Transcript PRESENTATION GIVEN BY BEN PAGE

What do the best
leaders get right?
Ben Page
Director, Ipsos MORI
[email protected]
0207 347 3242
What makes an excellent organisation?
 Good at listening to punters and staff
– What does that mean for you?
 Good at communicating
– Whose job is that?
 Focuses on things that matter most to most
people
 Staff who keep their promises
– What are your promises?
 Self aware and able to reinvent itself
©MORI
©MORI
Tapping into talent?
To what extent do you agree or disagree with the
statement “I personally want to become a headteacher in
the future”?
To what extent do you believe that developing your
leadership skills would make a difference to your school?
Strongly agree
2% 9%
Strongly disagree
Tend to agree
Not at all
To a limited
extent
2%
2%
6%
To a
great extent
7%
6%
15%
61%
13%
33%
A fair extent
Tend to disagree
44%
Base: 924 teachers interviewed for NCSL in November 2005
©MORI
Evidence of a decline in trust of others
% who think most people can be trusted
60
50
40
30
20
10
0
1959
1981
1997
World Values Survey quoted in lectures by
Richard Layard 2002/3 - Happiness: has social science a clue?
©MORI
Trust in Blair
% who think he is more honest than most other politicians
40
35
30
25
20
15
10
5
0
34
17
11
1997
MORI Political Monitor
2001
2004
©MORI
Trust in Blair
% who think he is more honest than most other politicians
40
35
30
25
20
15
10
5
0
34
Percentage saying same
of Michael Howard
17
11
7
1997
MORI Political Monitor
2001
2004
©MORI
Need to understand what
matters to your different
followers
For Blair it is being
good in a crisis,
and a capable
leader
Why Blair won….
% Good in a crisis
% A capable leader
35
30
30
25
20
20
15
15
10
5
5
0
Blair
Howard
©MORI
And we still trust Blair more than
Cameron…
Q
I am now going to read out a list of issues and I'd like you to tell me which party
leader you trust most to deal with each of them — the Prime Minister, Tony Blair or
the Conservative leader, David Cameron?
Managing
the economy
Representing
Britain abroad
Neither
25%
Blair
Cameron
44%
13%
23%
51%
12%
28%
Hospitals
40%
16%
29%
Schools
40%
14%
Anti-social
behaviour
Protecting the
natural env’t
29%
40%
17%
25%
35%
19%
Base: British public, 18+ (1,001) 12-17 January 2006
©MORI
Source: Ipsos MORI/Sun
So what matters for schools?
©MORI
The general public’s respect for professions
Q
Please could you tell me, for each of the professions I am
going to read out, how much respect, if any, you have in
them and the job they do?
% A great deal of respect
Doctors
59%
Headteachers
43%
35%
Police officers
Lawyers
Businessmen/ women
13%
7%
Council officials
2%
Journalists
2%
Politicians
2%
Base: General public, Great Britain (2,050) 25 - 30 March 2004
Rising to 47%
of parents
©MORI
Teachers are a bit hard on themselves!
Q
What level of respect do you feel each of the following
groups gives to the teaching profession?
% Not much/ none at all
Governors
16%
Students generally
58%
68%
The Government
The Media
54%
49%
Other public sector professionals
Private sector professionals
81%
45%
Parents generally
The general public
% Great deal/fair amount
55%
72%
86%
Base: Teachers in England (70,011) 4 October – 29 November 2002
50%
34%
30%
26%
18%
12%
©MORI
The public like you……….
Q Thinking about leadership within schools, to what extent do
you feel that leadership is good or poor?
Poor
22%
72%
Goo
d
Q To what extent, if at all, do you feel that leadership provided
by heads and/or their deputies has improved or declined
over the last three years?
Declined
17%
45%
Improved
Base: Members of the general public who have had contact with schools in GB
(995) 25 - 30 March 2004
©MORI
Teachers’ views of school leadership
Q Thinking about leadership within schools, to what extent do
you feel that leadership in schools in England generally is
good or poor?
Goo
d
Poor
8%
63%
Base: Teachers in England (802), MORI Teachers Omnibus 6 – 28 May 2004
©MORI
Teachers’ views of school leadership
Q Thinking about leadership within schools, to what extent do
you feel that leadership in schools in England generally is
good or poor?
Poor
8%
63%
Goo
d
Q And to what extent do you feel that leadership in your own
school is good or poor?
