MTF - Sample Project -Final.docx

7/26/2019 MTF - Sample Project -Final.docx

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PROJECT SUBMISSION FORM

Your Exact Name (This will be printed on your certificate):

Name of the program:

Date of attendance (will be printed on your certificate):

Date of Submission:

!" you a participant from #$%&'$%& Your &atch location and year:

alid Email !D:

POSTAL ADDRESS THAT YOU WANT THE CERTIFICATE TO BE DISPATCHED AT:

NOTE:

*+ ,lease note that the abo-e gi-en name will be printed on the certificate+ ,articipants need

to ta.e utmost care in gi-ing correct name+

/+ !n the absence of the abo-e details the pro0ect won1t be e-aluated+

2+ ,articipants need to pro-ide complete and correct address for the dispatch of the

certificates+ !n case the address is incorrect 3 reprinting and courier charges will need to be

paid

4+ The pro0ect must in be in single 5S word document not exceeding 65&

6+ &y this submission you accept that the pro0ect can be used freely as part of the 7'5! and

5E7 .nowledge centre digital library and can be used by them for research and learning

Name:

Street Address 1:

Street Address 2:

7ity: State,ro-ince:

,ost8ip 7ode: 7ountry:

#or.ing 5obile No:

#or.ing land phone No:


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Master Trainer and Facilitator

Project Report

xxxxxxxx

xxxxxxx

2


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Contents

Project Summary...................................................................................................3Physical Environment............................................................................................ 4

Design o the Program...........................................................................................!

Delivery o the Program.......................................................................................14

Assessment "ethodology and #ranser to $o%......................................................41

Anne&ure............................................................................................................. 4'

(i%liogra)hy.........................................................................................................*2

3


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Project Summary

#he o%jective o the training session on +,lient "anagement- is to hel) the)artici)ants in understanding the nuances o client management rom a

no/ledge )ers)ective as /ell as acilitate the %ehaviours and attitudes

necessary or smooth and e0ective client management. #he outcome o the

training /as e&)ected to reect in terms o the re)eat %usiness metrics

customer loyalty and o)erational eciency.

#he conte&t o this training is /ith res)ect to the consultancy %usiness. #he

training session is aimed at ne/ly )romoted managers /ho have had e&)osure

to managing clients. As leads at the client sites they have %een managing

individual clients at an o)erational level and in some cases %een reuired to

mae decisions ater consulting their seniors in the team. #he ne/ role o

"anager e&)ects them to %e the 5rm-s SP6, or the client or any matter. #hey

/ould %e e&)ected to lead a team o junior consultants /ho /ould %e e&ecuting

the /or at the client site. #he ey res)onsi%ility in the ne/ role /ould %e to

maintain client loyalty through re)eat %usiness /hile /oring on ne/ leads and

o))ortunities /ith the e&isting clients.

#he training is a 1 day /orsho) )lanned /ithin the oce )remises since the

oce is situated at the %ase location or the )artici)ants. 7deally )artici)ants

rom same line o %usiness may %e chosen to derive the level 4 evaluation more

accurately at the end o the course.

#he ey conclusions dra/n rom this training design delivery and evaluation are

as ollo/s:

1. #he course is targeted or mid8level management. #he to)ic is relevant to

something they do every day and it is dynamic in nature. 9ence the ocus

is less on the content side o the course. #his is evident in the lac o a

ormal course/are or the )artici)ants e&ce)t or the training slides and

the reerences to research urther on the to)ic.2. #he to)ic o the training %eing )ractical in nature the em)hasis is on

discussion and no/ledgee&)erience sharing.3. #he design involves use o audio8visual material to enhance memora%ility.

;ith lac o course/are and ormal content it is essential to )rovide a

long8lasting un 5lled e&)erience to the )artici)ants so that they can recall

it and relate to it on the jo%.4. #he role o acilitator is to guide and sha)e the interactions during the

various activities rather than o08loading content to the )artici)ants.

9ence /e don-t need a su%ject matter e&)ert )er se as the acilitator.


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9ence it serves no )ur)ose to administer a test to chec the content

recall o the )artici)ants. . ?or the transer to the jo% individual develo)ment )lans are suggested or

the )artici)ants. #his is %ecause the to)ic covered is most relevant to the@


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Physical Environment

Venue

#he training is )lanned to %e an in8house training. 9ence the venue /ill %e a

conerence room /ithin the oce )remises /hich has the ca)acity to hold 1812

)artici)ants.

7t is im)ractical to have com)lete control o the dimensions since the conerence

rooms are )re8designed. 9o/ever e0ort can %e made to ensure a conerence

room o the ollo/ing dimensions:

,onerence ta%le siBe C 12 eet 4 eet

inches %et/een ta%le and the )rojector screen.

