Absolutely the worst tuition center. - Tutor bei Mavis Tutorial Centre: Mitarbeiterbewertung

1,0
21. Dez. 2022
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CEO-Befürwortung
Geschäftsprognose

Pros

Some administrators and colleagues are nice.

Kontras

By far, the most exploitive tuition center. 6 days work at 6 different locations. Own gadgets to bring. Usage of 7-9hrs per day. Spoil faster. No compensation. Must bring at least 2/3 gadgets with chargers, HDMI cable etc. Very heavy to bring around to different locations. Very heavy workload, too much travelling for small pay. Sometimes have to attend meeting on the only one off day. A new staff is always the scapegoat for endless relief duties and curriculum work. Very high number of MCs and high turnover due to the toxic work culture. Very high-handed and unscrupulous management. In the interview, the management sugarcoats and misleads you to sign up. Only after joining, you find out the true extent of work scope, schedule, duties, expectations, etc. Horrible experience. Might as well WFH with your own gadgets and be so much happier than sacrifice your expensive gadgets for the development and functioning of an unappreciative company. Totally not worth working here. You will be miserable.

Mehr Bewertungen zu Mavis Tutorial Centre entdecken

4,0
14. März 2024
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CEO-Befürwortung
Geschäftsprognose

Pros

Love it, couldn't be better

Kontras

New hires are terribly screened

1,0
28. Mai 2026
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CEO-Befürwortung
Geschäftsprognose

Pros

* Opportunity to gain teaching experience and work with students from different backgrounds. * Some colleagues and students were supportive and enjoyable to work with.

Kontras

* Teachers on medical leave were at times expected to continue conducting lessons remotely instead of proper relief arrangements being made. * Student withdrawals were often reflected negatively on teachers even when the reasons were unrelated to teaching quality, such as relocation or scheduling conflicts. * There was insufficient onboarding and handover support provided to new staff at the start of employment. * Communication and management style varied significantly across centres, and some interactions with management felt dismissive or unprofessional. * Contributions outside the curriculum scope did not always feel acknowledged or valued. * Teacher performance appeared to be measured heavily based on class enrolment numbers rather than overall teaching quality and effort. * HR response times for clarifications and administrative matters could be improved.

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