This Course is Designed For:

 Agricultural Lecturers;
 Agricultural Project Development Officers;
 Agricultural Project Managers;
 Agricultural Project Officers;
 Agricultural Research Officers;
 Agricultural Settlement Officers;
 Agricultural Students;
 Agronomists involved in Agricultural Projects;
 Botanists engaged in Agricultural Project Management;
 Business owners to help them take accurate and timely decisions
 Customer Service Staff;
 Department of Agriculture Officials;
 Employees;
 Executives in Funding Agencies dealing with appraisal and monitoring of projects in agriculture sector;
 Government Organizations responsible for managing the large and medium-sized agricultural projects;
 Management Staffs;
 Managers, in general;
 NGOs Officers, involved in Agricultural Projects;
 Risk Analysts;
 Risk Assessors;
 Rural Development Officers;
 Senior Agricultural Inspectors;
 Senior Functionaries in Development Organizations responsible for Planning and Implementation of Agricultural Projects;
 Senior Professionals;
 Supervisors;
 Team members who need more effective time management skills;
 Zoologists involved in the Development, Management and Evaluation of Agricultural Projects;
 All other personnel with an interest in Agricultural Project Management, Rural Planning and Development, Agricultural Team Leadership, Worker Motivation, Agricultural Risk Management, and Agricultural Research Management.