Seating

#he seating arrangement chosen or the training is the horseshoe arrangement.

#he training involves grou) learning through sharing o e&)eriences and %est

)ractices %et/een the learners. 7n other /ords discussions activities and

interaction /ith the acilitator are the eatures o this training.

#his seating arrangement encourages eye contact %et/een the acilitator and

)artici)ants and also )ermits the acilitator to close the )hysical ga) %et/een

himhersel and each )artici)ant. #his has the e0ect o inviting discussion and

>


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develo)ing ra))ort. As a result there is more cohesive eeling among

)artici)ants.

"oreover it allo/s the acilitator to move around to distri%ute hand8outs or

reach out to the )artici)ant grou)s or any clari5cations during the grou)

e&ercises. #he )artici)ants can rearrange themselves in grou)s or such grou)e&ercise easily /ith this arrangement.

?urther it )ermits the use o visual aids such as movies to %e )rojected on the

screen.


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Slides or the training may %e shared /ith the )artici)ants ater the training

session or a uic overvie/ o the content o the course.


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;ires s/itches o)en ends shall %e a))ro)riately covered or /ra))ed so that

there are no accidents /hile moving around in the room.


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7s conerence ta%le siBe at least 12 eet 4 eetK

7s conerence ta%le having smooth edgesK

7s there sucient s)ace in the room to move around the

ta%leK

7s there sucient s)ace in the room to move around the

)rojector screenK

7s there sucient s)ace %et/een the chairs or the

)artici)ant to rise uiclyK

7s the distance %et/een the ta%le and the )rojector

screen at least *> inchesK

7s the conerence room meeting these s)eci5cations

%loced in advanceK

7s the direction to the conerence room mentioned in the

calendar invite or guided on the oorK

7s the urniture /ithin the conerence room arranged

neatly to avoid distractions in vie/ing the screenK

7s the tem)erature suita%le or the 69P and other

sensitive eui)mentK

7s the lighting a))ro)riate to vie/ the )rojector screenK

Are the controls or tem)erature o)erationalK

Are the controls or lighting o)erationalK

9as the houseee)ing or the conerence room %een

doneK

7s the conerence room sound )rooK

Are the electrical /ires s/itches etc concealed or

/ra))ed to avoid any accidents in the roomK

Are the restrooms )antry area and /ater aucets mared

out or easy identi5cationK

Seating

7s the arrangement o seating a horseshoe arrangementK

7s the arrangement con5rmed /ith the acilitatorK

E&uipment

7s the overhead )rojector /oring )ro)erlyK

7s the ocus o the 69P set a))ro)riately so that the

slides are visi%le even rom the %ac o the roomK

7s the stand or the i)charts steady and %alancedK

Are there sucient )a)ers in the i) chart holderK

7s the sound system /oring )ro)erly /ith the audio jac

or the la)to) as /ell as or the micro)honeK

Are there sucient )lug )oints or the )artici)ants to

)lug in their la)to)sK

Stationery and Supplies

Are sucient hand8out co)ies made or the )artici)antsK

Are the hand8out co)ies arranged in the seuence they

are going to %e usedK

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#

=

6

1

8

# = 6 1 8#

=

6

2

8

# = 6 2 8

Are there at least 283 marer )ens o di0erent colours to

/rite on the i) chartsK

Are there enough )encils setch )enscrayons or each

)artici)ant or the Dra/ our ,lient e&erciseK

9ave the resources necessary or the activity (oo

(alance o the #rio %een arranged )er grou)K

7s )rovision made or any additional stationery that may

%e reuiredK

Communication

7s the training venue communicated to the acilitator and

the )artici)antsK

Are the calendars or acilitator and learners %loced or

the right date and time o the trainingK

7s the dress code clearly de5ned in the communicationK

Are the )artici)ants inormed a%out carrying their o/n

note)ads i reuiredK

!esign o" the Program

7n order to ormulate the design o the training )rogram it is essential to chal

out the o%jectives that are su))osed to %e achieved through this training

)rogram:

Terminal 'earning %(jectives

Ena(ling %(jectives )E%*

Ena%ling o%jectives are the o%jectives /hich contri%ute to the achievement o

the terminal learning o%jectives. ?or the )ur)ose o this training the ollo/ingEna%ling 6%jectives have %een identi5ed:

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!esign +rid "or the Training

Topic Su(topics Methods,Techni&ues,Ac

tivity

Re"ere

nce $o

%(jective,%

omes

R-CE

Partici)ant 7ntroduction ,lient images 7ce %reaer session 8 Dra/

our ,lient


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training course.

