Top Level Management

Management
“Leaders aren’t born they are made…and they are made just like
anything else, through hard work.”
Coach Vince Lombardi

The reality of the modern
workplace is that it is
unpredictable and it is
complex.
J.R.D.TATA

The most essential element
of success in high risk
work environments is
competent and confident
leadership

Supervision – Management – Leadership
Are they the same? Are they different?

What is leadership?

Leading people
Influencing people

Commanding people

Guiding people

The Nuts and Bolts
Values and Principles
“Not everything that is
countable counts, and
not everything that
counts is countable”

Albert Einstein

The Nuts and Bolts
Values and Principles
Lead By Example :-
A way to recognize field level leaders who model the values and
principles .

The Nuts and Bolts

Follower concepts
• Situation awareness
• Stress and attitude barriers
Leader of People concepts
• Decision-making and communication
• Teambuilding
Leader of Leaders concepts
• Managing group dynamics
• Detecting operational error
Leader of Organizations concepts
• Imparting command presence and intent
• Integration into team decision process

Leadership Principles
 Know your job: People will follow a
competent person. Know what you do
not know and take corrective action.
 Know yourself: Effective leaders know
their strengths and weaknesses, and
must recognize personal capabilities and
limitations.
 Set the example: Must set the standard
for positive conduct and appearance both
on and off duty.

 Care for people: If people believe they
are cared for, the leader is in a position
to earn their confidence, respect and
loyalty.
 Communicate: Up, down and across.
 Educate: People should be properly
trained to do their jobs.
 Equip: Ensure team is equipped
properly.

 Motivate: Greatest challenge is motivating
people to achieve high standards--motivation is
the force behind effective leaders.
 Goal: Leaders must provide an environment
that fosters and rewards self-motivation.
 Accept your responsibility: Leaders are
responsible for performing the unit’s mission--if
the unit fails, the leader is accountable for the
consequences.
 Leaders must have the authority to match their
responsibility.


 Develop teamwork: Leaders must mold
a collection of individual performers into
a cohesive team which works together
to accomplish the mission.
 Teamwork results when people are willing to
put the mission before all else.

Four Realities of Managing Today

 The only certainty today is change.
 Speed, teamwork, and flexibility are
the orders of the day.
 Managers at all levels need to stay
close to the customer.
 Without continuous improvement
and lifelong learning, there can be
no true economic progress.

Working with and Through Others

 Management is a social process in
which managers get things done by
working with and through others.
 Shortcomings of “derailed”
managers
 Problems with interpersonal
relationships
 Failure to meet business objectives
 Failure to build and lead a team
 Inability to change and adapt during a
transition

Balancing Effectiveness and Efficiency

 Effectiveness  Efficiency
 Entails promptly  Entails balancing the
achieving a amount of resources
stated used to achieve an
organizational objective against
objective what was actually
 Managers are accomplished
held responsible  Managers must not
for attaining waste scarce and
objectives. costly resources.

Some Managerial Facts of Life
(with No Sugar Coating)
 What Managers Lose the Right to Do
 Lose their temper
 Be one of the gang
 Bring personal problems to work
 Vent frustrations and express opinions at
work
 Resist change
 Pass the buck on tough assignments
 Get even with adversaries
 Play favorites

Some Managerial Facts of Life
(with No Sugar Coating)

 What Managers Lose the Right to
Do (cont’d)
 Put self-interests first
 Ask others to do what they wouldn’t do
 Expect to be immediately recognized
and rewarded for doing a good job

Learning to Manage
 How Do Managers Learn to Manage?
 By attending the school of “hard-knocks”
 Making a big mistake
 Being overstretched by a difficult assignment
 Feeling threatened
 Being stuck in an impasse or dilemma
 Suffering an injustice at work
 Losing out to someone else
 Being personally attacked

The Honeymoon Study:
How Managers Learn to Manage

Setting priorities:
The steps in a process

Time Management
 Requires a shift from being busy to
getting things done
 Pareto principle = 80% of
unfocused effort results in 20% of
the results or 20% of focused
efforts results in 80% of the
outcomes

Why Team?

