According to the following case , could you please support me with 5 key issues and 5 solutions to them ?

Time for change at Learning

Team Learning Team is a UK educational charity, aimed at supporting school students to improve their understanding of Science, Technology and Maths (STEM) subjects. Founded in 1985, the charity worked closely with schools to engage students, particularly those from deprived social groups, with STEM subjects and support them to take up these subjects at University. Learning Team rapidly developed a reputation for high quality education and achieved remarkable success in improving examination results for the schools and students in socially deprived areas. There were several high-profile success stories of students who had been supported by the charity before becoming highly successful scientists and engineers both in top universities and in industry. Many of these became long term champions of the charity and several were invited to serve as charity trustees. Asked to comment on the success of Learning Team, Max Anderson the founder and Chief Executive said, "we appoint very skilled and enthusiastic teachers and make sure they have the support they need to develop excellent results". A key feature of the Learning Team model was that the charities employees were encouraged to take professional development seriously and the charity developed links with top institutions in Europe, America, and Asia so that staff could spend time on short study trips to learn about developments in teaching, as well as in their specialist subjects. These study trips were greatly valued by the teaching staff at the charity and were also the source of fruitful collaborations in various countries. At first, Learning Team ran courses only in the summer vacation, based in boarding schools in locations across the UK, who allowed the charity to use their property while their own students were on vacation. In 1998, a major donor bequeathed 6 former hotels in seaside towns around England to the charity, be used as learning Centres. The donor believed that students, particularly from socially deprived areas, would learn better in an attractive location, which offered opportunities for outdoor relaxation as well as a high-quality learning facility. Over the next 10 years Learning Team acquired several additional properties either leased from companies who no longer needed training colleges or acquired from other learning providers who were scaling down their operations. Each of the Learning Centres was treated as an individual profit centre and the Centre Director was given considerable scope in developing their own courses, marketing strategy and business plan, reporting directly to the CEO. The Learning Centres were supported by an HQ team. The marketing team helped individual centres reach new markets and looked after the website. The IT team provided IT support (including developing online materials if asked to do so). The fundraising team worked with major donors and bid to funding providers for funding to support study trips and research collaborations. The Finance Director worked with Learning Centre Directors to set individual budgets and then aggregate them into overall budget approved by CEO. Most of the charity trustees had close links to the charity and with individual Learning Centre directors. Stephen Armitage, the Chair of Trustees was a serial entrepreneur whose daughter was a former beneficiary of the charity. Many of Learning Centre Directors had started work with the charity as teachers before becoming Learning Centre Director. In 2018, Max Anderson, the founder Chief Executive retired. Bruce Murphy, the new Chief Executive was an American who previously worked for an online learning provider but had no direct teaching experience or previous links to the charity. He had a very commercial outlook and at the time of his appointment stated that he believed the Charity should make much greater use of online learning, which he believed was the future for mass education. Stephen Armitage was very supportive of this idea and the Trustee Board agreed to a new strategy for developing online learning products, which could be developed as a separate activity although the Learning Centres could also use the online learning materials if they wished to do so, alongside their face-to-face teaching activities. In 2020, COVID forced all the Learning Centres to close temporarily, and some staff chose to leave. Bruce Murphy took this opportunity to accelerate his plans to make the charity more efficient by using online learning more extensively. As he explained to the Trustees, it would be much more cost effective to have all Learning Centres delivering the same set of courses which could also be delivered online. This would allow more flexibility, as teachers could be moved between Learning Centres to meet variations in demand and the online learning products could also be made available to people who could not attend courses at the Learning Centres. Most of the Trustees thought this was a very positive approach and welcomed the proposed changes, which included appointing a new Operations Director with overall responsibility for both the Headquarters staff and Learning Centres and setting up a new Online Learning Development team reporting directly to the Chief Executive. However, a few Trustees were worried that the distinctive character of the Learning Centres would disappear and that if staff were demotivated by the change, the quality of the learning experiences would be damaged. After discussion, the new strategy was approved by the Trustee Board and Bruce Murphy wrote to all the staff to announce the changes and ask people to apply for the new roles of Head of Online Learning and Operations Director. To help with the transition Calvin Wong, one of the Learning Centre Directors who was an expert in online learning was appointed as Head of the Online Learning Development team. Calvin was originally from Hong Kong but had worked for the charity in the UK since 2008. He was widely respected and liked by the other Learning Centre Directors and staff. He was supported by Depak Kumar, the current Head of IT, an Indian who had joined the charity in 2017 after graduating from Glasgow University. Depak was excited by the possibilities of online learning and was keen to strengthen the skills of the IT team. None of the existing staff were considered suitable to be appointed as Operations Director and an external appointment was agreed by the Trustees. Nadia Patel, the new Operations Director was a very experienced COO, who had worked for several large commercial training providers. However, she had no experience of the education or charity sectors. Nadia quickly established good working relationships with the HQ teams but felt that she did not have time to travel round the UK to get to know the staff based in the Learning Centres. Consequently, most of her contact with them was via email and Zoom calls. Three months after her appointment, Nadia sent an email to the Learning Centre Directors: "I have reviewed the annual budget with the Finance Director and it is clear that profit margins need to improve. We have allocated an expected profit margin for each Centre. Please send me a detailed budget showing how you will meet the target profit margin. All study trips and external collaborations are to be cancelled, as they do not contribute to our profitability. Please also note that any future plans for funding applications must be approved by me. Calvin's Online Development Team is working hard to provide you with new learning material. Please update your current business plan to show how you will incorporate the new materials in your teaching programmes for next year." The email provoked a very hostile reaction from several of the Learning Centre Directors who complained that they had not been consulted about the changes and that cancelling existing collaborations and arrangements for study trips would be very damaging to relationships with external partners. Calvin Wong tried to use his influence with the Learning Centre Directors to encourage them to be positive about using the materials that his team were developing. He explained that the online learning materials would be useful to all the Learning Centres and that staff in the Centres could develop their skills by asking for a secondment to the online learning team. To Calvin's surprise, he found that several people with whom he had close relationships now regarded him as "being on the other side". His requests for staff to be seconded from Learning Centres to his team were refused by several of the Learning Centre Directors on the grounds that they needed all their staff to deliver more courses if they were to meet new profit targets. Calvin was very disappointed by this and began to wonder whether he would be able to succeed in his new role or whether he should look for a new job in a different organisation. Sarita Williams, one of the most experienced Learning Centre Directors, was particularly angry about the new situation, since she was committed to her relationships with external partners and felt that the new plans for the organisation were "dumbing down" her role, undervaluing the teaching expertise of the staff and ignoring the value of collaboration with external partners. As she felt there was no point in raising the issues with Nadia and Bruce, she approached a number of the trustees and attempted to convince them that the whole culture of the charity was being pushed in a direction that would damage its reputation. Sarita also encouraged several other Learning Centre Directors to resist what she described as Nadia Patel's "unreasonable and unrealistic demands" arguing that "she doesn't know anything about education and doesn't recognise the value we bring to the organisation. She can't know what a reasonable budget is and shouldn't be dictating to us." Eventually the problems and discontent became so serious that Stephen Armitage decided he must take some action to stop the damage. He didn't want to interfere with what Bruce Murphy was trying to do but felt that there were better ways to implement the changes.