document resume ed 378 156 sp 035 674 · seven deadly diseases, and four. obstacles that thwart...

DOCUMENT RESUME

ED 378 156 SP 035 674

AUTHOR Loehr, PeterTITLE Creating Learning Organizations: The Deming

Management Method Applied to Instruction (QualityTeaching & Quality Learning). A ParadigmApplication.

PUB DATE Feb 94NOTE 30p.

AVAILABLE FROM Peter Loehr, 306 Atterbury Blvd., Hudson, OH 44236(87 including postage and handling).

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE 1001/PCO2 Plus Postage.DESCRIPTORS Educational impro'vement; *Educational Principles;

* Educational Quality; Elementary Secondary Education;Higher Education; Instruction; Models;*Organizational Development; School Administtation;*School Effectiveness; *Total Quality Management

ABSTRACTThis paper presents W. Edwards Deming's 14 management

points, 7 deadly diseases, and 4 obstacles that thwart productivity,and discusses how these principles relate t'n teaching and learning.Application of these principles is expected to increase the qualityof learning in classrooms from kindergarten through graduate level.Examples of the management points include "cease dependence on massinspection" and "drive out fear." An example of the deadly diseasesis "emphasis on short-term profits." An example of the obstacles thatthwart productivity is "seeking examples to follow rather thandeveloping solutions." In a three-column format, the peper lists: (1)

Deming's guiding principles for Quality Management, (2) instructionalapplications of the principles for Quality Teaching, and (3) learnerapplications of the principles for Quality Learning. For example, thefirst management principle is "create constancy of purpose forimprovement of product and service," accompanied by an instructionaapplication advising teachers to "constantly improve and experimentwith instruction" and a learner application advising students to"constantly seek self-improvement in learning approaches andtechniques." (.JDD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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The earning Management Method Applied to Instruction(Quality Teaching & Quality Learning)

Creating. Learning Organizations

Quality Management

Quality Teaching

"PERMISSION 1-0 REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

ILL cs7-Cs.e-1)1.--

A Paradigm Application

TO THE EDUCATIONAL RESOuRCESINT Oki...U.110N CENTEH (ERIC)'

Developing version: 31 January 1995

Peter Loehr, Ph.D.

306 Arterbury BoulevardHudson, Ohio 44236

Phone: (216) 650-6197

2

BEST COPY AVAiLABLE

ITOM-T-L.0011950131

Quality Learning

U.S. DEffANTMENT OF EDUCATIONMice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTcR lEruc,

C This document has been rectoduCed asleceived from the person or 0,9iln.te.nr:oreginotino

O Mono.' changes nave Lien made to improvereoroduction Quality

Points of view or opin, ns stated in this documint do not necessarily represent orticiaiOE RI pot tic.n or policy

'Peter Loehr 1995

PETER W. LOEHR PAGE 4

ABSTRACT

Creating Learning Organizations:The Deming Management Method Applied to Instruction (Quality Teaching and

Quality Learning)

Peter Loehr

This monograph presents W. Edwards Deming's 14 management points,

seven deadly diseases, and four obstacles that thwart productivity and then

presents and discusses how these 25 principles relate to teaching and learning.

Just as Dr. Deming used these principles to teach the Japanese (and, later,

Americans) quality, these principles are directly applicable to create the quality

learner, the quality classroom, and the quality school. In so doing, applying these

principles will increase the quality of learning in today's classrooms, Kindergarten

through graduate level.

To improve the quality of learning, the principles of driving out fear in the

classroom, ceasing dependence on mass inspection, breaking down barriers,

increasing pride of work for both students and teachers, providing training and

education, and long-range goals are some of the 25 principles presented for

management, teaching, and learning in this monograph. In a three-column format,

Deming s principles are presented and how they relate to improving management,

teaching, and learning.

When individual teachers or groups of teachers consistently apply Deming's

principles to how and what they teach and when students consistently use these

3

PETER W. LOEHR PAGE 5

principles to guide how they learn, study, and produce their learning products, the

quality of both teaching and learning improves.

The author does not assert that Deming's principles have a 100%-clear

application to each teaching-learning situation. Deming's principles have,

however, been revolutionary in developing many manufacturing and service

organizations into learning organizations. Perhaps some educators would like to

experiment with these proven - successful guiding principles in their own

manufacturing and service departments the classroom.

