Describe the diverse contexts and organizations in which English Language Teaching occurs worldwide, including commercial businesses, not-for-profit enterprises, and publicly funded institutions. Identify and explain key management principles and practices that apply to Language Teaching Organizations, including quality assurance, efficiency, productivity, self-management, and accountability. Compare and contrast the concepts of managerialism, which emphasizes management principles and stakeholder accountability, with professionalism, which focuses on codes of practice and client interests, and discuss how these tensions impact ESOL. Critically assess the role of management and administration in the context of ESOL, understanding how managerial practices have evolved and their importance in various types of LTOs. Formulate strategies for achieving a productive balance between managerial and professional priorities in the administration of ELT/ESOL programs, ensuring effective and efficient operations while maintaining high professional standards.

1. CH 1
Managing in the LTOs
Facilitated by: VATH VARY
10/1/2023 1
Contact:
• Phone: 017 471 117
• Email: varyvath@gmail.com

2. 01
✔ Defining
Management
✔ The transition to the
LTO manager
✔ Introduction and
The LTOs: Variety
02 03

3. INTRODUCTION
❖ The role of management and administration in the LTOs has
greatly expanded in the past 20 years;
❖ Management principles and practices are widely accepted, with
emphasis on achieving both an effective and productive balance
as follows :
❑ Managerialism:
✔ quality, efficiency, improved productivity, self-management,
accountability to stakeholders and an emphasis on service
❑ Professionalism:
✔ The code of practice and the interests of the client are
prioritized
10/1/2023 VATH VARY 3

4. The LTO: Variety
❖ LTO has a diversity in terms of contexts and sizes:
⮚ LTOS can be commercial businesses, not-for-profit (NFT)
enterprises which nonetheless have to be run commercially,
and yet others are publicly funded, ranging from regular state
sector schools, through further education (FE) institutions to
universities
⮚ LTOs can vary from small, owner-run schools to global chains.
10/1/2023 VATH VARY 4

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5
Examples & Fill
in the table:
PP. 6 - 9

6. What is Management?
✔ … the process of getting things done, effectively
and efficiently, with and through other people.
10/1/2023 VATH VARY 6
Efficiency (“doing things right):
• Involves getting the most output from
the least amount of inputs or resources
(e.g. people, money, and equipment);
• is concerned with the means of getting
things done
Effectiveness (doing the right
things)
• Involves doing those work activities
that will result in achieving goals;
• is concerned with the ends, or
attainment of organizational goals

7. What is Management?
10/1/2023 VATH VARY 7

8. 3 Ways to Look at What Managers Do
Roles
Approach
Functions
Approach
Skills and
Competenci
es
• Says that
managers
need certain
skills and
competencies
as they
manage
others.
• Says that managers engage
in certain “roles” as they
manage others.
• Says that
managers
perform certain
activities, tasks,
or functions as
they direct and
oversee others’
work.

9. Management
Functions
10/1/2023 VATH VARY 9

10. Management Control
10/1/2023 VATH VARY 10
1. Planning what is desired, in which an organization
includes long-term strategic as well as day-to-day
operational planning
2. Establishing standards of performance, which are
guidelines set up as a basis for measurement,
including tolerance of deviation from performance
standards
3. Monitoring actual performance, using reported
results and observation
4. Comparing actual achievement against the
planned target, taking into account acceptable
variance from standards of performance
5. Rectifying and taking corrective action by finding
the causes of variation and taking timely action to
correct or remove the cause.
Organizing and
leading function in
management
control system:
Five essential
elements are
follows:

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Management
Control
(Mullins, 2002)

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REFLECTION

13. Functions and Departments
In most businesses, the main functions which have to be carried out
are spread across different departments or units.
10/1/2023 VATH VARY 13

14. What Titles Do Managers Have?
10/1/2023 VATH VARY 14
Strategic : make long-term decisions
• Titles: vice president, president, chancellor,
managing director, chief operating officer (COO),
chief executive officer (CEO), or chairperson of the
board
Tactical: implement those decisions
• Titles: regional manager department or agency
head, project leader, unit chief, district manager,
division manager, or store manager
Operational: make short-term decisions
• Titles: supervisor, shift managers, office
managers, department managers, or unit
coordinators
Senior/Upper
managers

15. 10/1/2023 VATH VARY 15

16. Managerial levels/hierarchy
10/1/2023 VATH VARY 16
• Is generally a team of individuals at the highest level of organizational
management who have the day-to-day responsibilities of managing the business.
• Are managed by and responsible to a board of directors/trustees, owner or
shareholders.
• Define organizational strategy and policies and ensure that they are implemented
• Are responsible for the appointment and supervision of middle managers
Senior management (top/upper management)
• Translate the organization’s strategy into action and results;
• Are responsible for getting things done, for which they require appropriate
expertise,
• Are the link between strategic plans and results
• Are the link between senior management. Lower management and operations
staff
Middle management

17. 10/1/2023 VATH VARY 17
Effective
middle
managers:
▪ Help the staff stay focused on the most
important work by communicating what is
expected and why it is important, providing
constant feedback on the work not only to the
staff but to senior management as well
▪ Develop others by encouraging an
organizational culture that fosters and supports
continuous learning through work itself
▪ Clarify performance expectations and establish a
clear connection between work and the
organization’s strategic goals and missions
▪ Ensure that there is an alignment between staff
and the values and goals of the organization so
as to foster enthusiasm, motivation and
commitment.

