Editor's lead: At present, online education will be a development direction worthy of attention in the future. So, how to operate online education products well and achieve efficient operation? The author of this paper dismantled the operation of online teaching and training, and expounded his own views on how to achieve "synergy" in product operation. The topic of joint efforts is a very familiar term for enterprises in the past year or two, and it is also a point that students in any industry are often criticized by leaders in their daily work. When you first enter the workplace, you are often educated by your former boss. You should pay attention to teamwork in order to achieve the expected results of the project. I didn't quite understand the meaning of this sentence in the first half of my work. Later, after I was promoted from a specialist to a supervisor, I gradually understood the meaning of this sentence after more and more cooperation and communication with the team inside and outside. So, today, let's take some time to discuss the role of each role in the whole process of online education product acquisition, production, sales and service, and how to effectively form a joint force in the overall workflow. First, the basic organizational structure and personnel functions of online education and training programs The author has always agreed that any team or social relationship must meet three aspects, namely mutual trust, mutual respect and common vision, if it wants to go on for a long time and steadily. Many high-quality workplace bloggers or HR have shared their personal characteristics needed to achieve these three points, but I think it is necessary to understand each other's work content first, so as to understand the motives behind many of their decisions and reach an agreement. In the last article, we shared the division of labor and functions of product operation posts. In this section, we jump out of the operation post and observe the overall organizational division of labor from the overall situation of the project. Based on the team I have worked in the past and some special derivative functions, the author summarizes the organizational structure of an online education project as follows: Among them, some small partners who have served as management functions may wonder why there is no role related to talent development and business audit. The author thinks that this part of the work is more suitable for the horizontal management department or the board of directors at the group level. Moreover, in the team I have experienced, the talent development is under the unified responsibility of HRBP under the Group Human Resources Department, and the report is also vertical to the Group HRVP or regional HRD. The related work of business audit is also carried out by the corresponding quality inspection department in a unified way, and directly reports to the office of the group leader in charge. Among them, you can know the specific job content and responsibilities according to their basic professional titles. The whole process of this organizational structure is realized by the logic that the front end is responsible for all new sales and the back end is responsible for all production, supply and after-sales. Whether it is subject category or user channel category, the work is attributed to the overall planning according to this framework. The overall management of this kind of team follows a kind of work managed by the person in charge, who is responsible for it and reports vertically to the immediate superior. If multi-disciplinary lines or multi-channel lines are involved, the role of department assistant or project VP can be added to carry out overall auxiliary management. As for whether personnel management needs to set up so many posts, the author thinks it needs to be decided according to the overall labor cost and future development of the project. If the project has not been established for a long time, you can first put the labor cost on the production end and marketing end; The operation end improves people's efficiency and individual post salary, reduces personnel density, and achieves overall controllable labor costs. I don't need to elaborate on the marketing side's demand for people, because the "first bucket of gold" of the project needs the sales team. The producer needs manpower because the producer has high requirements for professional ability, but it is very unlikely that personnel can meet the professional needs of multiple lines at the same time. Often, a teacher needs to deepen the subjects he teaches. Here, I want to emphasize a knowledge point: the research and development of teaching courses is extremely difficult and the workload is huge. Even a very simple subject requires professionals to accumulate for at least three to five years, so as to ensure that the quality of their own courses or teaching materials is not questioned. On the other hand, the operator can try to execute the working mode of multi-line parallel operation. For example, students in the operation discipline need to know what kind of users their products can be suitable for, and they can simply plan some activities (live classes, fission customers, referrals). Therefore, in the early stage of team building, students with 1-2 ability or growing up in the operation side take care of some work and cooperate with the sales of course products. This structure has a great advantage, that is, there are specialized people to do specialized things, and everyone performs their duties and communicates with each other to achieve the expected goals. But the problem is also obvious, that is, in the case of limited team manpower, only the main business line can be given priority, and it is difficult to take care of some new business