Ben Page Director, Ipsos MORI What do the best leaders get right? ben.page@ipsos-mori.com 0207 347 3242.

Ben PageDirector, Ipsos MORI

What do the best leaders get right?

ben.page@ipsos-mori.com 0207 347 3242

©MORI

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

9%

7%

6%

15%61%

2%

Tapping into talent?To what extent do you agree or disagree with the statement “I personally want to become a headteacher in the future”?

Base: 924 teachers interviewed for NCSL in November 2005

Strongly disagree

Tend to disagree

Tend to agree

Strongly agree

To what extent do you believe that developing your leadership skills would make a difference to your school?

33%

44%

13%

6%2%2%

To a great extent

A fair extent

To a limited extent

Not at all

©MORI

Evidence of a decline in trust of others

World Values Survey quoted in lectures by

Richard Layard 2002/3 - Happiness: has social science a clue?

0

10

20

30

40

50

60

1959 1981 1997

% who think most people can be trusted

©MORI

Trust in Blair

MORI Political Monitor

34

17

11

0

5

10

15

20

25

30

35

40

1997 2001 2004

% who think he is more honest than most other politicians

©MORI

Trust in Blair

MORI Political Monitor

34

17

11

7

0

5

10

15

20

25

30

35

40

1997 2001 2004

% who think he is more honest than most other politicians

Percentage saying same of Michael Howard

Need to understand what matters to your different

followers

Need to understand what matters to your different

followers

For Blair it is being good in a crisis, and a capable

leader

©MORI

Why Blair won….

30

20

15

5

0

5

10

15

20

25

30

35

Blair Howard

% A capable leader % Good in a crisis

©MORI

25%

23%

28%

29%

29%

25%

44%

51%

40%

40%

40%

35%

13%

12%

16%

14%

17%

19%

Managing the economy

Hospitals

Representing Britain abroad

Schools

Anti-social behaviour

Cameron NeitherBlair

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?

Protecting the natural env’t

Source: Ipsos MORI/SunBase: British public, 18+ (1,001) 12-17 January 2006

And we still trust Blair more than Cameron…

©MORI

So what matters for schools?

©MORI2%

2%

2%

7%

13%

35%

43%

59%

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?

The general public’s respect for professions

Journalists

Politicians

Headteachers

Lawyers

Businessmen/ women

Council officials

Police officers

Doctors

Base: General public, Great Britain (2,050) 25 - 30 March 2004

% A great deal of respect

Rising to 47% of parents

©MORI

Teachers are a bit hard on themselves!

% Great deal/fair amount% Not much/ none at all

Q What level of respect do you feel each of the following groups gives to the teaching profession?

Base: Teachers in England (70,011) 4 October – 29 November 2002

Governors

Other public sector professionals

Students generally

Private sector professionals

The Media

The Government

The general public

Parents generally

81%

54%

50%

34%

30%

26%

18%

12%

16%

45%

49%

58%

68%

55%

72%

86%

©MORI

The public like you……….

Poor

Q Thinking about leadership within schools, to what extent do you feel that leadership is good or poor?

Declined

Good

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?

Base: Members of the general public who have had contact with schools in GB (995) 25 - 30 March 2004

Improved

©MORI

Teachers’ views of school leadership

Poor

Q Thinking about leadership within schools, to what extent do you feel that leadership in schools in England generally is good or poor?

Good

Base: Teachers in England (802), MORI Teachers Omnibus 6 – 28 May 2004

©MORI

Teachers’ views of school leadership

Poor

Q Thinking about leadership within schools, to what extent do you feel that leadership in schools in England generally is good or poor?

Poor

Good

Q And to what extent do you feel that leadership in your own school is good or poor?

Base: Teachers in England (802), MORI Teachers Omnibus 6 – 28 May 2004

Good

©MORI

2%

2%

2%

3%

3%

3%

4%

7%

11%

24%

Inspirational leaders

Tony Blair

My parents

Nelson Mandela

John F. Kennedy

My teacher or headteacher

Margaret Thatcher

Mahatma Gandhi

Mother Teresa

Martin Luther King

Winston Churchill

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

52%

42%

35%

35%

32%

People in Excellent Councils have higher job satisfaction...