•The power of team is greater
than the individual
•Good team work will produce
synergy

What is a good team?

•Good teams define the problem before
jumping to solutions
•Good teams have some type of structure
with defined roles
•Good teams encourage new ideas and allow
issue related conflict

Ten Characteristics of a Team
 Members understand why the team
exists.
 Members must know what needs to be
done next.
 Members know their individual roles.
 Authority and decision-making lines
are clear and understood.
 Conflict is managed carefully. Dealt
with openly with an attitude toward a
team member’s personal growth.

Ten Characteristics of a Team

 Members feel their unique personalities are
appreciated and well utilized.
 Group norms for working together are set and
seen as standards for every one in the groups.
 Members find team meetings efficient and
productive and look forward to this time together.
 Members know clearly when the team has met
with success and share in this equally and proudly.
 Opportunities for feedback and updating skills are
provided and taken advantage of by team
members.

Guidelines for Effective Team Membership

 Contribute ideas and solutions
 Recognize and respect differences in others
 Value the ideas and contributions of others
(Make it a joy to meet and solve issues).
 Listen and share information (The more
each members knows, the better chance of
a solution).
 Ask questions and get clarification (If you
don’t understand, find out why. Remember
the King who had no clothes. Better to
discover a problem before you begin the
make 1,000,000 copies).

More Guidelines for Effective Team Membership
 Participate fully and keep your
commitments
 Be flexible and respect the partnership
created by a team -- strive for the "win-
win" (Teams will support a solution if
they are part of the solution. Value the
difference in members).
 Have fun and care about the team and
the outcomes. (Celebrate success).

Characteristics of a High-Performance Team

 Participative leadership - creating
interdependence by empowering, freeing up
and serving others.
 Shared responsibility - establishing an
environment in which all team members feel
responsibility as the manager for the
performance team.
 Aligned on purpose - having a sense of
common purpose about why the team exists
and the function it serves.
 High communication - creating a climate of
trust and open, honest communication.

More Characteristics of a High-
Performance Team

 Future focused - seeing change as an
opportunity for growth.
 Focused on task - keeping meetings and
interactions focused on results.
 Creative talents - applying individual
talents and creativity.
 Rapid response - identifying and acting
on opportunities.

Characteristics of a Good Team

 Everyone participates actively and
positively in meetings and projects.
 Everyone understands team goals.
 Individual members have thought hard
about creative solutions to the problem.
 Members are carefully listened to and
receive thoughtful feedback.
 Everyone takes initiative to get things
done.


 Each team mate trusts the judgment of the
others.
 The team is willing to take risks.
 Everyone is supportive of the project and of
others.
 There is plenty of communication between
team members.
 Team decisions are made using organized,
logical methods.


 Everyone participates actively and
positively in meetings and projects.
 Full team acceptance is expected as
decisions are made.
 Dissenting opinions are recorded, and
may be revisited if future situations
dictate.
 Team goals are given realistic time
frames.
 Everyone is focused on the ultimate
goal of the project, while also digging
into the underlying details.

Secrets Of Successful Teams
 COMMUNICATION
 EXCELLENCE
 FOLLOWERSHIP
 UNDERSTANDING RULES
 STRENGTHS & WEAKNESSES
 FUN
 COMMON GOAL AND VISION
 APPRECIATION

“Successful Teams” Checklist Evaluation

 Is there communication between coach and players and
from player to player?
 Is your team committed to excellence?
 Do those on the team know what it means to follow?
 Does everyone on my team know their specific role?
 Do the individuals on our team regularly operate out of
their strengths as opposed to their weaknesses?
 Does our team take a break from time to time to just
have fun together?
 Do we understand our common goals and vision? Can
we all state it (them)?
 Is there a sense of and communication of genuine
appreciation among my team?