lines or business experimental fields at the strategic level of the company. If we want to achieve the corresponding effect, we need to add a set of teams to match the needs of new business lines, but this will also increase the cost of new business lines and increase the decision-making pressure of management when adjusting business lines and personnel. Therefore, many teams often set up a special growth business group outside the main business team, and transfer the work of some experimental fields to this special growth business group, which directly reports to the project director and seeks the support of resources or personnel according to its specific situation. Second, the supply and marketing chain from content editing to course product package has completed the organizational structure, and it's time to start work. So how do you cooperate with each other in your work? Here, the author will explain it in two situations, one is the work chain of general teaching courses such as certificate examination and higher education; The other is the working chain of specific teaching courses such as interest courses and knowledge payment. The degree of cooperation between the two courses in the overall content output and sales is different, and the work-oriented model is also very different. 1. General teaching course (representative: national examination certificate project, postgraduate entrance examination project) The supply and marketing of this course is basically that the teaching port is content-oriented, undertaking the work of content iteration, the operation port and sales port are well packaged, and the first-line teams (community operation, micro-sales, and telemarketing) are trained and managed. Under this circular mechanism, the sales team is responsible for some after-sales maintenance work (preparing for expansion, repurchase and referral), and some students will think, who will carry out the main after-sales maintenance work? The answer is that the aid team needs to undertake the normal study guidance of students, which is a heavy task. But for students, at the beginning of payment, I prefer who will sell me the course, so I will look for this person to get the answer. In this framework, the work of the teaching team and the operation team is relatively independent, because the teaching team has only one purpose for content research and development, that is, to help students pass the exam or achieve higher grades as much as possible under the controllable progress. Whether students like it or not, there is not much room for bargaining about the content itself in the face of national or industry-level assessment. Therefore, users' requirements for products will focus on the teaching form and teachers, which forces the teaching team to consider the feelings and learning ability of all kinds of students in the market when choosing lecturers or designing course styles. 2. Interest courses, skills practical courses (representative: operation courses, children's courses) These courses have no so-called "just need of life", so in terms of content polishing, it is necessary for the teaching end to have a certain sense of market and polish some courses that are more suitable for mainstream sales people or customer groups. In this workflow, the operation team and the teaching team are collectively driven, and the professional knowledge is packaged more "market". In particular, the teaching team needs to run through the whole process, and the marketing points should be buried in the curriculum design, and the teaching content should be more suitable for the needs and problems of the target population. Therefore, all content design needs to be considered and improved in the design process. This kind of curriculum planning, the whole team needs to think twice before acting, or even think twice before acting. Because there are two differences between this kind of courses and vocational education examination and training courses: there is little room for iteration of finished products-it is necessary to thoroughly check whether the original course structure and content still meet the mainstream needs of the market and make adjustments in the iteration. After this process is completed, the overall cost and working hours are equivalent to re-doing a set of courses. Deep integration of content and service-this kind of course depends on the assistant/head teacher and the user to complete the study together, because the enthusiasm of users for autonomous learning cannot be guaranteed, and the content design is more interactive and coherent than the vocational examination course. After the course is officially launched, it is extremely difficult to implement the adjustment. For such courses, students themselves have a very high bargaining power over the content. The first reaction must be whether the content appeals to me. In my opinion, the content is correct, and then I will look at other factors, such as the service and price of the course. Moreover, the secondary payment of such courses is also based on whether the course package can satisfy the current students, so you can consider paying again or recommending people around you to buy it. Third, what is the key KPI For everyone in the team, knowing how to do things requires a very clear goal, ensuring that their work has practical value, cooperating with each other and forming a joint force. Therefore, how to make KPI is very important for employees of all positions and ranks. Judging from the author's previous work experience, whether a project can develop mainly reflects these factors: "survival", "quality", "efficiency" and "foresight". For a project leader, there must be at least one point for employees within the team to play a role. The higher the rank of employees, the more