Poor
7%
86%
Base: Teachers in England (802), MORI Teachers Omnibus 6 – 28 May 2004
Good
©MORI
Inspirational leaders
Winston Churchill
24%
Margaret Thatcher
11%
Nelson Mandela
Martin Luther King
My teacher or headteacher
Mahatma Gandhi
Tony Blair
Mother Teresa
My parents
John F. Kennedy
7%
4%
3%
3%
3%
2%
2%
2%
Base: General public, Great Britain (2,001) 20 - 35 February 2003
©MORI
Excellent
organisations
are better at
listening to staff,
and making them
feel part of
things
©MORI
Some clear evidence of what
works in Local Government
©MORI
People in Excellent Councils have
higher job satisfaction...
% very satisfied with job
52%
Excellent
42%
Good
Fair
35%
Weak
35%
Poor
32%
©MORI
Base: 500 Council employees interviewed by telephone in late July-early August 2003
Satisfaction with Pay doesn’t vary
much........it isn’t a critical factor in success,
more a hygiene issue
% satisfied with pay
Excellent
72%
80%
Good
Fair
Weak
Poor
Base: 500 staff interviewed by phone - July/August 2003
71%
68%
69%
©MORI
Nice people, interesting work - everywhere
% very satisfied with job factors
Excellent
Good
Fair
Weak
Poor
77%
82%
Friendliness of
colleagues
62%
81%
74%
Interesting work
Working hours
57%
53%
52%
51%
54%
46%
46%
47%
57%
49%
Base: All respondents (500)
©MORI
What seems to distinguish excellent
performers
% very satisfied with job factors
Excellent
Good
Weak
Fair
Poor
62%
47%
42%
45%
Input into job plans
32%
61%
59%
Opportunity to
show initiative
44%
42%
39%
46%
Feedback on your
performance
Base: All respondents (500)
34%
22%
25%
27%
©MORI
What line
management skills
are most important?
©MORI
Being nice does not seem to correlate with
CPA performance
% always applies to my line manager
Gives me credit when I’ve
done a good job
Is approachable
81%
73%
74%
73%
74%
53%
Excellent Good
Fair
Weak Poor
58%
Excellent Good
Base: 500 staff interviewed by phone - July/August 2003
50%
Fair
51%
48%
Weak Poor
©MORI
But listening to staff seems particularly
important.......
% always applies to my line manager
Listens to my ideas
63%
Consults me on matters
where I can contribute
56%
50%
Excellent Good
Fair
47%
51%
46%
Weak Poor
48%
Excellent Good
Base: 500 staff interviewed by phone - July/August 2003
45%
Fair
43%
40%
Weak Poor
©MORI
Change - Communication and Co-ordination
Net agree +/Reasons for change are
well communicated
Change here is well
managed
57%
44%
35%
30%
21%
29%
17%
7%
Excellent Good
Fair
Weak Poor
Excellent Good
Base: 500 staff interviewed by phone - July/August 2003
-15%
-13%
Fair
Weak Poor
©MORI
Kenneth Williams on Jackanory 1968
©MORI
How confusing can it
become?
©MORI
Familiar?
“Nobody could explain clearly what
the organisation claimed to stand
for. Even within primary
documents there is limited
information”
©MORI
Improving ways of working with DfES
Q
Thinking about how the DfES might improve the way it works with you
in the next few years, how important or unimportant do you think
each of the following will be?
% Very/fairly important
% Not very/not at all important
Better understanding of the challenges you
face
Adopting a more listening style
More openness
More explanation about decisions &
developments
Better use of information technology
3%
97%
3%
96%
5%
93%
11%
16%
Introducing new forms of consultation
20%
Targeted communications via web/e-mail,
20%
publications, events/conferences
More secondments & staff exchanges
25%
Better access to individual staff within
27%
DfES
More briefing/liaison meetings with
32%
staff within DfES
88%
83%
78%
76%
72%
70%
64%
Base: Teachers in England and Wales (984); MORI Teachers’ Omnibus, 8 Oct – 7 Nov 2003
©MORI
What do these people have in common?
©MORI
From Colin Powell’s Leadership Primer
"Great leaders are almost always great simplifiers,
who can cut through argument, debate and doubt,
to offer a solution everybody can understand."