Final Thoughts… Remember, there is no I in TEAM

 Peter Drucker said, “The leaders who
work most effectively, it seems to me,
never say "I." And that's not because
they have trained themselves not to say
"I." They don't think "I." They think
"we"; they think "team." They
understand their job to be to make the
team function. They accept responsibility
and don't sidestep it, but "we" gets the
credit. This is what creates trust, what
enables you to get the task done.”

Stages in Team Building

Forming
Storming

Norming

Performing

Leadership Traits
 Intelligence  Personality
 More intelligent  Verbal facility
than non-  Honesty
leaders  Initiative
 Scholarship  Aggressive
 Knowledge  Self-confident
 Being able to  Ambitious
get things done
 Originality
 Physical  Sociability
 Doesn’t see to  Adaptability
be correlated

Leadership Styles
 Delegating  Selling
 Low relationship/  High task/high
low task relationship
 Responsibility  Explain decisions
 Willing employees  Willing but unable
 Participating  Telling
 High relationship/  High Task/Low
low task relationship
 Facilitate  Provide instruction
decisions  Closely supervise
 Able but unwilling

New Leaders Take Note
 General Advice  Challenges
 Take advantage of  Need
the transition knowledge
period quickly
 Get advice and  Establish new
counsel relationships
 Show empathy to  Expectations
predecessor  Personal
 Learn leadership equilibrium

New Leader Traps
 Not learning  Captured by
quickly wrong people
 Isolation  Successor
 Know-it-all syndrome
 Keeping
existing
team
 Taking on
too much

Core Tasks
 Create
Momentum
 Master
technologies of
learning,
visioning, and
coalition
building
 Manage oneself

Master The Art & Science
 Learn from internal and external
sources
 Visioning - develop strategy
 Push vs. pull tools
 What values does the strategy embrace?
 What behaviors are needed?
 Communicate the vision
 Simple text - Best channels
 Clear meaning - Do it yourself!

Manage Oneself
 Be self-aware  Types of help
 Define your  Technical
leadership style  Political
 Get advice and  Personal
counsel  Advisor traits
 Advice is from
 Competent
expert to  Trustworthy
leader  Enhance your status
 Counsel is
insight

Leadership Styles

Definition Dimension Definitions
 Leadership  Task-motivated leaders
styles are -Concerned primarily with
reaching a goal
described as:
 Relationship-motivated
 Task motivated leaders - Concerned with
 Relationship developing close
motivated interpersonal relationships

Leader Style Measurement Scale
Least Preferred Co-Worker (LPC) Scale
High = Relationship-motivated leader
Low = Task-motivated leader

Path-Goal Theory Approach
Focus Overall Scope
 Path-goal theory is a  Path-goal theory
complex but also provides a set of
pragmatic approach
assumptions about how
different leadership
styles will interact with
 Leaders should
choose a leadership
subordinate
style that best fits characteristics and the
the needs of work situation to affect
subordinates and employee motivation
their work

Phases in Leadership Making
Graen & Uhl-Bien (1995)

Phase 1 Phase 2 Phase 3
Stranger Acquaintance Partner

Roles Scripted Tested Negotiated

Influences One Way Mixed Reciprocal

Exchanges Low Quality Medium Quality High Quality

Interests Self Self / Other Group

TIME

Transformational Leadership Factors:-The 4 “I”s
Idealized Influence

Describes leaders who act as strong role models for followers

Inspirational Motivation

Leaders who communicate high expectations to followers, inspiring them
through motivation to commitment and engagement in the shared vision of
the organization

Intellectual Stimulation

Stimulates followers to be creative and innovative; challenges
their own beliefs and values and those of leader and organization
Individualized Consideration

Leaders who provide a supportive climate in which they listen carefully
to the needs of followers

