Executive Leadership and Corporate Communication

HRODC Postgraduate Training Institute
En Brussels, Belgium (Bélgica), Astana, Kazahkstan (Kazajstán), Central London (Inglaterra) y 4 sedes más

$10.000.001-30.000.000

Información importante

  • Curso
  • En 7 sedes
  • Duración:
    6 Days
  • Cuándo:
    A definir
Descripción

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

Información importante

Requisitos: Degree or Work Experience

Sedes

Dónde se imparte y en qué fechas

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Astana, Kazahkstan
Arka Street, 010 000, Kazahstan, Kazajstán
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Brussels, Belgium
Rue du Fosse-Aux-Loups, 1000, Bélgica, Bélgica
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Central London
Carburton Street, W1W 5EE, London, Inglaterra
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Dubai, Uae
Al Muraqqabat Street, Diera, 82999, Dubai, Emiratos Árabes Unidos
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Kuala Lumpur, Malaysia
Jalan Ampang Hilir, 68, Malaysia, Malasia
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Paris, France
Rue de Valois, 75001, (75) Paris, Francia
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¿Qué aprendes en este curso?

Executive
Leadership

Programa académico

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

Información adicional

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