?acilitator 7ntroduction Details a%out

e&)erience and

narration o

client

management

success

storiese)isodes

Narration ,1 Esta%lish

com)etence a

also sho/

commonalitie

o having gon

through simila

e&)eriences.6utline o the ,ourse (road modules

o the course

and the o/ o

the modules

,hun the lies and

dislies shared during the

client descri)tions

logically to arrive at the 4

%road modules

E1 Provide an

overvie/ o th

course contenSet e&)ectatio

o the

)artici)ants in

terms o thesco)e o the

training

)rogram.Module .

Setting ,lient

E&)ectations

E&)erience

Sharing

Dil%ert ,omic Stri) 8

e&)erience sharing %ased

on the stri)

"1#1 ,ognitive 8 #o

analyse the

client

e&)ectations

and determin

their easi%ilitvis8a8vis our

delivery

ca)a%ility in t

current year

Divide and Share on the

challenges aced and

)ossi%le solutions /hensetting e&)ectations

"1"1

Fnderstanding

E&)ectations

and Delivery

,a)a%ility

Slides on setting client

e&)ectations

"1"2

Saying No Lideo on saying N6 to

clients and comments on

it.

"1"3

SummariBing "nemonic o @, 1 8 @no/

our ,a)a%ilityModule /

"anaging ,lient

E&)ectations

,lient

communication

Audio ,li) 8 M7ndian

mechanic adds )etrol to

dieselM and de%rie rom

the cli).

"2#1 (ehavioural 8

develo) a

)rotocol to

communicate

clients

)roactively an

/ithin the sa

day.

A0ective 8 #o

res)ond to cli

?eed%ac (oo (alance o the #rio8

Game 8 (rie5ng

"2"1

Actual Game E&ecution

De%rie rom the game

and eed%ac rom

)artici)ants to acilitate

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grou) learning. e&)ectations t

ensure Bero

escalations r

the clients

during the

currentengagement.

A0ective 8 #o

value client

eed%ac %y

a))lying the

actiona%le

elements o th

eed%ac to

im)rove servi

/ithin a monto receiving th

eed%ac.

,lient

commitments

Slides on managing client

e&)ectations /ith

e&am)les rom

)artici)ants

"2"2


our ,ommunication

Module 0

,lient @no/ledge A/areness

a%out clients

7nteractive e&ercise to

no/ client needs.

"3#1 ,ognitive 8 #o

synthesiBe th

e&isting needs

the clients /it

the services

o0ered %y the

5rm in thecurrent year a

/ell as correla

the needs o t

clients in the

ne&t year /ith

the ne/ servic

o the 5rm /hi

are in )i)eline

Sources o

inormation and

@no/ledge

"anagement

Slides along /ith

discussion o e&)eriences

"3"1

7m)ortance oclient needs

,ase Study on im)ortanceo no/ing client needs in8

de)th and discussion

%ased on the same.

"3"2


our ,ustomer

Module 1

9andling #ough ,lients E&am)le o atough client

Audio ,li) 8 M?unniest ,all,entre ,onversationM and

de%rie rom the cli).

"4#1 (ehavioural 8develo) tact t

handle tough

clients such th

2* o the

tough clients

a))roach the

5rm or the ne

engagement.

=ive

management o

a tough client


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,losure Summary and

?eed%ac

SummariBing the content

in one slide

?1

#haning the grou) or the

)artici)ation

;elcoming uestions

clari5cations and eed%ac

!elivery o" the Program

R-CE

$ame o" the Activity 2 !ra #our Client

Re"erence $o 2 R.


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Re"erence $o 2 R/


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generates im)atience and curiosity o ho/ it is going to %e covered during the

training.

$ame o" the Activity 2 Setting $orms

Re"erence $o 2 -/


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connect these reasons to the 4 %road areas to %e covered during the training

)rogram.

#hus %ring orth the 4 areas that /ill %e the agenda or the training )rogram.

,hec i there are any other e&)ectations that the )artici)ants /ould lie to dra/rom the training. 7 they are outside the sco)e then inorm the )artici)ant that it

/ill %e covered either during the %reas or ater the course.

Pur)ose

#he connection esta%lished %et/een the )oints contri%uted %y the )artici)ants to

the %road areas o the training )rogram ee)s them interested in the agenda.

,huning o the course in the 4 modules gives a rame/or or the )artici)ants

to ocus on and enhances memora%ility.

1!


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Module . 2 Setting Client E5pectations

$ame o" the Activity 2 Comic Strip !iscussion

Re"erence $o 2 M.T.


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$ame o" the Activity 2 !ivide and Share 6 Challenges in Setting

E5pectations

Re"erence $o 2 M.M.


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22


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#ime

1* minutes

Descri)tion


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#he slides )rovide an understanding o the logic to understand the delivery

ca)a%ility o the 5rm vis8U8vis the client e&)ectations. 7t )rovides a rationale to

determine i the client e&)ectations are just and easi%le. 7t also adds some

ver%al content to the learners /ho see ormal content.

