Case Study 1 - Ian Shears

Much of what I have written previously has been generalised in nature, so I thought it might be an idea to actually give some specific examples of managers within the British Council.  The one that springs to my mind most readily is that of Ian Shears.  I am pleased to say that the British Council has now dispensed of his services and I congratulate them for that. Nevertheless, he typifies an attitude that many managers still within the BC have.

Ian Shears was the Deputy Centre Manager of the Bahrain Teaching Centre from around 2011 to 2013, maybe a bit longer.  But, actually, he was de facto the full manager, since the Country Director at that time basically handed the reins over to him, so he could focus on "more important" work.  While on that point, can anyone think of any worthwhile project the BC have done in the field of cultural relations? I challenge you to think of even one example.

The main feature of Ian Shears' tenure was his complete lack of interest in and indifference towards the teachers in the centre (his flock, so to speak). If he could have, I'm sure he would have glassed himself off completely.  I remember he made absolutely no effort to get to know me or find out anything about me and incredibly during the whole time I was there never even once spoke to me on a one-to-one basis. Until the day I actually handed in my notice, that is. Even then he didn't even ask me why I wanted to leave.

 

Ian Shears had for several years held positions of responsibility within the BC, including being a regional manager when based in Dubai.  As such, I felt he had become completely corrupted by that power, feeling largely untouchable and pretty well able to do whatever he wanted, without any fear of retribution or reprimand from above.  Basically, he rode rough-shod over all the main British Council values, such as valuing others or treating others equally.  He would simply apply his own agenda and values.  In other words, he represented himself rather than the British Council.  He practiced blatant favouritism and was loyal primarily to his management team, creating a strong "us and them" environment in relation to the teaching staff.  Importantly, he was the kind of guy who would happily throw someone under the bus to cover for any failure in his own duties. Let it be said, though, that this attitude is not uncommon amongst senior BC managers, almost all of whom have a "how do I get this off my table?" approach rather than a "how do I help?" one.

Occasionally, Ian would try to curry favour with the younger teachers in their 30s so that he seemed hip and with-it. He was very selective in this regard and demonstrated clear bias.  For example, he went to one of the younger teacher's farewell party (to look good), but of course didn't bother with similar events for older teachers like me.  Funnily, he even once claimed that he was "refreshingly approachable", which was actually something a teacher had said out of diplomacy at an early meeting.  Of course, he was following on from the android-like Krys Joyce, who had had an almost identical attitude and had successfully alienated almost all the teaching staff. So, maybe relatively he was more approachable to some.

The point about this is that it is extremely disheartening and disillusioning for a regular teacher to have a manager like that. You feel you are working in a vacuum with no one taking the slightest interest in your positive contribution or valuing you in any way. The only time you get noticed by this kind of manager is when you do something wrong or there is a complaint. And then all the cards will be stacked against you.

I mentioned in a previous post how he handled aspects of my situation. For example, I felt I was being victimised by my line manager Sam Stevenson, who had clearly taken a personal dislike to me and was set on "teaching me a lesson" for not kow-towing to him enough (another full story).  The point is that when I tried to bring up the subject of what I perceived as bullying, Ian Shears wouldn't hear anything of it, and again didn't even call me in for a one-to-one chat. In fact, he even copied Sam Stevenson in on the email, out of "courtesy" to the latter. Well, what about my right to confidentiality or some courtesy towards me? In fact, I realised later that he was probably complicit in what was Sam Stevenson was doing, and was almost certainly "managing me out of the organisation".  The evidence was ultimately a career-damning end of year report by Sam Stevenson which Ian Shears happily approved.

So when you've had this kind of treatment from a manager who makes absolutely no effort to establish any kind of positive rapport, and even does everything he can to diminish your worth, of course you're going to be disillusioned.  BC managers simply do not live up to the ideals of the organisation they work for. And, unfortunately, this type of manager abounds within the BC, which is why I recommend all teachers be ready and pre-hardened for this kind of experience. Never give your heart to the BC, but always maintain a mercenary attitude.  That will certainly be theirs towards you.

Valuing people

Hi Bloggers,

During my time at the British Council, "valuing people" was one of the main features of the British Council's overall vision and ethos.  We often had in house developmental sessions on this and other related virtues, such as creativity or mutuality.  I remember once even having a whole day devoted to it.  But the reality within the BC is that absolutely none of the managers actually care about it.  They only pay lip service to it.   It is only the teachers themselves who might practice it.  And I must say that the BC does have some excellent teachers.

