Post on 27-Jun-2020
The EAQUALS MBA:
Management Concepts & Models
Educational Managers Need To Know
Michael Carrier Cambridge English Language Assessment
EAQUALS Conference, Budapest 2014
Contents
1 – What do staff need to know?
2 – Organisational models
3 – Leadership models
4 – Strategy models
5 – Marketing models
6 – Customer service
7 – Finance
8 – Quality management
9 – HR: people & change
10 – Evaluation & KPIs
Why?
• Help staff understand
business imperatives
• Develop Business
Literacy
• Build personal &
professional
development
• Train academic
managers
• Improve service to
customers
• Empower staff to take
better, more informed
decisions
2 - Organisational models – Vision, Values, Mission
Matrix management model
Task Director DOS ADOS Teacher Admin
Marketing x Hiring x x Placement x x x Complaints x x x Coursebook
Selection x x x
Timetabling x x …..
3 – Leadership models
Theories of
organisation:
• Charismatic
leadership
• Patriarchal
leadership
• Bureaucracy
(Weber)
• Scientific
management
(Taylor)
• Human relations
approach
Leadership
styles
“The world is full of managers and desperately short of leaders”
“The old proverb says that leadership is doing the right thing; management is doing things right.”
Management Competence model
Making Decisions • Consulting & delegating
• Planning & organizing
• Problem-solving
Influencing People • Motivating
• Recognizing and rewarding
Building relationships • Supporting
• Networking
• Managing conflict & team building
Giving & seeking information • Monitoring
• Clarifying
• Informing
Yukl (1989)
SWOT
PESTEL
2 x 2 matrix
2 x 2 matrix: student vs teacher satisfaction
Teacher Satisfaction
Happy students,
unhappy teachers
Stu
den
t S
ati
sfa
cti
on
Unhappy students,
Happy teachers
4 – Strategic models
Boston Matrix
Porter’s Competitive Strategies matrix
Building competitive advantage - Porter’s 5 forces
Current
Competitors
Buyers
New entrants
Substitutes
Suppliers
Competitive advantage – key ELT forces
Current
competitors
Quality
perception
Innovation
Technology
Teacher
development
Business model design
Business models – Flickr / Freemium
Innovation components
Innovation strategy
Disruptive innovation model
5 – Marketing: perceptual model
“The aim of marketing is to know and understand the customer so well the product or service fits him and sells itself.” Peter Drucker
Positioning
Commodities Goods Services Experiences
Coffee Nescafe McDonalds Starbucks
Value brand Premium brand
Low Margin High Margin
Added Value
Task:
What is your positioning in the school market? Value or premium brand?
Specify what USPs your school offers the market.
Ansoff Matrix
Marketing
mix
The 4 Ps:
• Product
• Price
• Promotion
• Place
The 7 Ps add:
• People
• Process
• Physical environment
6 – Customer service: touchpoints
Smith & Wheeler, Managing the customer experience
Task: list the touchpoints your
students have with the school
Simple Ratios:
• Gross margin = income less
variable costs of providing sales
• Net profit = income less total costs
• Costs = fixed + variable
• ROI = (y1+y2+y3+y4) /investment
x100
• Payback period = investment /
((y1+y2+y3+y4)/4)
• Revenue per employee =
Turnover/no.employees
• EBITDA = (turnover – fixed &
variable costs) = earnings
School-specific KPIs:
• Teacher cost as % of tuition
income
• Admin staff as % of
teaching FTE staff
• Teacher hours delivered as
% of paid
• Teacher hours lost to
absence as % of paid
• Class average - actual & %
of goal
• Cost per student per lesson
over the school
7 – Finance: terms & KPIs
Reading a P&L
Teacher Post Costs Annual salary: £25,000
On-costs:
• National insurance 12%
• Pension contribution 7%
Actual annual post cost = £29,750
If Workload=25x60m lessons per week
52 weeks - 8 weeks holiday - 1 week public holidays
= 43 working weeks
43 weeks x 25 lessons
= 1075 lessons capacity
Post cost of £29,750 divided by 1075 lessons
= £27.68 per lesson
Admin cost: divide by 215 working days
= £138.38 per day
Task:
What’s your teacher post cost?
Per lesson cost?
Per admin day cost?
Task:
What’s the cost of timetable leakage?
20 teachers x 1 hour/wk underscheduled x 40 weeks = 800 hours
=800/1075 = 75% of a teacher
Costing a course
Task - Getting to
breakeven:
• Raise tuition fees
to match current
costs
• Lower costs to
match current
fees
• Include more
students in group
size
Fixed Costs OPTION A OPTION B OPTION C
hours in course 100 100 100
teacher post cost/hour £20.00 £20.00 £20.00
fixed cost of teaching £2,000.00 £2,000.00 £2,000.00
overhead share £0.75 £0.75 £0.75
Total F £3,500.00 £3,500.00 £3,500.00
Variable Costs
number of students enrolled 8 10 12
coursebook per student £15.00 £15.00 £15.00
photocopying per student £5.00 £5.00 £5.00
binder & pad & pen per student £5.00 £5.00 £5.00
Total V £200.00 £250.00 £300.00
Total Costs (F+V)=C £3,700.00 £3,750.00 £3,800.00
Income
tuition fee per student £400.00 £400.00 £500.00
Total Income=I £3,200.00 £4,000.00 £6,000.00
Profit/Loss (I-C) -£500.00 £250.00 £2,200.00
KPIs
Cost per student £462.50 £375.00 £316.67
Net Income per student -£62.50 £25.00 £183.33
Teacher cost as % of tuition income 63% 50% 33%
Breakeven no. of students 9.3 9.4 7.6
PLAN: plan ahead for change - analyze and predict the results.
DO: execute the plan, taking small steps
CHECK: check, study the results.
ACT: take action to standardize or improve the process.
8 - Quality management: Deming’s TQM cycle
PDCA:
Six Sigma Methodology
• Define goals & deliverables
• Measure performance of
process
• Analyse causes of
problems
• Improve process to
eliminate problems
• Control process
performance
Sigma level Defects per
mil. % reliable
2 308,537 69%
3 66,807 93%
4 6210 99.379%
5 233 99.976%
6 3.4 99.9997%
20 teachers x 1000 x 15 = 300,000 potentials
500 students x 20 staff x 100 hours = 1 million interactions
Ishikawa fishbone model
What forces affect quality in your school?
Driving forces Restraining
forces
Customer expectation Market price level
Teacher creativity Teacher non-teaching
time
9 – HR & People: RACI
Teacher DOS Director
Concept R A C
Design R A C
Budget I I A
Writing R A I
Change Management models
Lewin’s Model:
Concept:
• Unfreezing
• Moving
• Re-freezing
Kotter’s model:
Kaizen
• Teamwork
• Personal
discipline
• Improved
morale
• Quality
circles
• Improvement
10 – Evaluation: RAG analysis
Balanced scorecard
Contacts:
International Diploma in Language
Teaching Management
• www.idltm.org
Cambridge English sites:
• www.teachers.cambridgeenglish.org
• www.cambridgeenglishteacher.org
Comments:
Carrier.m@cambridgeenglish.org
If you would like copy of the
presentation & references:
www.michaelcarrier.com
Bs & Cs
What were the Benefits of this workshop?
Any Concerns or questions left unanswered?
How were your Expectations met/unmet by the workshop?