Successful proposals for bean counters

David Nelson NEAS Conference 2014

Successful proposals for bean counters

• Definition of a bean counter

• DNA of bean counters and teachers

• How to develop successful proposals for bean counters

• Building a platform of knowledge around how successful people think

• Bigger picture thinking

• The pitch

• Case studies

• Questions

Bean counter: a definition

Beans are a cheap commodity, so to count them is a rather silly thing to do. A "bean counter" is one who nitpicks over small things in order to save costs. It is a derogatory term for accountants, bankers, and anyone who holds a financial interest in an endeavor.

Bean counter: DNA

• Passionate over profession • Fixated • Pedantic • Mean spirited • Obsessive • Risk averse • In need of personality transplant • Lack of vision • Small picture not big picture people

To understand bean counters is to know their DNA

Bean counter: quotes

Never call an accountant a credit to his profession; a good accountant is a debit to his profession. - Charles Lyell

The company accountant is shy and retiring. He's shy a quarter of a million dollars.

That's why he's retiring. - Milton Berle

I was a very bad accountant; I didn't care about money, golf or discovering fraud. After about a year I was sacked; then I went into teacher training. - Joanne Harris

Language teacher/DOS: DNA

• Creativity • Beliefs • Values • Best possible outcomes for students (passionate) • New ideas, teaching methodology and courses • Visionary • State-of-the-art • Enhancement through technology • Outcomes focused • Quality not ‘cheap’ • Teamwork • Open communications

Bean counters and language teachers/DOS

Perfect fit? Or mismatch (major blocker to aspirations)?

How then to develop successful proposals for bean counters?

Build a platform for success

• Know the broader operational environment in which you are teaching

• Have a broad understanding of the macro settings of your industry sector and the current business cycle

• Be aware of competitor and best practice activity

• Understand your role in decision making in your organisation

• Identify the key decision makers influencing budget expenditure and key alliances which will strengthen any proposals for funding support

• Think beyond the micro teaching environment to how your activity can help the bottom line of the organisation

Build a platform for success

• Don’t be afraid to provide ‘Thought Leadership’ for the good of the organisation as whole

• Apply ‘Emotional Intelligence’ when seeking financial support

• Choose your funding proposals carefully and don’t go the well too often

• The proposal pitch and form of presentation is the key to success so think this through carefully and strategically

• Proposals that improve the bottom line are most likely to be successful

• Critical to report back on successful outcomes and to point to previous success when making new proposals.

• Above all ‘know the game’ and set out to ‘win’

Build a platform for success

Know the macro settings of the business and the business cycle

Build a platform for success

• What are the Key Drivers of your organisation in terms of the Bottom

Line?

• Private or not for profit? Public or private?

• Who are the key decision makers for approving initiatives and funding?

• What phase of the business cycle is the industry at large in and your

organisation?

• Work to your core areas of competitive strength but identify niches

• Do you have any ideas for enhancing the teaching environment/student

services and how will this impact on the bottom line of the organisation?

• Does budget discretion reside at the point of teaching or through another

outside source?

Competitor activity

Build a platform for success

• English teaching as a homogeneous service is

highly competitive!

• To know your competition can be a source of

ideas/inspiration for improving your own teaching

environment

• Important to be aware of benchmark courses and

services competitors are providing especially if

your organisation is looking for growth and/or

• However, one size does not fit all, so need to asses carefully whether it would

represent a good fit and what priority you (and the wider organisation) attach to it

positioning/reputation for quality

Successful proposals

Decision making pathway

Build a business case 1

How can you build a solid business case to convince key decision makers that your idea or project merits additional support?

What is your next step?

“

“

One of the reasons why so few of us act instead of reacting is that we are continually stifling our deepest impulses. - Henry Miller

Position your thinking: understand how successful people think (and persuade others to support their ideas) 2

Think BIG! Think creatively. Think beyond your immediate circle. Present concisely. Think persuasively.