It's a pity the same can't be said about the managers.  In my experience, most of them were completely indifferent.  If ever you had a problem or issue, it always felt like their attitude was "how can I get rid of you?" rather than "how can I help you?"  Their favourite line was "see your line manager", which effectively mounted to "don't bother me".  The real tell tale sign, though, was the complete lack of any follow-up.  There was never a "how are things now?" or "did you get that sorted?" etc.  Just the inevitable silence.  Once you'd been got rid of, that was it.  I always used to joke that if we could develop life-like androids, this is probably what they'd be like.

During almost all my time with the BC and particularly during my saga with the management in Bahrain in 2012 (see background), I remember I was at no stage treated like someone of value or worth. In fact, rather the opposite.  My line manager at the time, with the highly appropriate initials SS, seemed just hell bent on doing me down.  It was like he was out to "get" me.  I sometimes felt like I was in the police interrogation room having a confession beaten out of me.  He'd never accept my answers, usually implying that I was a liar.  And there were very few sessions with him in which I did not receive some sort of reprimand.  It was as if he felt it was a point of honour to do so.  God knows what kind of management training he had had.  Old school to say the least.  More suited to the military than a "caring" organisation.

So what I would suggest to the management is that they try genuinely to practice what they preach.  What they need to do is try to imagine how they would run a place if they actually owned as a private enterprise.  Their indifference to individual's circumstances and development would quickly become apparent.  As surely one of the golden rules of successful management is that a workforce that feels it is being recognised will perform better than one that doesn't.  Unfortunately, the penny doesn't yet seem to have dropped within the British Council.

As mentioned in one of my other posts. Managers need to know their teachers properly.  They need full dossiers on their achievements, strengths, what makes them tick.  Most importantly, though, they need to take an active interest, and towards this end I would suggest a bi-annual one to one meeting with teachers.  This is what would make teachers feel they are being noticed and recognised, and ultimately valued.  Teachers need to feel connected with the senior management, which is unfortunately something sadly missing now. 

Let's hope they see the light

Management Culture

My theme of the day is the management culture within the British Council.  There are two main features I've noticed - firstly, avoidance and denial, and, secondly, that procedures are more important than people.  Regarding the first, if there is any kind of problem, most BC managers will initially try and see if they can simply ignore it and hope it goes away.  Just stodge it out, so to speak. Failing that, they will either try and pass it on to someone else or simply deny it.  I experienced this first hand when I was unfairly treated last year, through both their failing to follow their own procedures and also some pretty blatant bullying by my line manager.  No matter which manager I approached, they either said it was somebody else's problem or just blanked me out with generalities.  No manager would actually consider the possibility that I had a case worth considering or look at the specifics.  Basically, they closed ranks on me and shut me out completely.  This was my own particular experience, but I know there are countless other examples from speaking with my former colleagues. 

Clearly, they need a system and a managerial mindset that allows complaints to be made without the risk of the complainant becoming a pariah.  The teacher's rep system is not enough.  They need to appoint an unbiased officer who deals specifically with any kind of complaint or grievance. At present, it often the very people who dish out the punishment who also are expected to deal with it justly and objectively.  That's obviously not going to work, particularly within their cosy culture.

As for procedures being more important than people, a great example is when I myself was suspended on a clearly absurd charge of pushing politics in the classroom.  There was a complaint because some strong political remarks had been made in Arabic.  The manager obviously simply looked up his procedures manual and immediately suspended me for bringing the BC into disrepute.  He did not think of the obvious course of action of first having a private chat with me. If he had it would immediately become clear that this was a problem of Arabic in the classroom, rather than a teacher deliberately trying to stir  up trouble.  A problem that incidentally affected many other teachers too.  In addition my mother had died three days before.  Surely, anyone with people skills would have spoken to me and bent over backwards to avoid suspending at such a sensitive time?  But no, in the British Council procedures are more important than people.  The fact that I had worked at the BC for seven years and contributed in a variety of areas counted for nothing.  I was no longer a name, but was instantly transformed into an object or number to be treated as impersonally as possible according to the procedures manual.  No manager I complained to would hear anything of it.  As usual they all completely closed ranks.

So what's the solution to that kind of thing?  Well, firstly, one thing I noticed was that most managers know very little about their teachers.  If you asked any manager what a particular teacher's strengths were and what he had contributed, he or she would almost certainly come up with a blank.  Recently, it has almost a mantra to say "see your line manager", but from a teacher's point of view that's paramount to saying "don't bother me".  Not exactly a line that's going to make you feel valued.  Employees need to feel connected with senior management.  That's what makes you feel you belong, are valued and have a future within the organisation.  Without that, morale is bound to be low, particularly if the line manager is relatively junior.  So what I suggest is that there is a policy of "know your teachers" amongst managers.  Every manager should have a full dossier on what is good about every teacher and what their contributions have been.  This should also involve a bi-annual one to one meeting, where there's a real opportunity for two way communication.  This way teachers will feel valued.  Candour and engagement is what is needed, both ways.