Case Studies

Presentation
11 November 2022
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Mission

Install a globally aligned local Training Team & Leadership Coach structure
which produces optimal KPI results, provides an agile support structure to
our client and functions as a reliable partner for our internal stakeholders.
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Operational Objective

Identify, develop and manage staff training and development operations to:
o Solve (a) problem(s), deal with challenge(s)
o Respond to emerging needs (new tasks, new markets, changes of standards, a growing need, new technology…)
o Align performance globally (NH correction of dysfunctions,…)
o Generalize performance standards
o Capitalize on good practices
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Target

Target audience for the training and coaching is:

o Content moderators
o Coaches
o Team leaders
o Managers
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Skills targeted:

A list of skills targeted to develop: (not exhaustive)

o Management skills
o Technical skills
o Leadership skills
o Soft skills
o Knowledge skills
o Ownership and mindset change
o Partnership & client-orientation skills
o Internal procedures, policy and ethics knowledge
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Approach:

Let’s start by understanding the business context!

o Stakeholders engagement road map
o PESTEL Analysis
o SWOT Analysis
o Gap Planning
o Constraints Analysis
o Result-based management
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Tools:

Competence and Bahvior Development tools to engage:

• Team building
• Team training
• Team consulting
• Team & one-to-one mentoring
• Team facilitation
• Team & one-to-one coaching
• Formal check-ins
• Bootcamps
o Peer-to-peer learning
o …
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Methodologies:

Innovative Learning Methodologies:

o Social Behavior Change Communication (SBCC)
o Co-Design Methodology
o Problem-based learning
o Competency-based learning
o Peer-to-peer learning
o Monitoring, Evaluation, Accountability Learning (MEAL)
o Kirk Patrick’s evaluation Model
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Structure Strategy:

Training and Coaching Structure Strategy:

N° Steps Questions To do list

1 Skills Assessment • What skills are needed for the task? • List of skills a job needs
• What skills do staff have? • List of skills every staff member has + the level of
mastery
2 Needs Assessment • What skills staff need to improve? • Regular perfomance evaluation
• What new skills need to acquire? • Benchmarking
• Imartial 3rd party surveys
• Focus groups
• Interviews with the stakeholders
• Pre-service needs
• In-service needs
3 Data study & • What impedes success/development? • Identification of gaps
Analysis • What is needed to improve performance? (dos • Identification of problems
and don’ts) • Identification of key success factors
• Identification of barriers/key failure factors
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Structure Strategy:

Training and Coaching Structure Strategy:

N° Steps Questions To do list
4 Type of intervention • What means can we use to help improve • Group training (size, duration, place, mode…)
identification performance? • Team or one-to-one coaching
• What type of training or coaching model to • Team building
implement? • Mentorship: team or one-to-one?
• Team facilitation
• Peer-to-peer learning
• Face-to-face, online or bended?
5 Identification of • Who needs training? • Custimized training per group/team needs
target audience • Who needs coaching? • Hetrogeneous? To encourge peer learning through
• Or both? group work
• Homogeneous? To repsond to a very specificneed
6 Training/Coacghing • How can we repond to the training and • What are the objectives
Content development needs? • What type of training (workshops, seminars,
development • How can we customize trining and coching? bootcamps…?
• What content to provide? • What modules?
• How can we reach optimal results? • What are the procedures?
• How can we measure objectives attainment?
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Structure Strategy:

Training and Coaching Structure Strategy:

N° Steps Questions To do list
7 Log-frame • How can we monitor objective and results? • List of objectives
Development • How to evaluate training & coaching programs? • List of inputs/activities
• What are the KPIs? (quantitative & qualitative) • List of outputs
• List of outcomes
• List of impact
8 Scheduling • When to implement the training/coaching? • Action plan
• How can we train & develop skills without
affecting the ongoing and the quality of
services to our clients?
9 Recruitment of • What expertise do we need for effective and • Terms of Reference
trainers and efficient training and development? • Scope of work
expergts (where • Do we have the expertise internally? Or we • Deliverables
necessary) should hire? • Contract
• …
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Structure Strategy:

Training and Coaching Structure Strategy:

N° Steps Questions To do list

10 Evaluation • How can we make sure the objectives and • Four levels of evaluation
results are attained? • Pre-training/coaching evaluation (baseline for
• What is the ROI? benchmark)
• Post-trainng evaluation
• Mid-training/coaching evaluation (for long period
sessions)
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Deliverables

The following is a list of the deliverables:

o Skills assessment reports
o Needs assessment reports
o Training/coaching factsheet
o Detailed training/coaching content
o Trainee/coachee training file
o Training sessions deliverables (training or coaching action plan, attendance sheet, quizzes…)
o Training/ coaching action plan
o Contingency action plan
o M&E plan
o ToR, SoW for trainers and experts
o Evaluation report
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Capitalization:

