The addiction that all educational and training principals must quit: habitual safety net

When the principal chats with me, he often says:

I am extremely busy every day, but it seems that the organization still cannot do without me. "Think carefully, this is not actually a sign of strong ability, but a danger signal. If an institution focuses on enrollment, changes in teaching and research, coaxes parents, and provides support for teachers when problems arise, it is essentially not about management, but rather a single point of hard support. The expansion of multiple campuses is almost inevitable. To put it simply, many education and training principals become increasingly tired as they work, and the problem is not with the market or policies. The root cause is the habitual bottom line.

1. You may also have this state:

The teacher's class is average, you can't resist changing the courseware;

If conversion is not possible, you can directly talk to the parents yourself;

If the renewal is stuck, you might as well personally complete the transaction. You think this is responsible for the results, but the signal received by the team is that since the principal is here, I don't have to work hard. Over time, you will notice a particularly heart wrenching change:

There are fewer and fewer people who can fight, and more and more people waiting for you to take action.

In the end, the entire organization is like a car, but the engine is only for you. Many principals are unwilling to admit a fact:

It's not that teachers can't do it, it's that you didn't give them room to make mistakes. I have seen too many similar scenes. When a teacher submits an immature plan, the principal looks at it and directly says, "Forget it, I'll make the changes." You think you are helping him, but in fact, you are telling him, "You don't need to grow, I'm enough

Over time, the team will form a tacit understanding: if there are problems, seek help from the principal, and if not, wait for the principal to finish.

This is not a team, this is a custody class. Even more deadly, there is a common management trap in the education and training industry: whoever can do it will do more. Conversion not working? On the principal's side.

Parents' complaints? On the principal's side.

Is the activity chaotic? On the principal's side.

2. Resulting in unfavorable outcomes

Strong people are used up by you, weak people are raised up by you, and you yourself are dragged into details, making it difficult to consider the strategic issues of the organization comprehensively. If you solve a problem, the team will never learn to solve it. I often chat with some well done multi campus principals and find that they all have one characteristic:

Not more capable, but more tolerant. The teacher's plan is not mature, they won't change it, but instead ask a rhetorical question:

What's the problem? You bring the optimization plan tomorrow. "The teacher made a mistake, but they didn't rush forward immediately. Instead, they asked the teacher to provide a solution first, taking risks on their own, but not taking the initiative for them. You see, there is a crucial boundary here:

It can take risks, but it cannot replace action. There is also a particularly common situation of cross departmental disputes.

Academic affairs said that sales have not improved, and sales said that academic delivery is not good. Many principals subconsciously say, 'Forget it, let's do more.' But if you step back once, the boundaries will blur once.

Over time, responsibilities become increasingly blurred and execution becomes weaker. A truly mature organization does not rely on who works harder, but on clearer boundaries.

3. Why did this situation occur

Another deeper reason is that many principals themselves are not aware of:

The reason why you are used to taking care of yourself is sometimes not because of a sense of responsibility, but because of three things:

Firstly, there is a fear of losing control. When the data fluctuates, you can't help but end up not trusting the team.

Secondly, turn other people's problems into one's own anxiety. The teacher's performance is poor, and you are even more anxious than him. This is not responsibility, this is overdraft.

Thirdly, it's a bit of enjoying the feeling of 'I can't do it without me'. Everyone is coming to find you, it's very noticeable.

But the truth is, once you're gone, the institution will shut down directly, and this kind of institution will never be able to do much. Especially for disciplinary and multi campus institutions, if they still rely on the personal ability of the principal to handle it, they will not go far.

Because as the scale increases, the complexity grows exponentially, and people cannot handle it. You must go from being a fire brigade captain to becoming an operator.

4. How can we change it

Firstly, one can be anxious in their heart, but their hands must be steady.

When you see the teacher messing up, don't get started yet. First, ask, "How do you plan to wrap it up

Secondly, write down the boundaries clearly, rather than relying on tacit understanding.

Who is responsible for enrollment, who is responsible for conversion, and who is responsible for teaching results.

Writing clearly is more effective than saying it a hundred times.

Thirdly, let yourself be idle.

It's not about not working, but about not doing low value, replaceable work.

5. What the principal should really focus on is these:

How to do enrollment strategy

How to design course products

How to cultivate core backbone

How to replicate these things in multiple campuses is the key to determining whether you can expand. Finally, I have a very heart wrenching but true sentence for you:

How tired you are now basically depends on how much money you have put into the team that shouldn't be yours. Only by returning the responsibility to the teacher can you free up your hands and truly expand the institution.