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Executive Leadership and Corporate Communication

Course

In Wolverhampton ()

£ 4001-5000

Description

  • Type

    Course

  • Duration

    6 Days

By the end of the specified learning and development activities, delegates will be able to: Distinguish between groups and mere aggregations. Suggest the difference in interpretation of groups and teams. Demonstrate your understanding of the social and psychological relevance of the stages of formation of a group. Distinguish between task forces, committees, command groups and boards. Suggest how informal groups might be empowered to enhance organisational effectiveness. Suitable for: Senior Managers. Middle Managers. Junior Managers. Division Managers. Business Unit Managers. Group Product Managers. Director of Human Resources. Business Owners. Executives with managerial responsibilities. Directors

About this course

Degree or Work Experience

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Subjects

  • LPC
  • Team Training
  • Meetings
  • Design
  • Conflict
  • Interpretation
  • MS Excel
  • Excel
  • Communication Training
  • Corporate Communication
  • Executive
  • Leadership

Course programme

The short content of the course:

- Distinguishing groups from aggregations
- Group solidarity
- Group cohesion;
- Team or group: A distinction
- Team dynamics
- Types of teams
- Command teams;
- Committees (temporary & Standing);
- Task Forces;
- Boards.
- Team formation
- Forming;
- Storming;
- Norming or initial integration;
- Performing or total integration
- Disbandment or adjournment
- Purpose of teams in the work-place
- Team characteristics;
- The role concept: An introduction
- How ‘true-to-life’ or realistic are the forming and norming stages of team development?
- Dysfunctional behaviour in teams
- Aggressiveness
- Blocking
- Interfering
- Competing,
- Seeking sympathy
- Withdrawal
- Special pleading
- Inter-team conflict;
- Sources of inter-team conflict;
- Consequences of dysfunctional conflict;
- Team decision-making;
- Social identity theory
- Team building and maintenance roles: Improving team effectiveness
- Encouraging members
- Harmonising
- Standard setting
- Gate-keeping
- Determining the optimum team size
- Providing team incentives
- Encouraging conflict
- Averting groupthink
- Avoiding the risky shift syndrome
- ‘Resonation’ as an Issue in Team Development
- Employing Transactional Analysis
- Employing effective Diversity Management
- Discouraging Resonation
- The concepts of ‘leader’ and ‘managerial leader’
- The leader and authority
- The leader and influence
- The manager and the conferment of power
- The application of control and ‘power cohesion’
- The ‘managerial leader’ and the ability to vary strategy
- Power as a recourse of the managerial leader
- Leadership and
- Interpersonal relationship
- Approaches to leadership
- Qualities or Traits Approach to leadership
- Task and person orientation
- Participative leadership
- Transactional Leadership
- Transformational Leadership
- Contingency or Situational Approaches to Leadership
- Leaders VS non-leaders in relation to confidence & intelligence
- Leadership and extroversion
- Problems with Traits Approach’
- Social, power & achievement needs and their relevance to leadership
- ‘Task and leader
- qualities match’
- TTt Perceived consequence of task orientation and reduced relationship orientation for managerial effectiveness
- The consequence of Person or consideration oriented leadership on employee satisfaction and subsequent staff turnover
- Contingent factors and leader effectiveness or ineffectiveness
- Perceived value of ‘democratic leader behaviour’, dispensing participative leadership
- Perceived value of pppppppppp
- Perceived value of ‘autocratic leader behaviour’
- Value of ‘performance monitoring’ to individual effectiveness
- Result Orientation Leadership VS Process Oriented Leadership
- Transformational
- Leadership and Charisma
- Mission Progress Articulation
- Leading through delegation
- Subordinates’ perception of transformational leadership VS transactional leadership
- Contingency Approaches to Leadership and the crucial nature of an organisation’s environmental variables
- Contingency approaches VS Universalist approaches to leadership
- Contingency approaches to leadership and their relationship to trait and style orientations
- Employee development or maturity and its relevance to superior-subordinate relationships
- Superior-subordinate relationships as leader behaviour
- Superior-subordinate relationships as control and influence
- Superior-subordinate relationships as power and authority
- Least Preferred Co-worker (LPC) – Low and High
- Characteristics of LPC managers and their relationship to McGregor’s theory X and Theory Y
- Characteristics of low LPC managers and their relationship to autocratic leader behaviour
- Characteristics of low LPC managers and their relationship with Theory X
- Characteristics of low LPC managers and their relationship to task control
- Characteristics of high LPC managers and their relationship to McGregor’s theory Y leader
- Characteristics of high LPC managers and their relationship to permissive leader behaviour
- LPC Leaders and their relationship with production orientation
- LPC Leaders and their perception of the behaviour that they need to exhibit to achieve productivity improvement.
- LPC Leaders and the concept of ‘Power Distance’
- LPC Leaders and their emphasis on meeting targets
- LPC Leaders and the level of regard they have for superior-subordinate relationship
- Relevance of Situational Variables on leader behaviour:
- Leader-Member Relation
- Task Structure
- Instruments of Analysis
- Using a ‘Tally System’
- 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 Terms 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
- The notice of meetings;
- The agenda items
- Following the agenda;
- Dealing with conflicting members;
- Seeking consensus
- Gatekeeping:
- Bringing in the timid;
- Silencing the over-eloquent;
- Keeping meeting duration within the specified time


The objectives of the course:

- Distinguish between groups and mere aggregations
- Suggest the difference in interpretation of groups and teams
- Demonstrate your understanding of the social and psychological relevance of the stages of formation of a group
- Distinguish between task forces, committees, command groups and boards
- Suggest how informal groups might be empowered to enhance organisational effectiveness
- Distinguish between the concepts of ‘leader’ and ‘managerial leader’
- Demonstrate their understanding of at least 2 approaches to leadership
- Demonstrate their understanding of the relationship between fielder’s situational model & McGregor’s Theory ‘X’ & Theory ‘Y’ leadership styles
- Plot the relationship between managers with high & low least preferred co-worker (LPC), characteristics, respectively
- Demonstrate their understanding of the High and Low LPC Leaders’ degree of behavioural control over their subordinates, respectively
- Explain the relationship between the ‘goal-path model’ of leadership & the expectancy theory of motivation
- Suggest problems with equalities or traits approaches
- Explain ‘Person’ or ‘Consideration Oriented’ leaders and their relationship with employee satisfaction and subsequent staff turn over level
- Point to specific empirical research supporting the relationship between participative leadership
- 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 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
- Demonstrate their ability to work collaboratively in:
- Designing an investigation
- Eliciting data,
- Analysing data
- Interpreting Data
- Presenting Information
- Decide on the amount of notice that is required for particular meetings
- Distinguish between the importance and urgency of meetings
- Schedule meetings, taking pertinent factors into account
- Demonstrate their ability to convene meetings
- Demonstrate their ability to ‘gate-keep’ at meetings
- Exhibit their competence in promoting ‘harmony’ at meetings
- Exhibit their competence to seek consensus at meetings
- Demonstrate their competence in conducting meetings within time limits

Additional information

Payment options: Payments need to be made two weeks prior to course start.

Executive Leadership and Corporate Communication

£ 4001-5000