mtf - sample project -final.docx
TRANSCRIPT
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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
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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
1
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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
SummariBing "nemonic o @, 2 8 @no/
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
SummariBing "nemonic o @, 3 8 @no/
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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#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
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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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#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
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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>
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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.
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Di0erences in the scores validate the e0ectiveness o the training on each
%ehavioural indicator and overall or each o the 4 com)etencies.
4H
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'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 @
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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.
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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
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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%.
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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
Feed(ack Statement#our vie )Please tick the appropriate
(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
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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
Feed(ack Statement#our vie )Please tick the appropriate
(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
Feed(ack Statement#our vie )Please tick the appropriate
(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
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
;hat can %e done to mae this training )rogram %etterK
*4
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XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
;ould you lie to have any additional training related to this to)icK
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
Any commentssuggestionseed%ac in addition to the a%ove:
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
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.
**
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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