Base: 500 Council employees interviewed by telephone in late July-early August 2003

% very satisfied with job

Excellent

Good

Weak

Poor

Fair

©MORI

72%

80%

71%

68%

69%

Satisfaction with Pay doesn’t vary much........it isn’t a critical factor in success, more a hygiene issue

Base: 500 staff interviewed by phone - July/August 2003

% satisfied with payExcellent

Good

Weak

Poor

Fair

©MORI

77%82%

62%

52%

47%

81%

51%

57%

74%

54%

49%

57%

46%46%

53%

Nice people, interesting work - everywhere

Friendliness of colleagues

Interesting work

Working hours

Base: All respondents (500)

% very satisfied with job factors

Excellent Good Weak PoorFair

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62%47%

42%

44%

22%

45%

42%

25%

32%

39%

27%

61%

46%34%

59%

What seems to distinguish excellent performers

Input into job plans

Opportunity to show initiative

Feedback on your performance

Base: All respondents (500)

% very satisfied with job factors

Excellent Good Weak PoorFair

©MORI

What line management skills

are most important?

©MORI

Being nice does not seem to correlate with CPA performance

Base: 500 staff interviewed by phone - July/August 2003

73%

53%

81%

58%

74%

50%

73%

51%

74%

48%

Is approachable Gives me credit when I’ve done a good job

% always applies to my line manager

Excellent Good Fair Weak Poor Excellent Good Fair Weak Poor

©MORI

But listening to staff seems particularly important.......

Base: 500 staff interviewed by phone - July/August 2003

63%

51%56%

48%50%45%47%

43%46%

40%

Listens to my ideas Consults me on matters where I can contribute

% always applies to my line manager

Excellent Good Fair Weak Poor Excellent Good Fair Weak Poor

©MORI

Change - Communication and Co-ordination

Base: 500 staff interviewed by phone - July/August 2003

57%

35%

44%

29%21%

30%

7%

17%

-15% -13%

Reasons for change are well communicated

Change here is well managed

Net agree +/-

Excellent Good Fair Weak Poor Excellent Good 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

% Very/fairly important% Not very/not at all important

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?

97%

96%

93%

88%

83%

78%

76%

72%

70%

64%

3%

3%

5%

11%

16%

20%

20%

25%

27%

32%

Base: Teachers in England and Wales (984); MORI Teachers’ Omnibus, 8 Oct – 7 Nov 2003

Better understanding of the challenges you faceAdopting a more listening style

More opennessMore explanation about decisions & developmentsBetter use of information technology

Introducing new forms of consultation

More secondments & staff exchanges

Targeted communications via web/e-mail,publications, events/conferences

Better access to individual staff withinDfESMore briefing/liaison meetings with staff within DfES

©MORI

What do these people have in common?

©MORI

From Colin Powell’s Leadership PrimerFrom 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?

©MORI33%

38%

39%

42%

43%

45%

45%

46%

54%

58%

Top ten motivating factors for headteachers?

Base: All headteachers (911)

Q Which, if any, of the following factors, motivate you most as a headteacher?

Building shared values

Role is dynamic/ not routine

Job satisfaction/sense of personalachievement

Sense of vocation

Changing social culture

Passionate belief in the role

Professional autonomy/implementingown vision

Maintaining high standards

Collegiality/teamwork

People management (i.e. managing staff)

Pay 8%

School mgt/budgets11%!

©MORI

Top ten demotivating factors for headteachers

Q Which, if any, of the following factors, demotivate you most as a headteacher?

©MORI15%

18%

20%

32%

33%

39%

39%

41%

50%

54%

Top ten demotivating factors for headteachers

Base: All headteachers (911)

Q Which, if any, of the following factors, demotivate you most as a headteacher?

Inspection/measures of accountabilitye.g. via OFSTED

Administrative demands

Changes in policy

Stress

External interferences e.g. from LEA,DfES

Less contact with pupils

Financial responsibilities

Problems with recruitment/retention

Low status/negative media image of theprofession

Isolation

StaffParentsDiscipline1%

©MORI23%

26%

28%

43%

45%

48%

55%

56%

76%

Freedom to manage?

Base: All headteachers (911)

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 the freedom to manage my schoolas I wish

I have a clear vision for my school

©MORI23%

26%

28%

43%

45%

48%

55%

56%

76%

Freedom to manage?

Base: All headteachers (911)

Q To what extent do you agree or disagree with each of the following statements about your role as a headteacher? % STRONGLY agree

My staff work as a team

My current role is very stressful

I am confident in my current role

I have the freedom to manage my schoolas I wish

Being a headteacher has always beenmy ambition

I can admit to my weaknesses and workwith others to improve these areas

I lead by example

I enjoy my current role

I have a clear vision for my school

©MORI

Who inspires head teachers….?