Applying Deming's principles to the instructional setting may well have the

most dramatic, revolutionary impact cn increasing quality teaching and increasing

quality learning. Improvement is a journey, not a destination. The journey is

practiced commitment to constantly and systematically improving the teaching-

learning productions. Just as Deming's principles created learning organizations

for Honda Motors, Ford Motors, and others, these same principles can create

learning organizations in each classroom and school willing to take the bold risk of

experimentation. Deming's principles, however, have had multi-billion-dollar

success worldwide, thus, greatly reducing the "risk" of applying these to today's

classrooms.

4

CONTENTS

Introduction 1

The 14 Points 2-15

The 7 Deadly Sins 16-18

The 4 Obstacles 19-20

References for further reading 21

Overview: Deming's 14 Points, 7 Deadly Sins, & 4 Obstacles 22

Overview: Deming's Principles Applied to Teaching 23

Overview: Deming's Principles Applied to Learning 24

The Manager Teacher Learner Triangle 25

Monograph published by the author, 1995: 306 Atterbury Blvd; Hudson, OH 44236

Much of this material also appeared in TOM in Higher Education and

Creating Quality K-12, 1993 and 1994.

The Deming Management Method Applied to Instruction

(Quality Teaching & Quality Learning)

Peter Loehr, Ph.D.

1T0M-T-L.0011950131

W. Edwards Deming, Ph.D., is credited with revitalizing Japanese industry, creating the "Quality is Job 1"revitalization for the Ford Motor Corporation, and significantly transforming many other major businessesworld-wide.

COIVIMITMENT TO QUALITY: M - T - L

Management - Teaching - Learning

The goal must be quality. Quality first. Quality before all else. A consistently practiced and demonstratedcommitment to quality by every person in the organization from the board room to the boiler room, andeverywhere in between. Employees (including managers, instructors, learners in this paradigm application)are currently working as "hard" as they can. Thus, more work does not increase quality work. Rather,smarter work by intellectually and actively focusing on quality improvement by each person with everyaction improves quality managing, teaching, learning, and every other "product" in the organization. Thesearch for consistently increasing quality is a journey without a destination one never reaches perfectlystable quality The journey for consistent quality improvement is a journey to produce new knowledgeamong each of the sojourners.

Deming's world-famous 14 points, seven deadly diseases, and four obstacles that thwart productivity arelisted here at left. These outline the guiding principles for Quality Management (QM). In the center columnthe instructional applications of Deming's concepts are discussed for Quality Teaching (QT). To the rightare the learner applications of these principles for Quality Learning (QL).

At this time I am not suggesting that Deming's principles have a 100%-clear application to each teaching-learning situation. Deming's principles have, however, been revolutionary in evolving many manufacturingand service organizations into learning organizations. Perhaps some educators would like to experimentwith these proven-scessful guiding principles in their own manufacturing and service departments theclassroom.

Applying Deming's principles to the instructional setting may well have the most dramatic, revolutionaryimpact on increasing quality teaching and increasing quality learning. This is a journey, riot a destination.The journey is practiced commitment to constantly and systematically improve the teaching-learningdroductions. in this regard, I invite you to join me for one small step for us, but perhaps the greatestmodern step in educational improvement. This is greater than the moon walk ever was.

6

DEMING

QM !Management

The Fourteen Points

1-M. Create constancy ofpurpose for improvement ofproduct and service.

The primary purpose of anorganization is not makingmoney. The purpose is tostay in operation by providingjobs through innovation, re-search, and constant improve-ment.

Organizations survive by serv-ing people. When people arewell-served by the services orproducts that people want,the organizations flourish.When people are not servedas they desire (or another or-ganization serves their wantsor needs better) organizationsfalter and fail.

It is from this constancy ofpurpose for improvement thatall else flows. This is directlyopposed to the concept of "Ifit isn't broken, don't fix it."Fverything can be improved.Everything. Always.

And as one segrlent in a

complex production process ischanged, as with a jigsawpuzzle, other componentsthen may need changing.

INSTRUCTIONALAPPLICATIONS

91 (Teaching)

1-T. Constantly improve, ex-periment with instruction(content & techniques).

The "product or service" ofteaching is student learning."Improvement" in instructionrefers to the content &techniques of teaching thesubject and the methods.

