Nigeria;

College of Education, Sokoto, Nigeria; and

Former Editor-In-Chief of ‘Sokoto Journal of Education’.

By the conclusion of the specified learning and development activities, students will be able to:

Demonstrate their ability to spell unusual words;

Demonstrate their Mastery of the English ‘Peculiars;’

Identify words with silent consonants, reflecting this factor in their spelling;

Demonstrate their ability to identify words with silent consonants, reflecting this factor in their spelling;

Demonstrate their ability to recall the different parts of speech, in the English Language;

Demonstrate their knowledge of the function of the different parts of speech, generally;

Demonstrate their knowledge of the function of the different parts of speech, understanding;

Demonstrate their ability to differentiate between ‘countables’ and ‘uncountables’ and the appropriate ways of managing them in context;

Distinguish between common and proper nouns;

Use the different parts of speech in sentences, their demonstrating their ability to use them effectively in context;

Exhibit their understanding of how the different types of pronouns are to be used in different contexts;

Indicate how transitive and intransitive verbs are to be used in written and spoken contexts;

Construct sentences and paragraphs using gerunds, as distinct form other aspects and contexts of ‘Use of English;’

Use comparatives and superlatives, effectively, demonstrating how to appropriately use them in written and spoken contexts;

Analyse sentences, picking out main and subordinate clauses;

Construct sentences, incorporating noun clauses;

Demonstrate their ability to construct sentences incorporating noun clauses;

Analyse sentences, demonstrating their knowledge of the difference between nouns, and adverbial and adjectival clauses; and

Tell the function of clauses in sentences.

Distinguish between data and information;

Assess the value of secondary sources of information as a prelude to the presentation of primary information;

Choose the most appropriate data elicitation techniques, in relation to the sampling frame, sampling unit, sample size & time span, among other factors;

Advise others of the situations in which participant observation, conversation analysis, documentary analysis, focus groups, interviews & questionnaires, respectively, are appropriate;

Design interview & questionnaire schedules that will elicit information appropriate to the objectives of the report;

Design structured & unstructured questions, determining the conditions under which they should be used;

Design questionnaires & interview schedules, with a mixture of open-ended & closed-ended items, avoiding forced-choice in the latter;

Employ the most appropriate data analysis techniques, based on the type & volume of data available;

Use SPSS (subject to licence) and, or, Excel software packages in analysing data;

Use Microsoft Excel to make necessary calculations;

Identifying ‘trends’ & ‘patterns’ in information, in an effort to arrive at the appropriate conclusions;

Distinguish between summary and conclusions;

Produce effective reports, adhering to conventional styles, presenting evidence from the data, & exploiting visual representations;

Design an investigation, taking pertinent factors into account;

Manage an investigation, from inception and design to reporting; and

Demonstrate their ability to work collaboratively in:

Designing an investigation;

Eliciting data;

Analysing data;

Interpreting Data;

Presenting Information.

 ‘Explicitly demonstrate’ that they took the necessary steps in the preparation for their oral-visual presentation;

Prepare and deliver electronic presentations;

Demonstrate their understanding of the importance of the introduction – in oral-visual presentations;

Demonstrate effective verbal and non-verbal presentation skills, during the delivery of their oral-visual presentations;

Demonstrate their ability to select the information that is relevant to the particular issues being presented, omitting the irrelevant aspects;

Exhibit their ability to select the most appropriate PowerPoint template, in line with the type of presentation they intend to deliver;

Set their PowerPoint presentation slides to automatic run, timing it to coincide with their allocated time;

Programme their presentations to provide ‘dim effect’, thereby enhancing the readability and psychological effect of the information they present;

Demonstrate their understanding of the different levels of learning;

Indicate the level of learning that relates to each ‘occupational activity;’

Determine the level of information processing that is associated with each level of learning;

Illustrate the importance of meetings in an organisational context;

Demonstrate the use of different minute-taking techniques;

Make decisions regarding the appropriateness of particular minute-taking techniques;

Make decisions regarding the appropriateness of particular minute reporting styles;

Determine when verbatim in minute reporting is important and appropriate; and

Demonstrate their ability to use mind-mapping technique to record minutes.

Determine how efficient time management increases work effectiveness and productivity;

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

Implement techniques for minimising disruptions;

Understand the underlying principles of “time” in an organisational wide context;

Appreciate the importance of time management;

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

Identify time wasters and adopt strategies for eliminating them;

Make use of the different time management tools to increase their work effectiveness and productivity;

Develop ways to maximise their personal effectiveness;

Understand the difference between important and urgent activities/works;

Learn how to diffuse the impact of others;

Adopt appropriate strategies for dealing with interruptions;

Learn how to handle interruptions constructively;

Learn how assert themselves politely and calmly;

Know how to refuse unreasonable requests in the proper manner;

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

Use effective delegation techniques at the workplace;

Decide which items can be delegated;

Adopt effective delegation techniques;

Know how to properly delegate task;

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

Explain the pickle jar theory;

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

Explain the concept of Eisenhower method;

Discuss POSEC Method in relation to time management;

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

Identify time bandits and devise strategies for dealing with them;