Leadership v/s. Management
Working on the system Working in the system
Create opportunities React
Seek opportunities Control risks
Change organizational rules Enforce organizational rules
Provide a vision to believe in Seek and then follow direction
and strategic alignment
Motivate people by satisfying Control people by pushing
basic human needs them in the right direction
Inspire achievement and Coordinate effort
energize people
Provide instructions
Coach followers, create self-
leaders and empower them

Leadership Management

Agenda Establishing Direction Planning/Budgeting
Develop future vision Develop detailed steps/ timetables
for results
Develop change strategies to
achieve vision Allocate necessary resources

Aligning People Organizing/Staffing
Network
Development Communicate directly by words Develop necessary planning,
for Agenda & deeds to those whose staffing, delegation structures
cooperation needed
Achievement Provide policies/procedures for
Influence creation of guidance and methods/systems for
coalition/teams that understand monitoring
& accept vision and strategies
Control/Problem Solving
Motivating/inspiring
Monitor results vs. plan in detail
Execution Energy to overcome barriers (ex.
Identify results/plan deviations and
Political resource, bureaucratic)
plan and organize to correct
to change by satisfying basic
needs

Tends to Produce Tends to Produce
Outcomes
Change often dramatic Order/predictability
Provides potential for very useful Key results expected by stakeholders
change (ex. New products)

The manager…; The
leader…
 The manager administers; the leader innovates.
 The manager maintains; the leader develops.
 The manager accepts reality; the leader investigates it.

 The manager focuses on systems and structures; the leader focuses on
people.
 The manager relies on control; the leader inspires trust.
 The manager has a short-range view; the leader has a long-range perspective.
 The manager asks how and when; the leader asks what and why.
 The manager has his or her eye always on the bottom line; the leader has his
or her eye on the horizon.
 The manager imitates; the leader originates.
 The manager accepts the status quo; the leader challenges it.
 The manager is the classic good soldier; the leader is his or her own person.

Managers Versus Leaders –a 3rd person’s view

 Managers  Leaders
 Are appointed to  Are appointed or
their position. emerge from within
a work group.
 Can influence
people only to the  Can influence other
extent of the formal people and have
authority of their managerial
position. authority.
 Do not necessarily  Do not necessarily
have the skills and have the skills and
capabilities to be capabilities to be
leaders. managers.
Leadership is the process of influencing a group toward the
achievement of goals.

Elements of Transformational Leadership

Creating
Communicating
a Strategic
the Vision
Vision

Transformational
Leadership

Building Modeling
Commitment the Vision

Transformational Leaders…
 Do not accept the status quo
 Create a graphic and compelling vision of the
future
 Act as role models
 Are often referred to as “tough”
 Energise and inspire others
 Are said to be “charismatic”
 Are very instrumental in times of turbulence /
crises
 Provide sense of individual consideration
 Provide stimulation (intellectual and emotional)

Level 5 Leadership Hierarchy
 Level 5: Executive builds enduring greatness through a
paradoxical blend of personal humility and professional
will
 Level 4: Effective Leader catalyses commitment to
vigorous pursuit of a clear and compelling vision,
stimulating higher performance standards
 Level 3: Competent Manager organises people and
resources toward the effective and efficient pursuit of
predetermined objectives
 Level 2: Contributing Team Member contributes
individual capabilities to the achievement of group
objectives and works effectively with others in a group
setting
 Level 1: Highly Capable Individual makes productive
contributions through talent, knowledge, skills and good
work habits

Leadership Styles at a Glance (cont’d)

Job , Role & Responsibility of a Manager
JOB:-System Implementation & System Enforcement.

ROLE :- Develop People , Product & Market . Modulate
team’s behavior – - Make them more predictable.
RESPONSIBILITY :-
a) Deliver Results on consistent basis.
b) Improve productivity & market share .
c) Lead & guide the team(You are on the job trainer).
d) Minimizing losses/wastage & increasing profits .
e) Ensure proper discipline & system is maintained.
f) Data/Reports analysis & give feedback .
g) Filling up vacancy with A Class people .
h) Team is no accident , it’s by product of Good
Leadership.

