MADIS

Grant

Project supported by the Hungarian Government and co-financed by the European Union.

Széchenyi Terv Plusz — Government of Hungary — Co-financed by the European Union

GINOP Plusz-3.2.1-21 “Improving the adaptability and productivity of employees and enterprises through workforce development”

Name of the beneficiary: Madis Consulting Kft.

Names and purposes of the trainings:

English language training: The core aim of the training is for participants to acquire the foreign-language competence that enables them to communicate with people of other nationalities in their work. A further aim is the practical mastery of the content listed in the given teaching units, and learning and using it to solve productive and receptive language tasks and to realise communicative language intentions, in line with the requirements of the given level.

Assertiveness in personal communication: The programme teaches assertive (self-advocating) communication in workplace and private situations. It gives more than superficial knowledge: building on the deeper “6-state” model of assertiveness, it presents the characteristics of the different ego states and how to handle the other party, and helps to deal effectively with interpersonal games.

Business presentation: Participants learn how to capture and hold their audience’s attention, and how to present in order to change the way the audience thinks and behaves.

Situational leadership: The programme introduces leadership knowledge and practical techniques that enable managers and future managers to influence individual performance, so that their work contributes directly to the organisation’s success. During the training, managers and future managers learn and practise techniques of directing, motivating and developing.

Leadership communication: The programme aims to recognise the specifics of leadership communication and to acquire effective leadership communication. On successful completion, participants know the elements of the communication process, their own leadership and communication styles, and the theory and practical applications of assertive communication and active listening. They acquire methods and techniques that make their communication more effective and help them fulfil their leadership role more successfully.

Conscious selling: The aim of the training is for participants to acquire the skills needed to build trust, and to be able to ask questions consciously in order to understand the customer’s needs and to guide the sales conversation. A further aim is to learn and practise the steps of the conscious sales process and the purpose of each step.

Contracted grant amount: HUF 9,740,900

Detailed description of the trainings:

English language training

A.1
  • Listening: Can understand familiar, frequently used words and basic phrases concerning themselves, their family and their immediate surroundings when people speak slowly and clearly.
  • Reading: Can understand very short, simple texts, for example in advertisements, posters or catalogues, with the help of familiar names or words.
  • Spoken interaction: Can interact in a simple way if the other person is prepared to repeat what they have said, rephrase it more slowly, and help to formulate what the speaker is trying to say. Can ask and answer simple questions on matters of immediate need.
  • Spoken production: Can use simple phrases and sentences to describe where they live and people they know.
  • Writing: Can write a short, simple postcard, for example sending holiday greetings. Can fill in forms with personal details, such as entering their name, nationality and address on a hotel registration form.
A.2
  • Listening: Can understand frequently used words and phrases related to areas of most immediate relevance (e.g. personal and family information, shopping, local surroundings, study, work). Can catch the main point in short, clear, simple messages and announcements.
  • Reading: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables, and can understand short simple personal letters.
  • Spoken interaction: Can exchange information on familiar topics and everyday activities in simple, routine tasks requiring a direct exchange. Can handle very short exchanges, even though they cannot usually understand enough to keep the conversation going themselves.
  • Spoken production: Can use a series of phrases and sentences to describe their family and other people, living conditions, their educational background and their present or most recent job.
  • Writing: Can write short, simple notes and messages, and a very simple personal letter, for example thanking someone for something.
B.1
  • Listening: Can understand the main points of clear standard speech on familiar matters regularly encountered in work, study and leisure. Can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
  • Reading: Can understand texts that consist mainly of high-frequency everyday or job-related language. Can understand the description of events, feelings and wishes in personal letters.
  • Spoken interaction: Can deal with most situations likely to arise while travelling. Can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, study, work, travel and current events).
  • Spoken production: Can connect phrases in a simple way to describe experiences and events, dreams, hopes and ambitions. Can briefly give reasons and explanations for opinions and plans.
  • Writing: Can write simple connected text on topics which are familiar or of personal interest. Can write personal letters describing experiences and impressions.
B.2
  • Listening: Can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. Can understand most TV news and current affairs programmes. Can understand the majority of films in standard dialect.
  • Reading: Can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Can understand contemporary literary prose.
  • Spoken interaction: Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. Can take an active part in discussion in familiar contexts, accounting for and sustaining their views.
  • Spoken production: Can present clear, detailed descriptions on a wide range of subjects related to their field of interest. Can explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
  • Writing: Can write clear, detailed text on a wide range of subjects related to their interests. Can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. Can write letters highlighting the personal significance of events and experiences.
C.1
  • Listening: Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Can understand television programmes and films without too much effort.
  • Reading: Can understand long and complex factual and literary texts, appreciating distinctions of style. Can understand specialised articles and longer technical instructions, even when they do not relate to their field.
  • Spoken interaction: Can express themselves fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social and professional purposes. Can formulate ideas and opinions with precision and relate their contribution skilfully to those of other speakers.
  • Spoken production: Can give clear, detailed descriptions of complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
  • Writing: Can express themselves in clear, well-structured text, expressing points of view at some length. Can write about complex subjects in a letter, an essay or a report, underlining what they consider to be the salient issues. Can select a style appropriate to the reader in mind.

Assertiveness in personal communication

  • The basic model of assertiveness
  • Foundations of conscious communication
  • The 6-state model of assertiveness
  • Recognising the 6th state
  • How to be assertive
  • Difficult communication situations
  • Types of assertiveness
  • Practising assertive communication in participants’ own situations

Business presentation

  • The THE model – topic – audience – presenter
  • Conscious and credible use of communication channels
  • The presenter’s fears and how to cope with them
  • Connecting with the audience: the effective opening and the art of asking questions
  • Presenting data and numbers memorably
  • Professional storytelling
  • Changing the rhythm during a presentation
  • The memorable message

Situational leadership

  • The leadership role
  • Behaviour in leadership situations
  • Components of organisational performance
  • Components of individual performance
  • Assessing one’s own style
  • Leadership styles
  • Choosing the required leadership style
  • Directing
  • Supporting
  • Delegating
  • Developing
  • Leadership coaching
  • Leadership coaching practice
  • Preparing the follow-up of the training
  • Closing the training

Leadership communication

  • The leadership role
  • Leadership communication
  • Assertive communication
  • The role of empathy in communication
  • Communication errors
  • How to communicate assertively
  • The role of assertive communication at work
  • Preparing the follow-up of the training
  • Closing the training

Conscious selling

  • Steps of the process and the salesperson’s ideal behaviour:
  • Conscious preparation for the negotiation: building credibility and trust
  • The Develor DDS typology, a unique sales-oriented customer typology system
  • Overview – a communication technique that helps keep the customer motivated throughout the sales process
  • What drives buying, and how can it be discovered?
  • Needs assessment: the question funnel
  • Open and closed questions
  • Presenting personalised product benefits
  • Removing obstacles to the sale: handling objections
  • Closing and follow-up tasks

Planned end date of the trainings: 2 June 2025