$ame o" the Activity 2 Video 2 3o to (e a Class Act hen saying $% to

Clients

Re"erence $o 2 M.M0


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Pur)ose

#he video has %een deli%erately chosen /ith a vie/ on the memora%ility o the

content. #he same content could have %een e&)lained in slides %ut the deliveryin video is more em)hatic. Also the content is relevant to the to)ic o setting

e&)ectations /ith a vie/ o the 5rm-s delivery ca)a%ility.

The module is concluded (y the Mnemonic o" 7#C8 For module . it ill

(e 7no #our Capa(ility8

2*


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Module / 2 Managing Client E5pectations

$ame o" the Activity 2 Audio Clip and !iscussion

Re"erence $o 2 M/T.


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$ame o" the Activity 2 9ook 9alance o" the Trio

Re"erence $o 2 M/M.


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#he %acend team mem%er )asses the %oo one at a time to the client mem%er.

#he ront end team mem%er can guide his %acend colleague to choose the %oo

%ut cannot touch or sense the /eight o the %oo himsel. #he client can suggest

i he needs a lighter or heavier %oo %ased on this /eighing scale result.

Constraints

1. Ater * %oos are )assed to the client %y the %acend team mem%er or every

%oo )assed to the client one must %e returned to the service team. #he choice

o %oo to %e )assed %ac is /ith the team.

2. 6nly 1 %oo at a time )asses through the chain at a time.

3. None o the mem%ers can turn around /hile the )assing the %oo or to chec

the %alance or %oo siBe.

6nce the rules are e&)lained and the setu) is made the )artici)ants )lay thegame. #he /inning trio is a)tly re/arded or their e0orts.

Ater the game the immediate eeling o the )artici)ants may %e solicited. Solicit

eed%ac rom each role i.e. client mem%er ront end mem%er and %acend

mem%er rom e/ grou)s.

#ry to %ring out the constraints they aced and ho/ they overcame them. Also

try to %ring out the relevance o the ront end team mem%er /ho /as the ey

lin %et/een the other t/o mem%ers.

Em)hasiBe the im)ortance o listening sills and eed%ac mechanism that

ena%le the transaction to %e more )roductive and less time consuming.

Pur)ose

#he game is %ased on communication /ithin the trio o client and the service

team mem%ers. 7t resem%les the real lie situation /here the client has to

achieve an o%jective /ith the hel) o the consultantservice )rovider. #he

consultantservice )rovider has t/o )arts to it the ront end that can get

eed%ac rom the client and monitor /or o the %acend team and the %ac

end that can deliver on the ground to the client %ut may or may not have

visi%ility in terms o /hat the client e&actly /ants.

#he lessons o active listening res)onsiveness and im)ortance o eed%ac

mechanism can %e derived rom this e&ercise.

$ame o" the Activity 2 Slides on Managing Client E5pectations

Re"erence $o 2 M/M/


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2!


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3


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#ime

2 minutes

Descri)tion

31


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Module 0 2 Client 7noledge

$ame o" the Activity 2 -nteractive E5ercise to kno Client $eeds

Re"erence $o 2 M0T.


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34


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#ime

1* minutes

Descri)tion


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#he slides )rovide a line o thining or gaining client no/ledge. 6ne )art o the

)resentation ocuses on /ays to gain inormation a%out the client /hile the ne&t

)art e&)lains ho/ to retain and mine that inormation /hen reuired.

$ame o" the Activity 2 Case Study on Client $eeds

Re"erence $o 2 M0M/


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The module is concluded (y the Mnemonic o" 7#C8 For module0 it ill (e

7no #our Client8

Module 1 2 3andling Tough Clients

$ame o" the Activity 2 Audio Clip and !e(rie"

Re"erence $o 2 M1T.


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,hairs and ta%le Ii necessaryJ hand8outs or the )artici)ating mem%ers

#ime

3* minutes

Descri)tion

,all or 283 volunteers rom the grou). Assign one o them as the client C +"y8

;ay- and the other 182 mem%ers as the client acing sta0 rom the 5rm +9i8;ay-.

Provide the hand8outs to the t/o )arties e&)laining them their roles in detail.

Ensure that the o%jective to %e achieved out o the discussion is clearly

mentioned in the %rie. Assign time o 1 minutes or the actual role )lay. ?or the

audience assign roles as o%servers o various elements in the role )lay.

'rief for the Client ( )y-*ay+

ou are one o the largest clients or the 5rm C 9i8;ay. #he relationshi) has %eenonly 2 years old and this is the 3rd engagement that the 5rm is /oring on.