©MORI
“AS LEADERS, WOMEN
RULE: New Studies find
that female managers
outshine their male
counterparts in almost
every measure”
Special Report, Business Week
©MORI
“Ninety percent of
what we call
‘management’
consists of making
it difficult for
people to get things
done.” – Peter Drucker
©MORI
“We have a
‘strategic’ plan.
It’s called doing
things.”
- Winston Churchill
©MORI
Top ten motivating factors for headteachers?
Q Which, if any, of the following factors, motivate you most as a headteacher?
©MORI
Top ten motivating factors for headteachers?
Q Which, if any, of the following factors, motivate you most as a headteacher?
Role is dynamic/ not routine
58%
Building shared values
54%
Collegiality/teamwork
46%
Job satisfaction/sense of personal
achievement
45%
Changing social culture
45%
Maintaining high standards
43%
Sense of vocation
42%
Professional autonomy/implementing
own vision
39%
Passionate belief in the role
38%
People management (i.e. managing staff)
Base: All headteachers (911)
33%
Pay 8%
School
mgt/budgets
11%!
©MORI
Top ten demotivating factors for headteachers
Q Which, if any, of the following factors, demotivate you most as a
headteacher?
©MORI
Top ten demotivating factors for headteachers
Q Which, if any, of the following factors, demotivate you most as a
headteacher?
Administrative demands
54%
Inspection/measures of accountability
e.g. via OFSTED
50%
Low status/negative media image of the
profession
41%
Changes in policy
39%
External interferences e.g. from LEA,
DfES
39%
Problems with recruitment/retention
33%
Stress
32%
Financial responsibilities
Less contact with pupils
Isolation
Base: All headteachers (911)
20%
18%
Staff
Parents
Discipline
1%
15%
©MORI
Freedom to manage?
Q To what extent do you agree or disagree with each of the following
statements about your role as a headteacher? % STRONGLY agree
I have a clear vision for my school
76%
56%
55%
48%
45%
43%
28%
26%
I have the freedom to manage my
school
as I wish
Base: All headteachers (911)
23%
©MORI
Freedom to manage?
Q To what extent do you agree or disagree with each of the following
statements about your role as a headteacher? % STRONGLY agree
I have a clear vision for my school
76%
I enjoy my current role
56%
I lead by example
55%
My staff work as a team
48%
45%
I am confident in my current role
I can admit to my weaknesses and work
with others to improve these areas
My current role is very stressful
Being a headteacher has always been
my ambition
I have the freedom to manage my school
as I wish
Base: All headteachers (911)
43%
28%
26%
23%
©MORI
Who inspires head
teachers….?
©MORI
Headteachers’ inspiration
Q Please indicate below the main sources to which you look for inspiration and
ideas about your work and practice as a school leader.
Top 12 mentions
82%
75%
71%
50%
50%
44%
40%
38%
33%
33%
24%
18%
Base: All headteachers (911)
©MORI
Headteachers’ inspiration
Q Please indicate below the main sources to which you look for inspiration and
ideas about your work and practice as a school leader.
Top 12 mentions
Other headteachers/school leaders
82%
75%
71%
50%
50%
44%
40%
38%
33%
33%
24%
18%
Base: All headteachers (911)
©MORI
Headteachers’ inspiration
Q Please indicate below the main sources to which you look for inspiration and
ideas about your work and practice as a school leader.
Top 12 mentions
Other headteachers/school leaders
82%
75%
71%
50%
50%
Local education authorities (LEAs)
44%
40%
38%
33%
33%
24%
18%
Base: All headteachers (911)
©MORI
Headteachers’ inspiration
Q Please indicate below the main sources to which you look for inspiration and
ideas about your work and practice as a school leader.