Position your thinking: understand how successful people think (and persuade others to support their ideas) 2

The keys to successful thinking and outcomes

• Seeing the Wisdom of Big Picture Thinking

• Unleashing the Potential of Focused Thinking

• Discovering the Joy of Creative Thinking

• Recognise the Importance of Realistic Thinking

• Releasing the Power of Strategic Thinking

• Feeling the Energy of Possibility Thinking

• Embracing the Lessons of Reflective Thinking

• Questioning the Acceptance of Popular Thinking

• Encouraging the Participation of Shared Thinking

• Experience the Satisfaction of Unselfish Thinking

• Enjoying the Return of Bottom Line Thinking

How Successful People Think (John Maxwell)

Prepare your argument and case drawing on the keys to ‘How Successful People Think’ 3

You should be able to position your argument and request on one page

Argument Writing

Writing Priority Number One For 4

Reasons

The pitch 4

• Devote energy and time to developing your pitch • You usually get one chance to position your case so don’t blow it • Think not of convincing yourself or your immediate working colleagues but how to

get a successful outcome from the key decision makers • If this requires some ‘spin’ or bigger picture positioning then so be it. Beat them at

their own game.

The pitch 4

Who is the pitch directed towards? What is the best strategy for achieving my desired outcome?

The pitch - scenario 4

I have this brilliant idea which will add great value to the teaching environment within

my organisation and improve the bottom line of the business. I think it is a winner but

how do I get the support of the decision makers in the organisation?

I need to pitch my idea to one or more of the following five people

Marketing Manager, Operational Manager, the Bean Counter, Deputy Director or

Director?

Who is the most user friendly?

Should I approach more than one?

How do I convince the Bean Counter who will inevitably to be asked to comment

from the funding perspective?

I will need to approach all five decision makers eventually but I think I will approach the

Marketing Manager initially as he is always supportive of new thinking and ideas.

And how should I present it?

Verbally or written?

The pitch – communicating the idea 4

How do I best communicate my idea and funding request?

X X X

Three pitch case studies applying

the one page

‘Think Big, How Successful People Think’

principles

1

2

3

Development and introduction of an English for Tourism &

Hospitality course

Funding support for a language teacher to present at an

international conference

Proposal to enhance understanding of Middle Eastern students’

cultural background to address challenges being faced by

teachers and management

To: Marketing Manager of College ESP Tourism & Hospitality (ESP T&H); strong potential for

college growth

Purpose To introduce a new course (ESP T&H) to assist the College in market positioning and growth. Background The College, in common with the rest of the ELICOS sector, has been experiencing difficult operating conditions in recent years due the high Australian dollar and lower overseas student demand, especially for non pathway students. The development and introduction of an ESP T&H course would increase the study options at the College and appeal to the high volume working holiday maker market as a precursor to seeking paid employment. I have spoken to colleagues at other private centres who advise of the positive impact in terms of both new students enrolling and students extending their enrolments from the introduction of an ESP T&H course. Department of Immigration and Border Protection sources put WHV arrivals into Australia at 133,357 for the 6 months July–December 2013 with 6 of the top 9 countries being non English speaking countries—Germany (15,976) Taiwan (15,261), France (15,180), South Korea (15,053), Italy (9,812) Hong Kong (6,570) and Japan (4,920). There is a large untapped potential market as many working holiday visa makers arrive unaware of their study options and/or are ill informed of the value of English language training. The WHV allows for up to 17 weeks of study.