©MORI

38%

40%

44%

50%

50%

71%

75%

82%

18%

24%

33%

33%

Headteachers’ inspiration

Base: All headteachers (911)

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

©MORI

38%

40%

44%

50%

50%

71%

75%

82%

18%

24%

33%

33%

Headteachers’ inspiration

Base: All headteachers (911)

Q Please indicate below the main sources to which you look for inspiration and ideas about your work and practice as a school leader.

Other headteachers/school leadersTop 12 mentions

©MORI

38%

40%

44%

50%

50%

71%

75%

82%

18%

24%

33%

33%

Headteachers’ inspiration

Base: All headteachers (911)

Q Please indicate below the main sources to which you look for inspiration and ideas about your work and practice as a school leader.

Local education authorities (LEAs)

Other headteachers/school leadersTop 12 mentions

©MORI

38%

40%

44%

50%

50%

71%

75%

82%

18%

24%

33%

33%

Headteachers’ inspiration

Base: All headteachers (911)

Q Please indicate below the main sources to which you look for inspiration and ideas about your work and practice as a school leader.

Professional associations

The DfES

Senior management or senior leadershipteams (SMTs)

NCSL

Internet, intranet & CD roms

Local education authorities (LEAs)

Books, newspapers and other publications(education, business, government)

Conferences/seminars

Other headteachers/school leaders

Headteacher(s) you have worked for

Ideas from other countries

TeacherNet

Top 12 mentions

©MORI

Staff Advocacy

©MORI

Cycle of Success

Awareness

Advocacy

Commitment

Transaction

Satisfaction

Trust

©MORI

Cycle of Success

Awareness

Advocacy

Commitment

Transaction

Satisfaction

Trust

©MORI

Cycle of Decline

Awareness

Advocacy

Commitment

Transaction

Satisfaction

Trust

©MORI

MORI Excellence Model - Consumers - 1995

M&S Sainsbury Tesco% % %

* £39m £38mAdvertising Spend

Base: Those in market for each business goods/service

Advocacy

Commitment

Satisfaction

Transaction

Trust

Awareness

15 6 5

55 30 37

70 44 53

72 45 55

97 85 94

97 85 94

©MORI

Financial Times, 8 January 2001

©MORI

-5

0

5

10

15

20

25

30

35

40

45

Customer Advocacy Share Price (Indexed)

Marks & Spencer’s Trends -since 1995

Base: M&S Customers

Nov 95 Sept 99Mar 98

©MORI

Already Use products

Knows people who

uses products

Seen advertising

Knows someone whoworks for the

firm

Heard / Read about

in the media

Visited Website

0.4

0.6

0.8

1

2.2 2.7 3.2

Favourability

Familiarity

Results for major computer manufacturer

Impact of different types of communication

©MORI

74%

64%

67%

63%

68%

62%

61%

59%

54%

39%

38%

6%

11%

8%

13%

16%

19%

17%

19%

32%

35%

The proudest people in the public sector….

AdvocatesDetractors

Q Which of these phrases best describes the way you would speak about the services your organisation provides?

Base: All respondents

Teachers

Nurses

Education (national total)

Health (national total)

Local Authority

GPs

Police

National Total

GP Receptionists

Allied Health Professionals

Private sector norm*

*Private sector norm based on all MORI private sector surveys as of April 2004

0%

©MORI

55%

48%

44%

43%

42%

40%

39%

39%

37%

34%

15%

18%

24%

9%

31%

21%

19%

27%

26%

49%

Even if they don’t all agree with the government….

AgreeDisagree

Q Do you agree or disagree with the government’s overall objectives for the service you deliver to customers?

Base: All respondents

Nurses

GP receptionists

Allied Health Professionals

Teachers

Education (national total)

Police

GPs

Health (national total)

Local Authority

National total

©MORI

44%

63%

44% 42%39%

25%

Advocacy - self fulfilling prophecy?

Overall Excellent Good Fair Weak Poor

% who strongly agree that they would speak highly of the authority to others outside the organisation

Base: 500 staff interviewed by phone - July/August 2003

©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

“Good Show. Canadian Ice Hockey Team”

“Good Show. Canadian Ice Hockey Team”

©MORI

World Champions - 2003

©MORI

Women’s U22 TeamCanada 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

Change Over TimeLevel of Communication

Time70’s

Base: MORI normative database

80’s 90’s

100

50

0

©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

ben.page@ipsos-mori.com