Top 12 mentions
82%
Other headteachers/school leaders
75%
Conferences/seminars
Books, newspapers and other publications
(education, business, government)
71%
Professional associations
Senior management or senior leadership
teams (SMTs)
50%
50%
Local education authorities (LEAs)
44%
The DfES
40%
NCSL
38%
Internet, intranet & CD roms
33%
Headteacher(s) you have worked for
33%
Ideas from other countries
TeacherNet
Base: All headteachers (911)
24%
18%
©MORI
Staff Advocacy
©MORI
Cycle of Success
A
d
v
o
c
a
c
y
C
o
m
m
i
t
m
e
n
t
S
a
t
i
s
f
a
c
t
i
o
n
T
r
a
n
s
a
c
t
i
o
n
T
r
u
s
t
A
w
a
r
e
n
e
s
s
©MORI
Cycle of Success
A
d
v
o
c
a
c
y
C
o
m
m
i
t
m
e
n
t
S
a
t
i
s
f
a
c
t
i
o
n
T
r
a
n
s
a
c
t
i
o
n
T
r
u
s
t
A
w
a
r
e
n
e
s
s
©MORI
Cycle of Decline
A
d
v
o
c
a
c
y
C
o
m
m
i
t
m
e
n
t
S
a
t
i
s
f
a
c
t
i
o
n
T
r
a
n
s
a
c
t
i
o
n
T
r
u
s
t
A
w
a
r
e
n
e
s
s
©MORI
MORI Excellence Model - Consumers 1995
M&S
%
Sainsbury Tesco
%
%
15
6
5
55
30
37
70
44
53
Transaction
72
45
55
Trust
97
85
94
Awareness
97
85
94
*
£39m
£38m
Advocacy
Commitment
Satisfaction
Advertising Spend
Base: Those in market for each business goods/service
©MORI
Financial Times, 8 January 2001
©MORI
Marks & Spencer’s Trends -since 1995
45
40
35
30
25
Customer Advocacy
Share Price (Indexed)
20
15
10
5
0
-5
Nov 95
Base: M&S Customers
Mar 98
Sept 99
©MORI
Impact of different types of communication
Favourability
1
Visited
Website
Already Use
products
0.8
Knows people
who
uses products
Heard / Read
about
in the media
0.6
Knows
someone who
works for the
firm
Seen
advertising
0.4
2.2
Familiarity
2.7
Results for major computer manufacturer
3.2
©MORI
The proudest people in the public sector….
Q
Which of these phrases best describes the way you would speak
about the services your organisation provides?
Detractors
6%
Teachers
GP Receptionists
Education (national total)
Private sector norm*
Nurses
Allied Health Professionals
Health (national total)
National Total
Local Authority
GPs
Police
Advocates
0%
64%
11%
67%
8%
63%
13%
68%
16%
62%
19%
61%
17%
59%
19%
32%
35%
*Private sector norm based on all MORI private sector surveys as of April 2004
Base: All respondents
74%
54%
39%
38%
©MORI
Even if they don’t all agree with the
government….
Q
Do you agree or disagree with the government’s overall objectives for the
service you deliver to customers?
Disagree
Nurses
Agree
15%
GP receptionists
18%
Allied Health Professionals
24%
Local Authority
48%
44%
9%
Teachers
55%
31%
43%
42%
Health (national total)
21%
40%
National total
19%
39%
Education (national total)
27%
39%
Police
26%
37%
GPs
Base: All respondents
49%
34%
©MORI
Advocacy - self fulfilling prophecy?
% who strongly agree that they would speak highly of the
authority to others outside the organisation
63%
44%
44%
42%
39%
25%
Overall
Excellent
Good
Fair
Base: 500 staff interviewed by phone - July/August 2003
Weak
Poor
©MORI
Building
Real
Advocacy
©MORI
Keys to Advocacy - themes to focus on
 Being able to contribute; listening and feedback
 Faith in the leadership/direction - understanding
the story
 Organisational Pride
 Communications
– transparency
– honesty
– relevance
©MORI
“Good Show. Canadian
Ice Hockey Team”
World Champions - 2003
©MORI
Women’s U22 Team
Canada captured gold at the European Air Canada Cup with a 6-1
win over the host German team in Hanover, Germany.
©MORI
Yugoslav Men’s Ice Hockey Team
©MORI
Yugoslav Men’s Ice Hockey Team
©MORI
We aren’t making progress on
communications
Level of
Communication
100
Change Over Time
50
0
70’s
Base: MORI normative database
80’s
Time
90’s
©MORI
Stopping to think
“As a leader you have to be aware
that you’re communicating all the
time, whether you mean to or not.
Everything you do and don’t do
will be interpreted and you need
to be aware of that”
©MORI
Key Points
©MORI
Summary
 Need to over-invest in internal communications
 Think carefully about how you manage your
people
 Culture matters more than targets
 Make sure people outside know what you are
doing
 Decide what you are going to be famous for – and
stick with it
©MORI
Thank you
[email protected]
©MORI