Private colleges are well placed to tap into this market as the WHV market demands a high level of flexibility in start times and length of study. They also tend to focus on private colleges based in the city rather than public providers i.e. TAFE’s or universities. The development and introduction of an ESP T&H course would not require significant upfront investment as we have teachers on staff who have taught similar courses and/or with industry experience. It would however require some new materials development. I have road tested the concept through a series of student focus groups and the feedback has been highly positive from students on student, tourist and working holiday visas. It was deemed to be particularly relevant and attractive for students seeking part time or full time employment in the tourism and hospitality sector. I am aware that you have been looking at the working holiday visitor market and an ESP T&H course would provide significant advantage in this regard. Recommendation That we meet at your convenience to discuss the introduction of an ESP T&H course. The cost of developing the course is estimated at less than $10,000 which would quickly be offset by the anticipated return on investment. Dos of College

To: CEO of College Cc: Financial Controller Teacher X conference paper at Thai TESOL June 2014 Purpose To seek support for Teacher X to present a paper at the Thai TESOL Conference to be held in Bangkok from 10-12 June 2014. Background Teacher X has developed expertise and strong industry standing in the application of technology in the English teaching classroom. Our College is benefitting considerably from his expertise in this area. This year’s Thai TESOL Conference is called ‘The Future of Technology in the Classroom’ and Teacher X has been invited to present a paper. I strongly support this opportunity as it would benefit our College on a number of fronts. It will profile Teacher X from our College in this leading-edge area and will facilitate the development of a valuable teacher/DOS network with some 1,000 delegates from Thailand and neighbouring countries attending. It would also send a strong signal that the college acknowledges the expertise of Teacher X and would help build his loyalty and longevity to the College. Teachers with his level of expertise are not common and I am aware that teacher X has already been approached by other Colleges.

The cost of supporting Teacher X’s attendance at the Conference is relatively modest as Thai TESOL will waive the Conference Fee ($950) and Teacher X has indicated that he would be willing to take leave to attend the Conference. Teacher X would also be willing to visit anyone of College importance in Bangkok. His absence from the College will be covered by other staff. Recommendation It is strongly recommended that the College supports the attendance of Teacher X at the Thai TESOL Conference in June. It is recommended that the College cover his airfares and out of pocket conference related expenses. An early decision would be appreciated so Teacher X can advise the conference organisers accordingly. Dos of College

To: Director of College Cc: Operations Manager Purpose To build awareness and knowledge within the teaching staff of the challenges associated with an increasing number of Middle Eastern enrolments. Background Over the last 12-18 months the College has been receiving an increasing number of students from the Middle East through scholarship agencies. The average length of stay of Middle East students is 35 weeks reflecting their generally low English entry level and learning difficulties within the western teaching framework and values. While students from the Middle East are valuable for the bottom line of the College they have resulted in significant teaching and learning challenges for our teachers. While the other students are tolerant of them in classes they lack cultural awareness and tend as a result not to relate as well as with other student nationalities. Our teachers as you know have a diverse background in terms of origins and teaching experience although teachers with direct Middle Eastern experience are very few. At a recent TESOL staff meeting the teaching and assimilation of Middle Eastern students was discussed at some length and the consensus view was a request for professional development training to provide a better understanding of cultural backgrounds, values and best fit teaching methodologies.

Suggestions in this regard included focus groups with Middle Eastern students, information sessions from College teachers and outside experts, a broader based industry forum through the State Government and/or English Australia and the development of a guide book to promote broader and consistent understanding within the teaching fraternity. The latter could also be helpful for the administration staff, marketing staff and homestay network. The Middle East enhanced understanding strategy could be developed in stages but with the full tool kit in place by the end of the year. Interest in assisting on the project has been received from a number of teaching staff while the homestay and marketing staff have also expressed interest. The outcome we are working towards is an increase in College-wide awareness of Middle Eastern students’ values, assimilation and learning requirements and an easing in frustrations and tensions from teachers currently finding Middle Eastern students challenging. Recommendation Your agreement in principle is requested to allow for the next phase of detailed action planning. The cost to the Institute relative to the resulting benefits is likely to be minimal with a budget of up to $5,000 initially proposed. Dos of College

CULTIVATE BIG PICTURE THINKING

“Where success is concerned, people are not measured in inches, or

kilograms, or college degrees, or family background; they are measured

by the size of their thinking.”

David Schwartz (How Successful People Think, John Maxwell)

David Nelson

macrofocus2020@gmail.com