"Constancy of purpose for im-provement" includes (1) acontinual commitment to im-prove the content &techniques and (2) the meth-ods by which that improve-ment will occur. For example,via computer-assisted-plan-ning, written lesson plans areeasily changeable. Devel-oping easily changable classmaterials enables constant re-finement of content & tech-niques.

7

LEARNER APPLICATIONS

O. (Learning)

1-L. Constantly seek self im-provement in learningapproaches & techniques.

Students must accept re-sponsibility for increasingtheir own learning effective-ness & efficiency. This is anessential element in being alife-long learner and at theheart of the learning pro-cesses: Learning is a per-sonal, individual engagementin increasing one's knowl-edge, skills, abilities, & atti-tudes.

Part of this is for the learnerto understand learning theoryand how (s)he learns.

Total reliance on the instruc-tor disables self-learning.

DEMING

OM, (Management)

2-M. Management mustadopt this new philosophy ofmanaging.

Poor workmanship and sullenservice are not acceptable.

Mistakes and negativism areunacceptable.

It is management's job to leadfor change.

This involves accepting andconsistently implementing theDeming principles.


OT (Teaching)

2-T. Negativism and know-ingly repeating errors in tech-niques or content are unac-ceptable.

Accepting mistakes does notproduce a quality product orreinforce quality learning.

The meaning of mistakes iscritical to this concept. It'sthe conscious repetition oferrors, not the errors fromexperimentation, that areunacceptable.

This principle also relates toinstructor "burn out," low mo-rale, and apathy.

Poor, insensitive, non-support-ive, hyper-critical, fear-in-stilling management fostersemployee burn-out, low mo-rale, and apathy. Yet, effec-tive instructors must persistwith quality attitudes andperformances.

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Page - 3


OL (Learning)

2-1. Poor, incomplete, latework less than the learneris capable of is unaccept-able to the learner.

As learners progress throughtheir courses, they are also tomaster the self-discipline ofconsistently having a positivemental attitude toward theiractions and productions (and,therefore, themselves).

This requires that they consis-tently accept nothing lessthan the best they can do.Increases in student learningand performance when stu-dents live this principle willdramatically increase theirlearning & productivity.

DEMING

OM (Management)

3-M. Cease dependence onmass inspection.

Quality does not come frominspection. Adding moreinspectors does not improvequality production. Qualitycomes from each employeeinspecting his/her own prod-ucts so that quality is built inat every step.

However, each employeemust be carefully taught whatthe specifications are, contin-ual measurement techniques,and how to identify causesfor out-of-specification pro-ductions. This is man-agement's responsibility.


OT (Teaching)

3-T. Create methods bywhich learners can inspecttheir own work and produc-tions to decrease dependenceon instructor mass inspection.

Ballet students includingquite young students use amirror to inspect their ownwork and achievement. Bydoing so, they reduce depen-dence on the ballet instructorto constantly critique eachstudent's work.

For learners to self-critiquetheir work and production,they must have a clear visionof what is required to be incompliance with the expectedoutcome. The role of theinstructional manager is tocreate this clear vision orstandard and to teach stu-dents the methods of self-as-sessment.

All learning involves assess-ment. The most powerfulassessment persons make isthe self-assessment of them-selves during formative stagesof production and of thesummative final product usingboth quantitative and qualita-tive assessment measures.

9

Page - 4


OL (Learningl

3-L. Learners have aresponsibility to inspect andcorrect their own work andproducts.

This involves learners beingcommitted to quality workand being aware of the stan-dards expected of their workso they can self-assess howthe work measures up to theexpected standard. Thenlearners must have sufficienttime and training to improvethe quality of their work.

This principle in conjunctionwith # 2 (unacceptable workis unacceptable) empowerseach learner with responsibil-ity for quality.

The techniques to implementthis principle are many andfrequently changing, depend-ing on age of learner, subject,and type of work produced.Part of the learner andteacher responsibilities in-clude continually searchingfor more quality-enhancingmethods to involve learnerscritiquing and revising theirown products. This is an es-sential skill for life-long learn-ing and achievement.

DEMING

OM (Management)

4-M. End the practice ofawarding business or pricetag alone.

Best quality, rather than low-est price, is the criteria forselecting vendors and employ-ees.

Quality is also improved bydeveloping long-term rela-tionships with single suppliersfor particular items.

For example, in 1993 onecorn user offered 20% morethan the going cost for fivebarges of a particular type ofcorn. The corn product manu-facturer got more consistentquality of raw materials andwas, thus, able to produce ahigher quality product whileactually reducing the morecostly process costs by hav-ing less waste.


