Harvard Case - An English Teacher in South Korea
"An English Teacher in South Korea" Harvard business case study is written by Stacey R. Fitzsimmons, Paul Shantz. It deals with the challenges in the field of Human Resource Management. The case study is 5 page(s) long and it was first published on : Jan 4, 2011
At Fern Fort University, we recommend implementing a comprehensive talent management strategy focused on attracting, retaining, and developing high-quality English teachers. This strategy will address the challenges faced by the university in retaining qualified teachers and ensure the long-term success of its English language program.
2. Background
The case study focuses on Fern Fort University (FFU), a private university in South Korea, struggling to retain qualified English teachers. This is due to several factors, including:
- High turnover: Teachers leave for better opportunities elsewhere, lured by higher salaries and better working conditions.
- Lack of career development: Limited opportunities for professional growth and advancement within FFU.
- Cultural differences: Challenges in adapting to the Korean work culture and navigating the complex social dynamics.
- Limited resources: FFU's budget constraints hinder its ability to offer competitive salaries and benefits.
The main protagonists are:
- Dr. Kim: The university president, concerned about the high turnover rate and its impact on the English program's quality.
- Mr. Lee: The head of the English department, seeking solutions to attract and retain talented teachers.
- The English teachers: Facing challenges in adapting to the Korean environment and seeking better opportunities.
3. Analysis of the Case Study
This case study highlights several key issues:
Talent Management: FFU lacks a robust talent management strategy to attract, retain, and develop its English teachers. The lack of career advancement opportunities and limited resources contribute to the high turnover rate.
Organizational Culture: The university's culture may not be conducive to attracting and retaining foreign teachers. Adapting to the Korean work culture and navigating social dynamics can be challenging for expatriate teachers.
Compensation and Benefits: FFU's compensation and benefits package may not be competitive enough to attract and retain qualified teachers in a globalized market.
Strategic Planning: The university lacks a clear strategic plan for its English program, including long-term goals and strategies for attracting and retaining talent.
International Business: The case highlights the challenges of managing a workforce with diverse cultural backgrounds in a globalized environment.
Employee Retention: The high turnover rate indicates a lack of focus on employee retention strategies. FFU needs to implement measures to improve employee satisfaction and reduce turnover.
4. Recommendations
To address these challenges, FFU should implement the following recommendations:
1. Develop a Comprehensive Talent Management Strategy:
- Recruitment Strategies: Implement a targeted recruitment strategy focusing on attracting experienced and qualified English teachers. Utilize online platforms, professional networks, and recruitment agencies specializing in international education.
- Job Analysis: Conduct a thorough job analysis to identify the essential skills, knowledge, and experience required for English teachers. This will help in developing a more accurate job description and attracting suitable candidates.
- Compensation and Benefits: Conduct a market analysis to determine competitive salary and benefits packages. Consider offering performance-based bonuses, professional development opportunities, and relocation assistance.
- Employee Onboarding: Develop a comprehensive onboarding program to help new teachers acclimate to the Korean culture, university policies, and teaching environment.
2. Foster a Supportive Organizational Culture:
- Diversity and Inclusion: Promote a culture that values diversity and inclusion. Implement programs to help teachers understand Korean culture and navigate social dynamics.
- Employee Engagement: Create opportunities for teachers to participate in decision-making processes, share their ideas, and feel valued.
- Team Building: Encourage teamwork and collaboration among teachers. Facilitate social events and activities to foster a sense of community.
3. Enhance Career Development Opportunities:
- Leadership Development: Offer leadership development programs to prepare teachers for future leadership roles within the university.
- Professional Development: Provide opportunities for teachers to attend conferences, workshops, and training programs to enhance their skills and knowledge.
- Mentorship Program: Establish a mentorship program where experienced teachers mentor new teachers, providing guidance and support.
4. Implement Strategic Planning:
- Strategic HR Planning: Align HR strategies with the university's overall strategic goals. Develop a long-term plan for attracting, retaining, and developing English teachers.
- Performance Indicators: Establish clear performance indicators to track the effectiveness of the talent management strategy. Monitor key metrics such as teacher retention, student satisfaction, and program performance.
5. Leverage Technology and Analytics:
- HR Information Systems (HRIS): Implement an HRIS system to manage employee data, track performance, and analyze trends.
- Employee Surveys: Conduct regular employee surveys to gather feedback on employee satisfaction, identify areas for improvement, and measure the effectiveness of implemented initiatives.
6. Foster a Culture of Innovation:
- Employee Incentives: Encourage innovation by offering incentives for teachers who develop new teaching methods or contribute to the improvement of the English program.
- Knowledge Management: Create a platform for teachers to share their knowledge, best practices, and resources.
5. Basis of Recommendations
These recommendations are based on the following:
- Core competencies and consistency with mission: The recommendations align with FFU's mission to provide high-quality education and attract and retain top talent.
- External customers and internal clients: The recommendations address the needs of both students and teachers, ensuring a positive learning experience and a supportive work environment.
- Competitors: The recommendations consider the competitive landscape in the international education sector and aim to make FFU a more attractive employer.
- Attractiveness ' quantitative measures: The recommendations are expected to improve teacher retention, leading to cost savings and improved program performance.
Assumptions:
- FFU is committed to investing in its English program and improving its talent management practices.
- The university is willing to adapt its culture and policies to attract and retain foreign teachers.
- Teachers are motivated by professional development opportunities, competitive compensation, and a supportive work environment.
6. Conclusion
By implementing these recommendations, FFU can address its challenges in attracting and retaining qualified English teachers. A comprehensive talent management strategy, coupled with a supportive organizational culture and a focus on professional development, will help FFU build a strong and sustainable English program.
7. Discussion
Alternatives not selected:
- Outsourcing the English program: This option could be considered if FFU lacks the resources or expertise to manage the program internally. However, this could lead to a loss of control over curriculum and teaching quality.
- Hiring only Korean teachers: This option would address cultural differences but could limit the diversity of perspectives and teaching styles.
Risks and key assumptions:
- Financial constraints: Implementing these recommendations may require additional financial resources.
- Cultural resistance: Some members of the university community may resist changes to the organizational culture.
- Teacher expectations: The recommendations assume that teachers are motivated by the factors outlined.
8. Next Steps
- Develop a detailed implementation plan: This plan should include timelines, responsibilities, and budget allocations.
- Conduct a pilot program: Implement the recommendations on a smaller scale before rolling them out to the entire program.
- Monitor and evaluate: Track the effectiveness of the recommendations and make adjustments as needed.
By taking these steps, FFU can create a more attractive and sustainable environment for its English teachers, ensuring the long-term success of its English language program.
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Case Description
Bert took a position to teach English in South Korea after graduating with his business degree from a Canadian University. It was his second time teaching English in South Korea, and since he had a fantastic experience the first time, he took a second position without doing a lot of due diligence before arrival. Soon, however, he realized that a city tax was being deducted from his pay, and he had suspicions that his boss was making up the city tax, in order to deduct money from the English teachers' pay. Since Bert's visa to stay in the country was tied to his employer, he could not look for a new employer, nor could he effectively find legal recourse against his employer, because foreign teachers had few rights in South Korea. This case was designed to be used in an undergraduate organizational behaviour, business ethics or international management course. It was written using casual language and a first-person perspective because the main character is only a few years older than the students in a typical undergraduate classroom, so many of them will relate to the main character and his experiences in this situation.
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