Duration: 25 Days (5 Weeks)
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;
 Advise others of the situations in which participant observation, conversation analysis, documentary analysis, focus groups, interviews & questionnaires, respectively, are appropriate;
 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 scoping strategy to a sustainability setting;
 Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than an ‘equality perspective’;
 Apply the most appropriate project management methodology to both real and hypothetical settings;
 Apply the Pareto Principle (80/20 rule) to time management issues;
 Apply tracking timing and costs, contingencies to project management;
 Appreciate 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;
 Assess the value of secondary sources of information as a prelude to the conduct of primary research;
 Associate fraud risk with project management;
 Beat work related stress;
 Choose sources of information appropriate for the type of research being conducted;
 Choose the methodology that best suits the type of investigation being conducted & appropriate to the research objectives;
 Choose the most appropriate data elicitation techniques, in relation to the sampling frame, sampling unit, sample size & time span, among other factors;
 Clarify roles in team settings;
 Conduct a Stakeholder Analysis, developing the most appropriate strategy to ensure support from key players;
 Conduct an efficient workload analysis;
 Conduct both pre-feasibility and feasibility studies
 Create an effective agenda that will keep the meeting on the track;
 Critically appraise existing motivation strategy within their project settings, identifying and addressing gaps
 Deal with information overload;
 Decide which items can be delegated;
 Decide which items can be delegated;
 Define risk – generally, and in a project management setting;
 Demonstrate a heightened level of understanding of the variations and varying degrees of intricacies of Agricultural Development Projects;
 Demonstrate a heightened understanding of Rapid Rural Appraisal (RRA), and the degree to which it might contribute to Agricultural Project Success;
 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 concept of motives and their value in organisational and subsystem effectiveness;
 Demonstrate an understanding of the notion that societal socio-economic hierarchy might be informally represented in teams
 Demonstrate how popular motivation theories have contributed to our understanding of worker behaviour;
 Demonstrate the effectiveness of the strategy that they have devised for dealing with intra-team competition;
 Demonstrate the symbiotic relationship between Agricultural Project Monitoring and Evaluation;
 Demonstrate the value of Participatory Rural Appraisal (PRA) in winning support for project development and implementation, while taking advantage of local skills, knowledge and expertise;
 Demonstrate their ability to deal with the psychological effect of disbandment;
 Demonstrate their ability to effectively Manage Agricultural Field Trials, which employ the most appropriate data elicitation and analysis techniques;
 Demonstrate their ability to employ transactional analysis in a team context;
 Demonstrate their ability to formulate a comprehensive motivation strategy;
 Demonstrate their ability to manage conflict effectively, incorporating the occasions when it should be encouraged;
 Demonstrate their ability to translate motivation theory into practice;
 Demonstrate their appreciation of the fact that workers belong to different classes, in society;
 Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic values if motivation;
 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 heightened level of competence in Agricultural Project Planning, taking account the natural and pertinent stages and appropriate methodology;
 Demonstrate their understanding of the ‘risky shift syndrome’, outlining the steps that they will take to avert them;
 Demonstrate their understanding of the concept of project management;
 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;
 Design a research project that incorporates a high ethical standard;
 Design a research project, taking account of important issues;
 Design a work-flow chart, pin-pointing the efforts taken to avert or correct any ‘bottlenecks’;
 Design an appropriate Agricultural Project, to match a specific scenario;
 Design an effective Agricultural Project Procurement Strategy, that accounts for Uncontrollable External Environmental Factors;
 Design interviews & questionnaires that will elicit information appropriate to the research objectives;
 Design questionnaires & interview schedules, with a mixture of open-ended & closed-ended questions, avoiding forced-choice in the latter;
 Design structured & unstructured questions, determining the conditions under which they should be used;
 Detect Dysfunctional Behaviours;
 Determine how efficient time management increases work effectiveness and productivity;
 Determine how goal setting can lead to proper time management;
 Determine the different sources of Agricultural Project Finance available, Locally, Nationally and Internationally, as appropriate to the specific project;
 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 an Agricultural Project Schedule that incorporates special consideration for high-duration phases, while addressing possible supply and motivation problems;
 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 a viable sourcing strategy, relevant to a particular project setting;
 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 between the concepts of Stakeholder and Shareholder;
 Distinguish between the different sets of motivation theories, notably content, process and reinforcement;
 Distinguish groupthink from teamthink;
 Employ appropriate data analysis techniques, based on the type & volume of data available;
 Ensure that project agreements are legally ‘water-tight’;
 Enumerate the benefits of effective time management;
 Enumerate the different time management tips for managers;
 Establish a basis for standard setting in their teams;
 Establish the bases for evaluating Agricultural Projects of different sizes, incorporating the relevant mechanism to take corrective or remedial actions, when appropriate;
 Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations;
 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;
 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 relevant risk exposure that pertains to specific project settings;
 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;
 Facilitate a ‘scoping study’;
 Formulate strategies in handling unexpected job emergencies;
 Gain a balance between professional goals and personal time;
 Handle e-mails, task and calendar systematically;
 Have demonstrated an understanding of mind mapping and fish bone method;
 Highlight and internalise crucial project planning issues;
 Identify appropriate roles in research project management & produce realistic costing;
 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;
 Identifying ‘trends’ & ‘patterns’ in information, in an effort to arrive at conclusions;
 Illustrate how the contingency approach to motivation might be applied to different situations.
 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;
 Illustrate the pertinent issues associated with project sustainability;
 Illustrate the value of liquidity in project management and its associated risk;
 Implement techniques for minimising disruptions;
 Indicate how currency derivatives market might hold the key to ‘project sustainability’;
 Indicate how operating risk might be a financial liability;
 Indicate how they will establishing 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 part that training and development play in worker motivation;
 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;
 Know how most managers apportioned their time;
 Know how to properly delegate task;
 Know how to properly delegate task;
 Know how to refuse unreasonable requests in the proper manner;
 Know the difference between being “busy” and “productive;”
 Demonstrate how assert themselves politely and calmly;
 Demonstrate how to diffuse the impact of others;
 Demonstrate how to handle interruptions constructively;
 Demonstrate how to maintain their responsibility;
 Demonstrate how to manage their workloads more effectively;
 Demonstrate how to prioritise using decision matrices;
 Demonstrate how to utilize their gap times;
 Demonstrate the step-by-step process in making effective schedule;
 Link settlement risk with ‘survival imperative’;
 Locate performance related pay, productivity bonuses and other remuneration inducement within existing motivation theory;
 Make research proposals, taking pertinent factors into account;
 Make use of 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 research projects, from inception to reporting;
 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 different stages of an Agricultural Development Project, indicating the salient issues that need to be addressed at each – with suggestions for implicit problem resolution;
 Outline the importance of Team leadership in Agricultural project management;
 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;
 Portray a heightened understanding of project development;
 Present a balanced argument with respect to Participatory Impact Monitoring (PIM);
 Prioritise ‘urgent’ and ‘important’ activities;
 Produce effective reports, adhering to conventional styles, presenting evidence from the data, & exploiting visual representations;
 Project a heightened awareness of the need to develop an excellent working relationship with suppliers and sub-contractors;
 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;
 Recommend a project control system that may be applied to a given scenario
 Reduce time spent in meetings yet contribute more effectively;
 Relate risk management to projects and project management;
 Relate the concept of Maslow’s Hierarchy of Needs with effective time management;
 Resonation as an issue in team effectiveness;
 Select the most appropriate budgeting method, that will ensure that the Agricultural Project in question will be fully funded to the end of a normal cycle, taking contingencies into account, mitigating any relevant risks;
 Set realistic goals through SMART method;
 Solve problems through the trading game scenario;
 Specify and explain the four D’s in time management;
 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 Agricultural Project Characteristics that are potential fund-winner;
 Suggest the difference in interpretation of groups and teams;
 Suggest ways in which financial risk management is relevant to project management;
 Suggest ways of improving group 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;
 The leader’s responsibility to ensure that this informal hierarchy is dispensed with in the promotion of a ‘classless team’;
 Understand how project risk might be affected by ‘Market Dynamics’;
 Understand the concept of multitasking;
 Understand the difference between important and urgent activities/works;
 Understand the relationship between project management strategy and risk management;
 Understand the underlying concept of the prioritization;
 Understand the underlying principles of “time” in an organisational wide context;
 Use effective delegation techniques at the workplace;
 Use effective delegation techniques at the workplace;
 Use practical techniques for organising work;
 Use SPSS and, or, Excel software packages in analysing data;
 View project structure as the system of relationship that persists.

We offer very attractive discount for groups of 3 and more people, from the same organisation, taking the same course. This discount is between ten percent (10%) and thirty three percent (33%), depending on the group size. Even with these discounts, we can also deliver courses for groups in the country of your choice.

Please feel welcome to contact me, at any time. My e-mail addresses are: fria@hrodc.com; and fria.hrodc@outlook.com
My Direct telephone number is +442071935906