Understand the concept of multitasking;

Suggest ways to manage multiple tasks;

Meet tight deadlines with time to spare;

Beat work related stress;

Gain a balance between professional goals and personal time;

Devise ways to avoiding time crunches;

Formulate strategies in handling unexpected job emergencies;

Enumerate the benefits of effective time management;

Specify the effects of poor time management;

Ascertain their respective goals/objectives;

Realise the importance of goals;

Develop useful techniques for setting and achieving goals;

Determine how goal setting can lead to proper time management;

Set realistic goals through SMART method;

Identify their professional goals and personal time;

Name the different planning tools;

Devise their personal planner;

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

Use practical techniques for organising work;

Handle e-mails, task and calendar systematically;

Manage information flow and retrieval process;

Deal with information overload;

Devise an organized and systematic schedule and handle it properly;

Develop their personal “To-Do List;”

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

Learn how to utilize their gap times;

Manage projects in a systematic way;

Adopt an effective follow-up system in the workplace;

Develop and maintain a good time management habit;

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

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

Understand the underlying concept of the prioritisation grid;

Prioritise ‘urgent’ and ‘important’ activities;

Explain the time management matrix;

Develop their personal ABC123 prioritised planning;

Learn how to prioritise using decision matrices;

Learn how to maintain their responsibility;

Know how most managers apportioned their time;

Enumerate the different time management tips for managers;

Manage resources more efficiently;

Conduct an efficient workload analysis;

Learn how to manage their workloads more effectively;

Ascertain how to work with disorganised colleagues;

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

Use effective delegation techniques at the workplace;

Decide which items can be delegated;

Adopt effective delegation techniques;

Know how to properly delegate task;

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

Realise the importance of agenda;

Specify the steps for running productive and effective meeting;

Distinguish groupthink from teamthink;

Reduce time spent in meetings yet contribute more effectively;

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

Ascertain the possible causes and effects of meeting mismanagement; and

Solve problems through the trading game scenario.

 

Postgraduate Diploma Programme number 043, Communication, Information Gathering, Analysis and Report Writing, Intensive Full-Time {3 Months (5 Days or 30 Credit Hours Per Week)} Per Week)}, Leading to Communication and Information Management. Course contents include: Spelling Unusual Words, Vowels and Consonants, The Silent Vowels, The Peculiars, Speech Organisation – Nouns – Common nouns, Proper nouns, ‘Noun in a position’, Countable,  Uncountable, Pronouns –  Types of Pronouns,

 

Relative Pronoun, Personal Pronoun, Indefinite Pronoun, Demonstrative Pronoun, Reflexive Pronoun, Interrogative aronoun, Verbs, Transitive and Intransitive Verbs, Adjectives, Adverbs, Prepositions, Exclamations or Interjections, Conjunction, Gerunds, The superlatives, Using Tense appropriately, Present Tense, Past Tense, Simple Present Tense, Present Perfect Tense, Pluperfect or Past Perfect Tense, Future tense, Fundamentals of Reported Speech, Subjects and Objects, Relating number of verb to number of subject or object, Clauses, Main clauses, Subsidiary clauses, Types of clauses, Defining clauses, Non-defining clauses,

 

Noun clauses, Adjectival clauses, Adverbial clauses, Instrument Design, Information Gathering, Analysis and Presentation, Sources of Information, Secondary Sources of Information, Primary Sources of Information, Combining Primary and Secondary Sources of Information, Selecting appropriate background information, Choosing The Methodology for collecting information, Qualitative Approaches to collecting information, Quantitative Approaches to collecting information, Combining or ‘Triangulating’ The Methods of collecting information, Data gathering Techniques,  Surveys, Participant Observation, Conversation Analysis, Documentary Analysis, Focus Groups, Interviews, Questionnaires, Structuring interview and questionnaire items,

 

Closed-ended questions, Open-ended questions, Non-forced-choice closed ended questions, Sampling as an Important Element of gathering information, The Sampling Frame, Sampling Techniques, Convenience or Non-random Samples, Quota Sample, Systematic Sample, Probability Or Random Samples, Simple Random Sample, Stratified Sampling, Multi-stage Sampling, Interview or Questionnaire?, Using Unstructured Questions, Using Open-ended Questions, Designing Closed-ended Questions, Avoiding Forced-choice, Data Analysis, Instruments of Analysis,

 

Using a ‘Tally System’, Using SPSS Package – Licensing permitting, Using Excel Package Data Interpretation, Making Sense of The Information gathered and analysed, Identifying ‘Trends’ & ‘Patterns’ in Information, Arriving At Conclusions, Reporting The Findings, Reporting Styles, Using The Evidence available, Choosing reporting style to match the type of report or information being presented, Generating Graphs & Charts From Tables, Using Microsoft Excel to create graphs and charts, Monitoring & Continuous Evaluation, The Interim Reports, The final Report, Formal Reports, The Abstract, Establishing The Term of reference, The Executive Summary, Choosing prefacing summaries The Introduction, The Background, Styles of Report Writing, Using Visual presentation to enhance the effectiveness of reports, Using evidence from information gathered to support claims made in reports.