points need to play a role. 1. The survival of the Survival team has a core factor: overall revenue. Employees whose job functions are vertically related to income, such as sales posts, sales management posts and operation management posts, should be responsible for GMV according to their own sales or business scope. There are two ways to be responsible for GMV: lowering the payment threshold or finding more potential paying users. Therefore, the author personally believes that any student engaged in operation or marketing positions should at least play a role in these two points. Back to the specific KPI formulation: for the sales team, the logic of KPI formulation is relatively simple. Determine the specific sales tasks according to different sales jurisdiction radius, control the user's circulation baseline or product system, and complete a more directional income orientation (products with specific disciplines and specific profits). If you want to control the income more stably, you can also add the refund to the KPI of the sales management team, but it is not recommended to take up too much. The KPI setting of the operation team will be more complicated, because everyone's scope of responsibility is different and the resources that can be controlled are also very different. Discipline operation/project operation-responsible for the vertical sales of products in the discipline under its jurisdiction, and cooperate with the sales tasks of discipline-specific products (sales amount, order quantity, number of users purchasing courses, etc.). ); User operation/platform operation/traffic operation-responsible for the overall transaction within the scope of users under its jurisdiction, focusing on the conversion ability of channels and platforms (periodic conversion rate, number of converted users, average customer unit price, periodic ROI and other indicators). ); Content operation-responsible for attracting new users and ensuring user stickiness. In the early stage of content platform construction, it is suggested to focus on how to effectively acquire customers, and then improve the conversion ability (reading number, likes number, forwarding number, new users number) after a certain number of users. Other operating posts can gradually move closer to these directions according to their own post characteristics. 2. "Quality" Any project that expects benign development should provide the best quality course products within its power, so as to gradually improve the reputation of the products. Quality management is mainly reflected in two directions: knowledge accuracy and students' acceptance of feedback, and the teaching and research team responsible for this is the first-line output course. The head teacher in charge of teaching/research/answering questions-is in vertical contact with the knowledge content of the subject and outputs it to users, so the first consideration is whether the output content is correct, and then whether the output knowledge content can be effectively absorbed by users (content sampling accuracy, comprehensive score of answering questions, satisfaction rate of answering questions, complaints, comprehensive score of teachers and other indicators). ) .3. "Efficiency" The efficiency here is more reflected in the efficiency management of teaching and service. Because the marketing link is driven by strong income KPI, the delay of time will directly affect the income. The efficiency of teaching and service will directly affect users' feelings about the course. The efficiency of teaching is mainly reflected in the payment of courses and attached materials, which is mainly handled by the educational administration post that implements curriculum arrangement and supply chain management; The efficiency of the service link lies in whether the information or demands sent by students can be responded quickly, and more is the responsibility of the front-line service class teacher. Educational administration-ensure orderly teaching, rapid interaction of internal information, and reduce communication costs. Without direct contact with students, users can directly decide when they can study the course and when they can receive attached materials (such as poor progress in course updating, poor progress in course recording/editing, poor progress in information and document supply, etc.). ). Service class teacher-there is a certain overlap with the question-and-answer class teacher, and some companies will combine these two positions into one. They are the people who spend the longest time with users after purchasing courses, and can directly affect the learning situation of individual users (such as message response speed, effective return visit rate and other indicators). 4. "Vision" It is difficult to evaluate the vision of a project with quantitative indicators. It is more necessary for team leaders to think about the future development direction of their team with the mentality of running the company. And what we need to do now in order to better develop in these directions. For the business related to "foresight", it is recommended to formulate development goals in the form of OKR, and then gradually disassemble them to everyone in the team. At the end of this article, the author wants to say that everyone's actions at work must have their own logic, whether it is responsibility or personality attribution. As long as everyone is essentially willing to do the project at hand well together and agree that it belongs to a cooperative relationship rather than a competitive relationship, we can form an overall synergy. In the next article, the author will start with a single workflow of course product planning details, and start with a real case to disassemble in detail how to turn an idea into a salable course package.