;hile the earlier 2 engagements /ere delivered %eyond e&)ectations they are

struggling to come u) /ith solution the 3rd time. ;orse there is a delay no/ in

terms o )roject timelines. Delivera%le rom the 5rm is no/ a0ecting your to)8

line or the uarter. 7t is time to act tough and get the delivera%le as on

yesterday. ou are meeting the 9i8;ay team or a meeting. #he agenda is clear 8

to )ush them to deliver the solution right no/.

#i): ou can threaten the consultant that you may /ithdra/ the contract since

this )roject is very critical or you.

'rief for the Consultant ( ,i-*ay

#he client 9i8;ay has %een a major acuisition or you. ou have %een /oring

/ith the client or the )ast 2 years and sur)assed their e&)ectations. As a result

a com)rehensive assignment has %een handed out to you or the 3rd time.

9o/ever you realiBe that the sco)e o the assignment is out o your e&)ertise

area and you may struggle /ith resources or the same. As a result the )roject

timelines are getting violated. ou are meeting the client "y8;ay or a meeting

due to this escalation. our o%jective is to convince the client that the solution

/ill %e delivered %ut not right no/.

#i): 6ne o you is the )roject manager /ho can tae decisions on his o/n as ar

as this )roject is concerned.

'rief for udience

Divide the audience into 2 grou)s. 1 grou) shall o%serve the non8ver%al cues and

gestures made during this role8)lay. #he other grou) can ocus on the ver%al

cues the /ords used the em)hasis on /ords and the tone used.

ebrief from the /ole !lay

3H


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6nce the role )lay is done than the )artici)ants or their )artici)ation.

#ae eed%ac rom the audience ocussing on the ver%al and the non8ver%al

elements in the role8)lay.

As the entire grou) to reect on suggestions on ho/ this could have %een done%etter or any other o%servations they /ould lie to share.

Pur)ose

#he role )lay activity is a natural attention and energy %uilder. Enthusiastic

)artici)ants volunteer or acting out the role8)lay and it is %est to get volunteers

or this activity. #he audience is also engaged %y assigning them listening and

o%serving roles. #he de8%rie is structured to 5rst allo/ eed%ac rom the

audience as /ell as the )artici)ants. #he ne&t ste) is to )ut together the

eed%ac and suggestions and summariBe the ey )oints involved in the handling

o tough clients. #he ey /ord to remem%er /ould %e tact.

$ame o" the Activity 2 Slides on 3andling Tough Clients

Re"erence $o 2 M1C.


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#ime

* minutes

Descri)tion


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Pur)ose

#he slides are a un /ay to summariBe the session and also )rovide a gist o the

module.

The module is concluded (y the Mnemonic o" 7#C8 For module1 it ill (e

7no #our Character8

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Summary and Closure

$ame o" the Activity 2 Summary and Closure

Re"erence $o 2 F.


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Assessment Methodology and Trans"er to :o(

'evel . 2 Reaction

At the end o the training )rogram ensure the s)ot eed%ac is o%tained romthe )artici)ants in the Smiley Sheets.

A sam)le smiley sheet has %een attached in Anne&ure 2a.

7t is im)ortant to collect this eed%ac on the s)ot to ascertain the reaction o the

)artici)ants to the training.

'evel / 2 'earning

#he level 2 assessment can %e made using the tool o =earning Diaries.

=earning diaries is an e0ective method to assess %ehavioural and a0ective

learning.

Process

Advise the )artici)ants to tae notes during the course s)eci5cally /ith res)ect

to the ti)s and trics that are shared %y the grou) during the various activities.

At the end o the course reuest the )artici)ants to maintain the learning diary

and )rovide them a timeline o 3 /ees ater /hich it /ill %e revie/ed.

A suggestive ormat or the learning diary is )rovided in Anne&ure 2%.

Diary ,ontent

#he learning diary %elongs to the )artici)ant. 9ence original thoughts

vie/s justi5cations and criticisms are the )rimary content o the diary. #he content discussed during the course is only the guideline on /hich the

)artici)ant has to %uild his diary. E&am)les real lie incidents and any visual or media content that

su))lements or challenges the learning rom the course /ill enhanceunderstanding.

7t is useul to mention the sources o the content in the diary so that it can

%e reerenced in uture i reuired. ,huning the content im)roves memora%ility and )rovides a logical o/ to

the diary than just ree thining content.

Evaluation

#he learning diary shall %e mailed %ac to the acilitator or his revie/.

A discussion can %e schedule /ith interested )artici)ants at the end o 3 /eesto revie/ and discuss the learning diary.

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#he evaluation is more o sel8discovery or the )artici)ant since he /ill %e a%le

to share /here a )articular )iece o inormation /as useul in the ne&t 3 /ees.

#hat /ould cement his learning or that )iece o inormation. #he ey to learning

diary is sel8assessment and hence the role o acilitator /ill %e to guide the

)artici)ant in this )rocess. #he more detailed the learning diary the more

detailed /ill %e the sel8assessment or the )artici)ant.