18. 10/1/2023 VATH VARY 18
Accountability:
Corporate
governance
▪ The process by which
corporations are directed and
controlled is known as
corporate governance, which
is a means of ensuring that
formal procedures are in place
to hold managers accountable
to the board, shareholders and
staff over the use of the asset
of the business.

19. 10/1/2023 VATH VARY 19
Corporate
governance
specifies the
distribution of
rights and
responsibilities
among the main
groups of
participants:
▪ The board of directors or
trustees (governors)
▪ The managers
▪ The staff
▪ The shareholders or owners
▪ Regulatory authorities
(Charity Commissioners)
▪ Customers
▪ The community
▪ Suppliers

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The system of
Corporate
governance
include:
▪ National law concerning the
setting up and running of
corporate bodies such as an
LTO
▪ The rules set up by the
corporation itself ( ‘bylaws’
which cannot supersede
national law.
▪ The organizational structure of
the corporate body

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The work of the LTO manager
▪ What job
responsibilitie
s fall to the
LTO manager
in order to
make things
happen?

22. 10/1/2023 VATH VARY 22
The work of the LTO manager
▪ What job
responsibilitie
s fall to the
LTO manager
in order to
make things
happen?

23. 10/1/2023 VATH VARY 23
Changing Job Perspectives
The shape and scope of people’s job change as they move
up the management hierarchy.
Jobs themselves also change in response to external and internal
circumstances.
The scope of leadership, management and administration will change.
What is the distribution of leadership, management and administrative
functions in schools and LTOs?
What leadership and management responsibilities do teachers have?

24. 10/1/2023 VATH VARY 24
Changing Job
Perspectives

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Changing Job
Perspectives

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Changing Job Perspectives

27. 10/1/2023 VATH VARY 27
TERMS
Educational
administration
(United States,
Canada and
Australia)
Involves
implementation
at operational
levels
Educational
Management
(Britain, Europe
and Africa)
Involves
implementing
such initiatives
Educational
Leadership:
Involves
Initiation of
new
direction

28. Administration
(American Context)
… is the broadest term related to organizational responsibility
leadership management
focuses on efficient use
of resources
focuses on organizational
direction and purpose.
• You can have strong leaders who are weak managers and
vice versa. Strong administrators are good at both leadership
and management.
Leadership is doing the right things, management is doing
things right, and administration is responsible for both.
Paula, A. C., & William, G. C. (2013). Educational Leadership: A Bridge to Improved Practice (5th ed). Pearson. Pearson Higher Education.

29. 10/1/2023 VATH VARY 29
The Transition to LTOs Manager
• How easy is it for teachers to make
the transition from classroom to
manager’s office?
• What competencies do they
already have and which ones
needed to be developed?
• How can teachers go about
developing them?

30. 10/1/2023 VATH VARY 30
The
Transition
to LTOs
Manager
Knowledge:
Knowing
about
Skills:
knowing
how
Attitude:
Knowing
why
Awareness:
Knowing
oneself

31. 10/1/2023 VATH VARY 31
Knowledge: Knowing about
• What
information do
I need to
manage this
school
successfully?
Knowledge of ….
✔ Market information (who the clients/customers are,
what the untapped part of the market consist of, who
the competition)
✔ Resource information (What the LTO has at its
disposable: financial , technological, building and
human resources)
✔ Institutional history and organizational structure
✔ Product: exams, curricula, coursebooks (being sold)
✔ Management theory and practices
• Books, departing managers (shadowing them to get
invaluable source of knowledge & handover period), training
courses or workshops.
Sources of
learning

32. 10/1/2023 VATH VARY 32
Skills: Knowing how
• What skills do
I already
have that I
need to
adapt, and
which skills
do I need to
acquire?
✔ Time management
✔ The general management cycle (Planning,
establishing, monitoring, comparing,
rectifying)
✔ Communication (listening )
✔ Supervision and evaluation
✔ Marketing, financial management and
customer relations
• Sources of learning: Books,
training courses and mentoring and
knowing a manager from another institution

33. 10/1/2023 VATH VARY 33
Attitude: Knowing why
• Why do people
behave the way
they do?
• How can I
become more
aware of their
attitudes?
✔ Find out the attitudes (motivation/reasons) of
customers/clients or staff/teachers :
✔ why do my colleagues choose to work
here? What motivates my colleagues?
What historical issues are at play in the
interactions and structure of the
organization? What makes us tick,
organizationally and from a human
resource perspectives?
• Taking courses: organizational behavior or human &
resource management; attending conference
presentations, joining special interest groups-
TESOL/IATEFL, and sharing ideas with other managers
Sources of
learning

34. 10/1/2023 VATH VARY 34
Awareness: Knowing oneself
• Who am I as a
manager?
• What am I
bringing to this
role?
✔ A new manager has to deal with the
shifts in his/her relationships with
colleagues/teachers

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SUMMARY

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