AIM,PURPOSE,GOALS & EXPECTATIONS
AIM :- To Deliver Results .

PURPOSE :- Making People Effective .

GOALS :- Responsible for Leading & Team
Building . Reducing Attrition Rate .

EXPECTATIONS :-Strong commercial acumen .
Analytical Skills . Developing & expanding the
distribution-channel to enhance product reach &
business targets .
Produce more and more managers and leaders.

Skills
• Strategic  Science, pharmacy or
• Commercial focus life sciences
background
• Customer focus
 Team player
• Attention to detail
• Writing skills  Communication skills
• Presentation skills  Training skills

 A manager is a person in an
organization who directly supports and
helps activate the work efforts and
performance accomplishments of
others.
 The people who managers help are the
ones whose tasks represent the real
work of the organization.

 Levels of management
 Top managers — responsible for
performance of an organization as a whole
or for one of its larger parts.
 Middle managers — in charge of relatively
large departments or divisions.
 Team leaders or supervisors — in charge
of a small work group of non-managerial
workers.

 Responsibilities of team leaders:
 Plan meetings and work schedules.
 Clarify goals and tasks, and gather
ideas for improvement.
 Appraise performance and counsel
team members.
 Recommend pay raises and new
assignments.
 Recruit, develop, and train team
members.

 Responsibilities of team leaders
(cont.):-
 Encourage high performance and
teamwork.
 Inform team members about
organizational goals and expectations.
 Inform higher levels of work unit needs
and accomplishments.
 Coordinate with others teams and support
the rest of the organization.

Effective & Successful Managers
 Successful managers – defined
operationally in terms of the speed of their
performance within the organisation

 Effective managers – defined in terms of
the quantity & quality of standards of
performance & the satisfaction &
commitment of subordinates

The golden rule management
philosophy
 Trust people fairly but according to merit
 Make others feel important
 Motivate people by praise
 Encourage feedback
 Sandwich every bit of criticism between
two layers of heavy praise
 Have an open-door philosophy
 Help other people get what they want
 Never hide behind policy or pomposity

The effective management of people

 High performing managers …
 Are well informed of their team’s
needs.
 Work alongside those they supervise.
 Provide advice and develop support for
their team.
 Help their people perform to the best of
their abilities.

The organization viewed as an upside-down pyramid.

Mint berg's 10 Managerial Roles.

OldManager New Manager
 Thinks of self  Thinks of self as
as manager or sponsor, team
boss leader, or internal
consultant
 Follows chain
of command  Deals with anyone
necessary to get job
 Works within a done
set
organizational
 Changes
structure organizational
structure in response
to market change

Old Manager New Manager
 Invites others to
 Makes most join in decision
decisions alone making
 Hoards information  Shares
information
 Tries to master
broad
 Tries to master one array of
major discipline disciplines
 Demands long  Demands results
hours

Assessing a manager’s effectiveness

 Meeting important
 The strength of
motivation & the morale deadlines
of staff
 Accuracy of work
 The success of their  Level of complaints
training & development
 Adherence to quality
 The creation of an standards
organisational
environment in which  Productivity
staff work willingly &
effectively  Adhering to set
budgets

 Essential managerial skills
 Skill — the ability to translate knowledge into
action that results in desired performance.
 Technical skill — the ability to apply a special
proficiency or expertise to perform particular
tasks.
 Human skill — the ability to work well in
cooperation with others.
 Conceptual skill — the ability to think critically
and analytically to solve complex problems.

Katz’s Essential Managerial Skills.