'evel 0 2 9ehaviour 2 9ARS

#he assessment o this course at the %ehavioural level is very critical since the

nature o to)ic and the large )art o the content /as intended to )roduce a

)articular %ehaviour among the )artici)ants.

(A


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solicit more

inormation

or as or

more time.

maes the

decision in a

time or

/hich he

sees client

)ermission.

and 5rmWs

delivery

ca)a%ility to

arrive at a

decision in a

time)ermitted %y

the client.Assertiven

ess on

client

e&)ectatio

ns

,annot say

no to the

client

e&)ectation

in any case.

Agrees to the

client

e&)ectation

in H o the

cases /ith

no

reasoning. 7n

2 casesass or time

to get %ac

and con5rm

the

easi%ility.

Politely

denies the

e&)ectation

o the client

/ith a logical

reasoning or

the same.

Politely

denies the

e&)ectation

o the client

and

su))orts it

/ith a

logicalreasoning

or /hy it

cannot %e

met.

Provides

alternatives

a%out /hat

can %e

delivered

no/ or givesa timerame

i the

e&)ectation

can %e met

later."anagin

g ,lient

E&)ectat

ions


46/56

the client. the client

/ith res)ect

to time and

uality.

time and as

desired %y

the client.

/ithin time

and uality

)arameters

de5ned %y

the client or

routine as/ell as

e&ce)tional

delivera%les.,lient

@no/led

ge

@no/ledge

o client

needs

@no/s the

client needs

as much as

a third )arty

/ould no/

through

secondaryresearch.

@no/s the

client needs

to the e&tent

they have

%een met in

the )ast and

the )resentengagement

s.

@no/s the

latest client

needs %ased

on his

interaction

/ith the

client and isa%le to

connect them

to the latest

o0erings o

the 5rm.

@no/s the

latest client

needs as

/ell as

uture client

needs %ased

on hisinteraction

/ith the

client. ,an

correlate

these to the

current and

uture

o0erings o

the 5rm.

?oresight Fna/are othe uture

needs o the

clients.

A/are o theuture needs

o the clients

%ut cannot

identiy

o))ortunity

in the same.

A/are o theuture needs

o the clients

and can

correlate

them to the

o0erings o

the 5rm to

identiy

o))ortunity in

H o them.

@no/s the)ulse o the

clientWs

)resent and

uture needs

and can

)redict

/hich

current or

uture

o0ering can%e suita%le

or the

same. Also

can suggest

/ays in

/hich the

uture needs

can %e met

/ith a ne/

o0ering.

4>


47/56

9andling

#ough

,lients

Patience

/ith tough

clients

Gets easily

irritated /ith

tough

clients and

loses his

tem)er/hile

dealing /ith

them.

Gets irritated

/ith the

%ehaviour o

tough clients

%ut does not

thro/ atantrum.

"anages to

stay calm

/hile dealing

/ith tough

client or a

giveninteraction.


48/56

Di0erences in the scores validate the e0ectiveness o the training on each

%ehavioural indicator and overall or each o the 4 com)etencies.

4H


49/56

'evel 1 2 Results

#he true test o the validity o the training )rogram lies in its contri%ution to the

measura%le outcomes or the 5rm.

7t can %e calculated over a )eriod o time normally > to 12 months rom the dateo training.

#o assess the training /ith res)ect to these outcomes reuires controlled

conditions. Some o the conditions /ould %e:

1. #he )artici)ant grou) %elong to the same line o %usiness.2. #he )artici)ants re)resent at least H o the total client management

sta0 in the line o %usiness.3. #here have %een no drastic changes in the maret conditions in the )ast

>812 months.

#he training on ,lient "anagement can %e evaluated under controlled conditions/ith res)ect to the ollo/ing )arameters:

1. Lolume o re)eat %usiness rom the e&isting clients.2. Qero escalations leading to client satisaction.3. ,ustomers retained.4. Ne/ )roducts introduced or e&isting customers.

Trans"er to :o(

#he target audience or the training has %een recently )romoted managers.

,lient management is not a ne/ conce)t or them %ut the o/nershi) o client isa ne/ e&)erience or them. ,lient management orms a critical )art o their

gro/th as a "anager and is a @


50/56

3. =ong8term or 283 years rom the date o training

#he short term goals can %e measured in terms o the %ehaviour e&hi%ited %y the

)artici)ant on the jo% in terms o setting and managing client e&)ectations.

#he mid8term goals /ill %e in terms o the a0ective as)ects /here the ocus /ill%e on ho/ the )artici)ant can manage tough clients and %uild a client net/or o

his o/n.