Capitalization and generalization to guarantee optimal similar results:

o Mobilize adequate expertise
o Consider the best practices
o Improve weaknesses
o Documentation (development of manuals, toolkits, procedures)
o Branding of the materials developed (copyright)
o Standardization and generalization
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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

Lowering NH AHT

Optimizing the sites productivity by means of:

Maximizing NH Accuracy performance

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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

NH AHT
NH AHT
April May June July August September AVR %
140
Site 1 109,3 125,6 127,3 99,3 90,8 80,3 105,4
120
Site 2 89,1 77,6 73,5 78,7 69 75,4 77,2
100
Site 3 95,3 90,1 104,9 79,5 90,8 95,2 92,6 80 Site 1
Site 2
60
Site 3
NH ACCURACY 40
Site April May June July August September AVR % 20
Site 1 82,7 81,3 77,4 80,2 76,9 77,2 79,3 0
ril ay ne Ju
ly st be
r
Site 2 84 83,9 88,8 87,4 89,2 89 87,1 Ap M Ju gu
A u em
pt
Site 3 86,2 77,8 89,3 79,3 82,9 89,6 84,2 Se

NH ACCURACY
95
• Site 1 has the highest AHT performance but it is not stable. A remarkable fall
90
in the last three months,
• Site 1 has also the lowest in accuracy performance, 85 Site 1
• Site 2 has the lowest AHT performance, but the highest accuracy Site 2
80 Site 3
performance,
• There is a possible correlation between AHT & Accuracy performance. 75

70
ril ay ne Ju
ly st be
r
Ap M Ju ugu m
A te
S ep
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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

Site 1 Site 2 Site 3

140 100 120
125.6 127.3 89.1 88.8 89.2 89
90 87.4 104.9
84 83.9
120 109.3 78.7 100 95.3 95.2
80 77.6 75.4 90.1 90.8 89.6
73.5 86.2 89.3
99.3 69 82.9
100 90.8 70 77.8 79.5 79.3
82.7 80
81.3 77.4 80.2 80.3 77.2 60
80 76.9
50 60
60 40
40
40 30
20
20 20
10
0 0 0
April May June July August September April May June July August September April May June July August September

NH AHT NH Accuracy NH AHT NH Accuracy NH AHT NH Accuracy

• Better accuracy performance amongst the 3 sites,

• Accuracy remains stable (77% - 82%) • Site 3 seems to have a better AHT performance,
• Ability to maintain somehow Accuracy performance,
• AHT performane is remarkably high but does not • Ability to maintain AHT performance,
• AHT performance is lower than accuracy,
affect accuracy • Site 3 does not have the highest AHT but more reliable,
• Month August: accuracy is the highest (89,2%) but
• Remarkable fall of AHT in summer
AHT is at the lowest (69%),
• NH AHT average over 6 moths: 105,4% • AHT average over 6 moths: 92,6%
• NH AHT average over 6 moths: 77,2%
• NH Accuracy average over 6 months: 79,3% • Accuracy average over 6 months: 84,2%
• NH Accuracy average over 6 months: 87,1%
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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

• Why is accuracy the lowest in site 1?

• Internal benchmark:
• Why does AHT drop remarkably after three months in site 1? o Site 2 for NH Accuracy
• How do site 2 moderators outperform in Accuracy? o Site 3 for NH AHT
• External benchmark:
• Why does Accuracy drop when AHT is high? o Xxx
• Summer time? Unsutained motivation? Leadership? Training? o xxx
• Short term objectives for each site:
Coaching? … o Align and maintain the sites’ AHT performance at 85% or 90%,
• What are the good practices we can get from each site to o Align and maintain the sites’ Accuracy performance at 85% or
90%,
generalize? • Mid-term objectives:
• What are the lessons we can drop from the challenges from each o Reach at least 95% NH AHT
o Reach at Least 95% NH Accuracy
site to build on? (internal and external factors affecting performance • Long-term objectives:
of the new hires) o Reach 99% NH AHT
o Reach 99% NH Accuracy
• How can we manage knowledge circulation among the 3 sites to
improve productivity?