Managerial Skills
A manager’s specialized areas
Technical
of knowledge and expertise, and
Skills
the ability to apply that knowledge

A manager’s interpersonal skills
Human Relations
used to accomplish goals through
Skills
the use of human resources

A manager’s ability to view the
Conceptual organization as a whole, understand
Skills the interdependencies, and its
relation to external environment

The Importance of Managerial Skills

Conceptual Skills Human Skills Technical Skills

Top Management

Middle
Management

Supervisory
Management

Very important Not as important

 Managerial competency …
 A skill-based capability that contributes
to high performance in a management
job.
 Managerial competencies are implicit
in:
 Planning, organizing, leading, and
controlling.
 Informational, interpersonal, and
decisional roles.
 Agenda setting and networking.

 Competencies for managerial
success:
 Communication
 Teamwork
 Self-management
 Leadership
 Critical thinking
 Professionalism

Understanding Management from Theory to Practice.

Managerial Roles
 Liaison Role
 Interpersonal relationships outside of authority area
 Information Roles
 Monitor
 Disseminator
 Spokesperson
 Decision Roles
 Entrepreneur
 Disturbance handler
 Resource allocator
 Negotiator

Managerial Roles
Informational Roles

Monitor Gathers information relevant to organization

Disseminator Provides information where it is needed

Spokesperson Transmits information to people outside the organization

Interpersonal Roles

Figurehead Represents the company in a symbolic way

Leader Guides and motivates employees to achieve goals

Liaison Acts as a go-between among individuals, inside and outside

Decisional Roles

Entrepreneur Searches out new opportunities and initiates change

Disturbance Handler Handles unexpected events and crises

Resource Allocator Designates use of organizational resources

Negotiator Represents the company at negotiating processes

The Managerial Process

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1 90

Leadership
The process of guiding and
motivating others toward the
Leadership achievement of organizational
goals.

Leadership Styles of Managers
Amount of authority held by the leader

Free-Rein
Autocratic Style Participative Style
(Laissez-Faire) Style

Amount of authority held by group members

Leadership Style
The most effective leadership style depends on:-

 Characteristics of the subordinates
 Complexity of the task
 Source of the leader’s power
 Stability of the environment

The Control Process
5. 1.
Use information Set
to set up future
performance
performance
standards standards
and goals

4.
2.
Take
Measure
corrective
performance
action
3.
Compare actual
performance
to established
standards
5
94

The Rational Model
1. Define and
diagnose the
problem 2. Set goals
7. Follow up
and control
3. Search for
External and alternative
solutions
internal
6. Implement the
solution selected Environ. forces

5. Choose
4. Compare and
among
evaluate solution
alternative
solutions

Importance of Control Process

1. Helps manager determine planning ,
organizing & leading .
2. Directs employees behavior towards
achieving organizational goals.
3. Provides a mean of co-ordinating
employees activity & integrating
resources .

The Decision-Making Process
1. Define the problem

2. Identify possible solutions

3. Select one or more alternatives

4. Put the plan into action

5. Follow up to see if problem is solved

Decision Types

Effective managers make various kinds
of decisions. In general, these decisions
are either
 Programmed decisions
 Non-programmed decisions

Programmed Decisions

 A decision that is repetitive and routine
 A definite method for its solution can be
established
 Does not have to be treated a new each
time it occurs
 Procedures are often already laid out
 Examples: pricing standard customer
orders, determining billing dates,
recording office supplies etc.

Non-programmed Decisions

 A decision that is novel (new or unique)
or Ill structured
 No established methods exist, because it
has never occurred before or because
 It is too complex

Organizational Nature of Nature of
Levels Problems Decision-making


 Are “tough” decisions that involve risk
and uncertainty and
 call for entrepreneurial abilities
 Such decisions draw heavily on the
analytical abilities of the manager
 Examples: Moving into a new market,
investing in a new unproven technology,
changing strategic direction

Time is a Valuable Resource, A
Most Precious Commodity
 Every human on earth – Bill Gates,
Barak Obama, and you – all have
the same amount of time:
 60 seconds in a minute
 60 minutes in an hour
 24 hours in a day
 Time cannot be saved or stored.
 It is not how much we have, but rather the way we use it.
The bottom line is how well we use it.