#he long8term goals /ill involve develo)ing a holistic vie/ o the /oring o the

5rm so that im)rovements can %e made in delivery or sales. Also develo)ing

%usiness acumen to achieve strategic )osition in the maret /ill %e a measure o

the transer to the jo% in the long run.

*


51/56

Anne5ure

Anne5ure . 2 Case Study

,E"E 8 Pro5ting %y 7dentiying ,ustomer Needs and ;ants

A 1!!2 5nancial crisis in "e&ico /as a major %lo/ to the countryWs entire

construction sector 8 )articularly the ,eme& %uilding materials com)any. 7n the

years that ollo/ed nearly hal o the com)anyWs domestic cement sales /ere

/i)ed out. et ,eme& managers noted that although revenues rom u))er and

middle class customers dro))ed %y a hal cement sales to the )oorest tier o the

)o)ulation /ere hardly a0ected. 7n act sales to the )oor seemed to ollo/ a

com)letely di0erent logic. Given that cement sales to this grou) made u) 4 o

,E"E-s "e&ican %usiness and that the com)any ne/ little a%out thiscustomer segment cor)orate leaders decided that it /as /orthy o urther

investigation.

7n 1!!H a team o ,eme& em)loyees %egan to e&)lore the issue in de)th. #hey

started %y issuing a WDeclaration o 7gnoranceW an o)en admission that the

com)any ne/ virtually nothing a%out 4 o its "e&ican maret. #hey then

resolved to learn all they could a%out the needs and )ro%lems o the )eo)le in

the ur%an slums and shantyto/ns o this maret /here demand or the

com)anyWs cement /as the strongest. #o accom)lish this the team lived in the

shantyto/ns or > months. #heir mission /as to %etter understand theircustomers not to sell more cement.

7nitially the team had a dicult time a))reciating the situation. At 5rst glance

the shantyto/ns a))eared to %e chaotic assem%lages o hal8%uilt suatter

homes stretching as ar as the eye could see. (uilding materials lay around

e&)osed to the elements and thet. Partially constructed rooms /ith steel rods

reaching sy/ard ormed the landsca)e. 7t /as easy to assume that the )eo)le

here must %e ignorant or stu)id to engage in such )oorly )lanned construction

activity. (ut ater s)ending several months e&amining /hat actually /ent on the

team came to realiBe that the )eo)le /ere doing the %est )ossi%le jo% they could

do given their constraints and the circumstances.

Poor do8it8yoursel home%uilders in the shantyto/ns they learned oten too

our years to com)lete just one room and 13 years to 5nish a small our8room

house. #he reason is that %ans and other %usinesses /ill not engage /ith )oor

residents o inormal settlements /here the legal status o )ro)erties is mury.

9a)haBard design com%ined /ith material thet and s)oilage thereore

cons)ired to mae home construction a costly and risy )ro)osition.

Lendors in turn )reyed u)on the )oor selling them lo/8uality goods in

uantities that /ere ina))ro)riate. 7n many instances the )oor /ere orced to

)ay 2 to 2 times more or the same materials availa%le to u))er and middle

*1


52/56

income /age earners. #he team learned that disre)uta%le vendors get a/ay /ith

over8charging Ias /ell as selling su%standard )roductsJ %ecause the )oor have

little %argaining )o/er or a%ility to com)lain.

Ater some thought the ,eme& team came to realiBe that i these Wmiddle menW

could %e eliminated it might %e )ossi%le or the )oor to %uild much %etter ualityhomes in less time /hile also saving money on materials in the )rocess. And

yes ,eme& might also gro/ its cement %usiness as /ell.

#o accom)lish this end the ,eme& team created a ne/ %usiness model. #hrough

a )rogram called WPatrimonio 9oyW IEuity #odayJ the com)any ormed savings

clu%s that allo/ed as)iring home%uilders to mae /eely savings )ayments.

,eme& also )rovided storage or %uilding materials 8 as /ell as architectural 8

su))ort so that homes could %e %uilt in sensi%le stages. 7n addition given its

clout as a major %uyer ,eme& negotiated /ith material su))liers or the %est

)ossi%le )rices and uality something the shantyto/n d/ellers /ere una%le to

do. As a result )artici)ants %uilt their homes 3 time aster /ith higher uality

materials and designs and at t/o8thirds the cost.

9o/ has ,eme& %ene5ttedK Since its ince)tion the )rogram has gro/n 2*

)er year and has enrolled more than 2 )oor amilies. #he com)anyWs goal is

to reach * million amilies. 7n other /ords %y asing the uestions /ho are our

customers /hat do they need /hen and ho/ do they need it and /hy do they

do things this /ay it /as )ossi%le or ,eme& to construct a ne/ %usiness model

and )ro5t handsomely in the )rocess.