Understanding the challenges Deciding on strategies

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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

Maxi-Maxi Strategy Maxi-Mini Strategy

• Make smart use of history (logs, records) • What top 10 moderators do to AHT that
• Document all the best practices • Involve staff and team leaders in creating
• Use information system for knowledge make them quicker? Apply to the slowest
• Use the brand to increase belonging training materials
management (First message, the ones
• Empower team leaders • Empower & allow access to management
beginning of the shift) • Keep customer profile/standards up to
• Reinforce regular coaching, training, information
• Training manuals and toolkits date
check-ins • Use IS to spread information (new
• Create synergies amongst the three sites • Ecourage well-being & social activities
• Encourage professional development information, alerts..)
(online, blended…) • Formal mentoring sessions
within the company • Use peer assessment and feedback
• Extend social activities amongst the • Peer-to-peer learning
• Smart distribution of moderators on • Early shift breaking news
three sites • Spot repeated undesired content (format
tasks as needed • Early shift briefing sessions
& content)

Mini-Maxi Strategy Mini-Mini Strategy

• Make use of history records (issues,
• Work on ownership among staff of the • Monitor rivals performance and client
challenges, troubleshooting…)
• Tailored training decision to be made orientation strategies
• Celebrate success stories, Hero of the • Build partnerships
• One-to-one mentoring & coaching
• Use incentives Month,… • Encourage community advocacy • Prototype UCG: Modeling helps predict
• Build decision making skills amongst the moderators types of undesired content (in kind,
• Organize troubleshooting bootcamps
• Continous training on knowledge of law, • Agile management skills for unexpected timing,…)
• Encourage leadership
• Organize team building community guidelines, ethics… events and/or content
• Encourage psychological and physical • High performance rates of big
• Evaluate moderators for the peak
health competitors as objectives to reach or
performance
• Surveys by impartial third party pass
• Set SMART objectives
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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

Problem targeted: Low NH Accuracy & low HN AHT performance

Target Content moderators sites in Berlin, Casablanca and Quezon
Problem Analysis:  Collection of qualitative and quantitative data from different sources (SWOT Analysis, interviews with the business departments, focus
groups, surveys by impartial 3rd party, periodic staff evaluations)
 Data study & analysis
 Identification of the main barriers that impede higher performance (technical, behavioral, mindset, knowledge, teamwork…)
Key success factors identified:  Perceptions and mindset change
 Capacity building through the development soft skills, leadership, technical and knowledge, management, decision making skills
 Encouraging ownership
 Increasing the sense of community advocacy
 …
Approach  Using communication to change behaviors, attitude, knowledge and norms impeding higher performance, motivation, reactivity…
Sample  The implementation of training programs including group training, one-to-one mentorship, hands-on workshops, bootcamps involving
highly qualified trainers & experts.
Framwork  Knowledge management
Following  …
Tools  Soft skills training (languages, personal development, Communication techniques, well-being, global citizenship…)
SBCC  Technical skills (skills needed for the content moderation)
 Sensitizing to global citizenship & digital citizenship
Strategy*  Community service initiatives
Outputs  # of trained/certified staff in sift skills (languages, IT, …)
 # of trained/certified staff in technical skills
 # of staff sensitized to global citizenship, digital citizenship
 # of staff initiated to community service

Outcomes  More engaged & motivated staff members

 Quicker scrutiny of the content
 More accurate decisions made towards content

*SBCC Strategy: Social & Behavioral Change Communication Strategy

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Objective Presentation Analysis Problem Audience Strategies Framework Evaluation Action Plan

Sample Action Plan:

M1 M2 M3 M4
Activities
S1 S2 S3 S4 S1 S2 S3 S4 S1 S2 S3 S4 S1 S2 S3 S4
Problem identification
Data collection
Data study & analysis
Needs assessment and analysis
Training/coaching engineering
Program budgeting
Program planification
Program validation
Adjustments (if necessary)
Recruitment of trainers/Experts
Grouping of trainees (placement
tests)
Orientation session to the
trainees
Pre-training evaluation
(baseline)
Implementation of the training
Post-training evaluation
Evaluation analysis
Reporting
Post-training monitoring
Capitalization
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Objective

Creation of a trainer’s guide for two-day training course for new leaders covering the
topic of leadership fundamentals:
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Trainer’s Guide

Issue Date 11 Nov 2022 Module Fundamentals of Leadership

Implementation Date 01 Dec 2022 Trainer Mr. …

Rationale Majorel aims at improving and aligning leadership performance across its sites globally. To do. So, the company is leading a strategic development
of innovative and tailor-made qualification concepts and support to local leadership coaches to support local leaders efficiently and effectively
using globally aligned coaching and blended learning models. According to the identified needs of a group of team leaders is Casablanca, it is
planned to support the group with a two-day training course covering the topic of leadership fundamentals.
Scope of Assignment • Definition of Leadership
• Attitudes of a leader
• Leadership styles
• Leadership theories
• Most important keys of leadership
• Leadership values: ethical and moral
• Ethics and accountability
• Conflict management & negotiation
Learning Objectives By the end of the training course, the trainee will be:
• Understand what leadership means
• Identify the characteristics of an effective leader.
• Recognize a one’s personal and leadership style.
• Recognize the importance of switching styles to accommodate differences.
• Describe the relationship between managing,leading and following.
• Able to manage conflicts and lead the teams to attain objectives
Duration 2 days (12 hours) Target Audience 12 team leaders
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Trainer’s Guide

