teaching sub product definition and recommendation output

Teaching Global Internship Program

Why we talk about teaching GIP?

GIP Strategic Meeting | Nov 30-Dec 2 in Poland

17%

83%

Teaching & Language Edu-cation

Teaching & Language EducationOthers

1. It is one of the most important sub products for AIESEC GIP Program and it has huge potential in a lot of markets.

Teaching Demand in 2011

INDIA

CHINA, M

AINLA

ND

INDONESIA

TURKEY

POLAND

COLOM

BIA

CAMBODIA

RUSSIAN FE

DERATION

BRAZIL

EGYPT0

50

100

150

200

250

The demand from emerging market is obvious

.


For Students who don’t have education related career plan:• Gain professional development through teaching(not

necessarily as preparation for education career)• Cross-cultural experience• Glimpse of education system in another country

2. It provides unique and valuable experience for EP.


2. It provides unique and valuable experience for EP.

For Students who plan education related career:• Gain professional development through teaching

(Practical preparation for future career)• Cross-cultural experience• Network• Understanding of education system in another country


Education3. As a sub-product, it can go beyond and be a solution for the world biggest challenge.


Contribution as a youth organization:

Value based leaders in education field

3. As a sub-product, it can go beyond and be a solution for the world biggest challenge.

How to develop Teaching GIP sub product?

Essence: Product

Definition

Progress: Product Growth

Strategy

What is

Teaching Global Internship Program?

Product Definition

Teaching Global Internship Program provides cross-cultural professional development experience in teaching filed.

Product Definition

Teaching Global Internship Program We provide teaching global internship in a host organisation, through which a young person contributes to the goals of the organisation, completes a job description requiring related expertise or skills, and receives supervision and evaluation on his or her professional development.

Teaching GIP Indicators

Indicators:1) Clear JD related to teaching. JD will mentioned

the target group of students the intern will be working with, preparation needed, the general flow of the internship

2) Salary. Intern has to be paid for work.3) At least 35 working hours per week, including course preparation in the office.


Indicators:4) External supervision and evaluation by the TN taker5) Selection process must be conducted by TN taker to qualify the intern.6) AIESEC should not be the TN-taker


Detailed working field and backgrounds:• Advanced Teaching• Child (Youth) Education• Foreign Languages Education• Introductory Teaching• Linguistics• Subjects Education

Recommended JD example:

If TN taker is a language school.

1. Conduct English lessons for different language level groups (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate).2. Work with students from 7 to 40 years old.3. Develop and prepare in advance learning/educational plan as well as materials being used in the course. Feedback will be given from manager before the Interns arrival


If TN taker is a language school.

4. Prepare training for teachers of the language center on methods of language education being used in his\her country.5. Candidates will be interviewed by the teacher and manager of the Language center. If selected the Intern should prepare his education material for their teaching groups and get the feedback for this before his arrival. Upon arrival the Intern can expect to start delivering classes. Feedback should be given at least on a weekly basis.

If TN taker is an export company

1. Conduct Business English lessons for different language level groups (Elementary, Pre-Intermediate, Intermdiate, Upper-Intermediate).2. Deliver classes at companies for employees (Business English, General Course) using mostly interactive methods3. Develop and prepare advance learning and educational plans as well as materials to be used in the course. Feedback will be given from the manager before the Interns arrival


If TN taker is an export company

4. Prepare and deliver extra-courses such as: business ethics in the Interns country. The topics of these courses will be discussed and decided upon arrival. 5. Candidates will be interviewed by company. Upon arrival the Intern can expect to start delivering classes. Feedback should be given at least on a weekly basis.


How can we trigger Teaching sub product growth?

Product Growth Bottlenecks

What stops us from growing?

Doubts of the

Network

Market Challenge

Operation Challenge



Doubts of the Network

• Doubts of the grey area between GIP and GCDP in Teaching Internship

• Doubts of market value

Lack of efforts on this program


What can we do to solve the challenge?

Doubts of the Network

Grey area:• Bring clarity to the

network of product definition

Doubts of market value• Value definition and

promotion• Showcase EP stories



• TN prefers long term while EP prefers short term

• “speaker” or “teacher”• Positioning in student

market with GCDP and other GIP

• Fierce competition in EP marketMisalignment of duration in

S&D+Challenges in EP Raise

Market Challenge


Duration alignment• For teaching sub product: a. Short term is <=3 monthsb. Long term is >3 months• Clear expectation: very few

native speaker country can supply long term EP; there are a few countries can supply long term teaching EP

Market Challenge


Main teaching EP Providers

UNITED STATES

POLAND

RUSSIAN FE

DERATION

UKRAINE

CHINA, M

AINLA

NDBRAZIL

CANADA

GERMANY

COLOM

BIA

TUNISIA

01020304050607080

Native vs. Non-native

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec0

5

10

15

20

25

30

35

40

Non-native SpeakersNative Speakers


Duration alignmentEfforts to bridge the gap• Educate TN market to raise

short term TN(recommended)-Pricing model for different duration-Propose and package JD for short term• Package EP product to raise

long term EP

Market Challenge



Market Challenge


Speaker or TeacherSet expectation with TN taker• Speaker might not have teaching

experience but can learn from training

• Teacher might not be native speaker


Market Challenge


Position among other products• Decouple “Teaching” GIP package

with other GIP product• Difference with GCDP: professional

element, payment(market perspective)

• Different with other GIP: education industry, lower entry barrier and shorter duration, impact through education, etc


Market Challenge


Fierce competition in education field• Find the position: entry

experience with lower entry barrier; cross-cultural; AIESEC network and AIESEC experience, etc



• Lack of HR in key EP countries(1 VP OGX manage GCDP and GIP program)

• Misalignment of timeline• Match management

challengeChallenges to drive growth expected

Operation Challenge


Lack of HRConsider Teaching sub product manager or NST; find a responsible personMisalignment of Timeline:Improve supplier management; initiate new recruitment peak(US case)

Operation Challenge



Match Management Challenge• Innovative to improve the

efficiency of selection process(UK-MoC case)

• Proper partnership model and filter choices for EP

Operation Challenge


Teaching Global Internship Program

Re-Start from Now

teaching sub product definition and recommendation output

Documents

teaching demand

product growth bottleneckswhat

education field3

education material

teaching practical preparation

gip strategic meeting

education related career

product growth strategy