0ource+ Capitalism at the Crossroads by 0tuart 1. ,art2 *harton 0chool!ublishing 3!earson 4ducation52 6pper 0addle /iver2 7ew 8ersey2 $99%.

*2


53/56

Anne5ure /a 2 Smiley Sheet

Name o Partici)ant 8 XXXXXXXXXXXXXXXXXXXXXXXX

Date o Program 8 XXXXXXXXXX =ocation 8XXXXXXXXXXXXXXX

Training Program

Feed(ack Statement#our vie )Please tick the appropriate

(o5*Strongly agree

Agree

!isagree

Stronglydisagre

e

Cannotsay

#he o%jectives o the training)rogram /ere clearlycommunicated.

#he o%jectives o the training)rogram /ere met.Sucient time /as devoted tothe training )rogram.

#he training )rogram /ill hel)me im)rove my )erormance at/or.

Training Content


(o5*Strongly agree

Agree

!isagree

Stronglydisagre

e

Cannotsay

#he content /as relevant tohel) me im)rove clientmanagement sills.

#he content /as divided intomodules and seuencedlogicallyE&am)les and demonstrationshel)ed me understand thecontent %etter.

Trainer Name o trainer 16

;;;;;;;;;;;;;;;;;;;;

Feed(ack Statement

#our vie )Please tick the appropriate

(o5*Strongl Agr !isagr Strongly Cannot

*3


54/56

y agree ee ee disagree

say

#he trainer had adeuateno/ledge o the su%jectmatter

#he trainer could understandmy dou%ts and resolve myueries

#here /as suciento))ortunity or me to )racticethe techniues.

#he )ace o the training /ascomorta%le.

-n"rastructure


(o5*Strongly agree

Agree

!isagree

Stronglydisagre

e

Cannotsay

#he venue /as s)acious andthe seating /as comorta%le.

#he ood and rereshments/ere good.

Scheduling


(o5*Strongly agree

Agree

!isagree

Stronglydisagre

e

Cannotsay

#he schedule o the training/as suita%le to the /or)ressure at oce.7 had sucient notice o thedate time and venue o the

training.#he timelines or the learningdiaries )ost the training /asclearly communicated.

;hat did you lie the most a%out this trainingK

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX


XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

;hat can %e done to mae this training )rogram %etterK

*4


55/56




;ould you lie to have any additional training related to this to)icK




Any commentssuggestionseed%ac in addition to the a%ove:




Signature o Partici)ant 8 XXXXXXXXXXXXXXXX

Anne5ure /( 2 'earning !iary Sample

Name o Partici)ant 8 XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Name o ,ourse 8 XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Date o ,ourse 8 XXXXXXXXXXXXXXXX

Summary o" 'earning

!ate

Topic

CourseContent

MyE5perience

MyVie

My'earning

!escription o" 'earning

7ntroduction

Su%title 1

Su%title 2Y.

**


56/56

YYYYY.

Su%title n

,onclusion
http://www.artistsnetwork.com/articles/business-of-art/managing-your-clients-two-skills-that-will-put-you-back-in-the-drivers-seat-in-your-client-relationships-by-ilise-benunhttp://www.artistsnetwork.com/articles/business-of-art/managing-your-clients-two-skills-that-will-put-you-back-in-the-drivers-seat-in-your-client-relationships-by-ilise-benunhttp://www.artistsnetwork.com/articles/business-of-art/managing-your-clients-two-skills-that-will-put-you-back-in-the-drivers-seat-in-your-client-relationships-by-ilise-benunhttp://www.artistsnetwork.com/articles/business-of-art/managing-your-clients-two-skills-that-will-put-you-back-in-the-drivers-seat-in-your-client-relationships-by-ilise-benunhttp://www.easyprojects.net/blog/2012/11/18/improve-your-client-management-skills/http://www.easyprojects.net/blog/2012/11/18/improve-your-client-management-skills/http://www.adroitte.com/blog/client-relationship-management/10-important-things-to-keep-your-client-happy/#more-59http://www.adroitte.com/blog/client-relationship-management/10-important-things-to-keep-your-client-happy/#more-59http://www.youtube.com/http://www.strategyexpert.com/articles/managingclientexpectationshttp://www.strategyexpert.com/articles/managingclientexpectationshttp://www.rassa.co.za/index.php/Articles/how-to-identify-client-needs.htmlhttp://www.rassa.co.za/index.php/Articles/how-to-identify-client-needs.htmlhttp://www.jonathantscott.com/educational-materials/entrepreneurship/audencia-nantes-school-of-management/case-studies/1http://www.jonathantscott.com/educational-materials/entrepreneurship/audencia-nantes-school-of-management/case-studies/1http://www.jonathantscott.com/educational-materials/entrepreneurship/audencia-nantes-school-of-management/case-studies/1

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