The Heart of Time Management is
Management of Yourself.
 Time management is more than just managing
our time; it is managing ourselves in relation to
time.
 It is setting priorities and taking charge of your
situation and time utilization.
 It means changing those habits or activities
that cause us to waste time.
 It is being willing to experiment with different
methods and ideas to enable you to find the
best way to make maximum use of time.

Time Management is the Act of
Controlling Events.
 Essentially everything we do
requires time.
 Some events/activities are
externally controlled: meetings, family
obligations, work duties.
 Other activities are internally
controlled: chatting on the phone,
commitment to a club or project, or just
“messing around.”

Good Time Management is:
 Setting smart goals that can be
realistically accomplished.
 Establishing priorities.
 Assuming full responsibility for your
use or abuse of the valuable
resource known as time.

Challenges of Managing Time
 Do Not Create Impossible
Situations:
 Attempting to work a full 40-hour week
and taking a full academic load.
 Review your outside obligations.
 Examine each of these realistically as you
prepare for each semester’s schedule.

 Define your priorities
 All successful time management begins with planning.
 Use a weekly calendar and a daily “To Do” list.
 Write down all of the things you want to accomplish
today, including personal activities such as phone calls
and shopping.
 This list is a reminder.
 Use it to set daily priorities – what must be done today?
What can wait? Write a new list each morning.
 Use it to visualize what you must do in that new day,
providing focus for your day’s activities.

 Avoid distractions and lack of
focus

 Identify areas of wasteful use of time.

 Do you put off doing important tasks?

 If you do-That is called procrastination.

 Are you overwhelmed by the
current crisis of imminent
deadline?

3. Crisis management, or lack of, leaves no
time for routine matters or enjoyment of
the simpler things in life.

 Are you plagued by lack of
concentration and focus?

 This constant floundering could be offset
by creating daily “To Do” lists and lists of
weekly, monthly and long-term goals.

 What about emotional blocks that
interfere with academic success?
 These include boredom,
daydreaming, stress, guilt, anger
and frustration.
 These emotions can all reduce
concentration in the classroom.

Assume Full Responsibility for
Managing your Time
 Avoid a noisy or disruptive atmosphere
when you study.
 Discipline yourself to limit “time monsters”
like the telephone or the T.V.
 Establish priorities and do not let others
distract you from completing your tasks.
Sometimes you have to tell family and
friends “no.”
 Keep your “To Do” list handy, and stick to
it!

Time Management

 Please keep in mind that practice
makes perfect. Try to make these
time management tips part of your
everyday habits.

DOCTOR CONVERSION

 Human Beings are change
resistant .
 Identify Dr’s need …..
(Emotional/Materialistic.)
 Customer trust is not an
option … it is an matter of
survival.
 Trust can’t be copied,
duplicated or taken away by
competitors .
 Build trust through :-
a) Consistency,
b) Need Satisfaction,
c) Effective Communication,
d) Reliability .

DOCTOR CONVERSION (Contd.)

 Walk the Talk (Match your behavior &
words).
 Sell yourself first .
 Don’t be product centric.
 Ascertain his need .
 Be honest , humble & sincere .
 Be upfront-even if the answer is
negative .
 Adhere to your commitment .
 Accept onus & responsibility .
 Be there with customer in “crisis” .
 Get approval from influencers-
increase reliability .
 Keep adding value to yourself
(develop your knowledge & skills).

DOCTOR CONVERSION (Contd.)

 The phases of Dr. Conversion
are as follows :-
 SUSPECT
 PROSPECT
 CUSTOMER
 CLIENT
 SUPPORTER
 ADVOCATE
 PARTNER.
 Your job is maintaining the
customer loyal ; and, at a level
“beyond the reach of your
competitors”.
 Strike a balance between
conversion v/s retention.

“ The woods are lovely, dark and deep . But I have promises to keep,
and miles to go before I sleep. ”
- Robert Frost

Top Level Management

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