Deliverables • Session detailed action plan (to be validated)

• Pre-training evaluation
• Post-training evaluation
• Attendance sheets
Learning Methodologies to use • Hands-on workshops
• Case studies
• Group work
• Troubleshooting cases
• Peer-to-peer learning
• Post training assignments: More practce to reinforce learning

Timing Activity Objectives Role of the trainer Role of the trainee

Day 1

8:00 Ice breaker Getting to now each other Uses an ice breaker to allow people to eacher Trainee get involved in the game actively
8:10 other and facilitate the creation of relaxing and follow the trainers instructions
learning environment
8:10 Pre-training evaluation Assess the trainees skills in leadership Hands out pre-evaluation sheets Trainees do the assessment without any
8:25 fundamentals before the training. Sets time for the assessment (10 min) prior preparation for the topics
This will serve as a baseline for training After 10 min, the trainer collects assessment They hand in their sheets in time
evaluation sheets
8:25 Presentation The trainees explore: The trainers uses: The trainees get involved in discussion and
10:00 Group work • What leadership means • Visuals to present (PPT, videos, pictures…) and activities actively
• The attitudes of a leader encourage discussions
• Practice activities (in pairs or groups)
• Production activities (in pairs or groups)
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Objective

Timing Activity Objectives Role of the trainer Role of the trainee

Day 1

Coffe Break

10:15 PPT Presentation The trainees explore: The trainers uses:

12:00 Group work • Leadership styles • Eliciting techniques to get trainees feedback • The trainees get involved in discussion
Case Study • Leadership theories about leadership styles and activities actively
• Use case studies to present Leadership Styles • Trainees work in groups to identify
leadership styles
• PPT presentation to explore leadership • Trainees work in groups to discuss the
theories theories, make their preferences and
explain why?
Lunch Break

13:00 PPT Presentation The trainees explore: The trainers uses: • The trainees get actively involved in the
14:50 Group work • Most important keys of leadership • Techniques to elicit keys of leadership as the discussion
Case Study trainees perceive of them
• Motivation to encourage trainees to participate
• Present a case from which the trainees elicit
most important keys
14:50 Wrap up • Recall of the most imprtant • Trainer asks questions and elicits answers from • The trainees answer the questions using
15:00 concepts covered the trainees the knowledge covered
• Summary of the content covered
Coffee Break
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Objective

Timing Activity Objectives Role of the trainer Role of the trainee

Day 2

8:00 Review • Reviewing covered content • Traier asks questions • Traineers answer and discuss
8:15
8:15 PPT Presentation The trainees explore: The trainers uses:
9:50 Group work • Leadership values: ethical and • Eliciting techniques to get trainees feedback • The trainees get involved in discussion
Case Study moral about the ethics and morality of the leader and activities actively
Pair work • PPT presentation to explore leadership • Trainees work in groups to discuss most
theories important values
• Case studies • Trainees work in groups to discuss

Coffee Break

10:00 PPT Presentation The trainees explore: The trainers uses: • The trainees get actively involved in the
12:00 Group work • Ethics and accountability • Presentation Contexualization discussio
Case Study • Case study • Trainees work in group to the the scase
studies
Lunch Break
13:00 PPT Presentation The trainees axplore: The trainers uses:
14:50 Group work • Conflict management & negotiation • Eliciting techniques to get trainees feedback
Case Study about the ethics and morality of the leader
• PPT presentation to explore leadership
theories
• Case studies

14:50 Wrap up • Recall of the most imprtant • Trainer asks questions and elicits answers from • The trainees answer the questions using
15:00 concepts covered the trainees the knowledge covered
• Summary of the content covered
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Objective

Timing Activity Objectives Role of the trainer Role of the trainee

Day 2

8:15 PPT Presentation The trainees explore: The trainers uses:

9:50 Group work • Leadership values: ethical and • Eliciting techniques to get trainees feedback • The trainees get involved in discussion
Case Study moral about the ethics and morality of the leader and activities actively
Pair work • PPT presentation to explore leadership • Trainees work in groups to discuss most
theories important values
• Case studies • Trainees work in groups to discuss

Coffee Break

13:00 PPT Presentation The trainees explore: The trainers uses: • The trainees get actively involved in the
14:50 Group work • Ethics and accountability • Review of values discussion
Case Study • Presentation of ethics and accountability
• Contexualization
• Case study • Trainees work in group to the the scase
studies
Lunch Break
14:50 Wrap up • Recall of the most imprtant • Trainer asks questions and elicits answers from • The trainees answer the questions using
15:00 concepts covered the trainees the knowledge covered
• Summary of the content covered
Coffee Break
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