OT (Teaching)

4-7. Teachers must be alertand speak (demand) qualitymaterials and equipment.

Few things can block learningas quickly as poor quality pa-per in a photocopy machine ora low-quantity copier used forhigh-quantity runs.

Educators must insist to beinvolved in decisions impact-ing their performance. Educa-tors must also be informed ofmethods to assess the qualityof materials, equipment, orservices they are using.

As top management makes aconsistent commitment toquality, "battles" for qualitymaterials and equipment willlessen. However, each em-ployee must watch for qualitydeficiencies or improvementswith materials throughout thework site.

When quality assessment isinvested in one person, thatperson's opinions determinewhat quality is. However,when many persons' viewsare systematically incorpo-rated in assessing quality,better determinations aremade.

0

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()L (Learning)

4-L. Learners at all age levelspurchase their own suppliesand equipment. Learnersmust seek the most appro-priate quality suppiies andequipment for their work.

From crayons, calculators,computers, and every othermaterial a learner uses, thereare differences in qualityavailable. When the qualityof goods used is inferior, thelearner is at a disadvantage inproducing quality work.

Although price does not in-sure quality, too often lesser-priced supplies and equipmentcost more in the long run.Crayons are produced by sev-eral companies and sold atvarying prices. Cheap (butlook-alike) crayons quicklybreak, have dull colors, anddo not produce quality prod-ucts. There are many com-puters, programs, and printersavailable in wide price ranges.Some are more limiting thanothers. Work tools limit orexpanri one's performance, asan inferior microphone canspoil even the best singer'sperformance.

DEMING

OM (Management)

5-M. Improve constantly andforever the system of produc-tion and service.

Improvement is not a one-time effort. Management isobligated to continually lookfor ways to reduce waste(time & materials) and im-prove quality.

Management is also responsi-ble to lead, educate, encour-age employees to continuallyseek ways to reduce wasteand improve quality.

This principle focuses on thesystem of production & ser-vice (rather than the individ-ual). According to Deming94% of the variations in quali-ty are system produced("common causes"), ratherthan individually caused("special causes"). (Out ofthe Crisis, p. 315)


OT (Teaching)

5-T. Constantly and foreverimprove teaching methods,content, assessment, materi-als, etc.

There is no single "best" wayof teaching; improvement isnot a one-time effort. Teach-ers are obligated to continu-ally improve the quality ofstudent learning by seekingways to increase efficient oreffective methods and materi-als.

Measuring student learninggains and comparing & experi-menting with various meth-ods, materiais, assessmenttechniques are integral partsto constantly improve produc-tion and service.

This requires that eachteacher actively engage inanalysis and experimentationof content and methods toimprove the quality of studentlearning.

When each teacher is so en-gaged and sharing findingswith colleagues and collab-oratively studying issues atthe instructional site, learningorganizations will develop toconstantly create knowledgeto improve quality.

I1

Page - 6


OL (Learning)

5-L. Students are obligatedto constantly and forever im-prove their products of learn-ing.

The level of achievement (pro-duction) increases , fromkindergarten through graduateschool. Learners have a ma-jor responsibility for their owncontinual increase improvingtheir achievements and pro-ductions.

A paradigm shift here is fromthe teacher being primarilyresponsible for student in-creases in production to thelearner being equally or co-re-sponsible for increases in qua-lity achievement.

Some "better" studentscurrently exhibit being respon-sible for increasing their ownachievement. This focus orgoverning principle is avai-lable to all learners to in-crease their achievements.

DEMING

OM (Management)

6-M. Institute training.

Just as too often in busi-nesses workers learn their jobfrom another worker who wasnever trained properly, so tooin the educational settings:Too often new employees arenot trained in the specifica-tions expected for a new as-signment.

Curriculum guides are notself-teaching documents; norshould new administratorsreceive their orientation to thenew position from the secre-tary.

Training continual trainingfor employees in how to

perfoi n their duties better isan essential component tocontinual improvement.


OT (Teaching)

6-T. Regularly, consistently,and continually participate intraining to increase one'sknowledge, skills, abilities,and attitudes related to one'sjob.

There are opportunities avail-able to increase skills: profes-sional seminars, graduatecourses, workshops, lectur-ers, professional reading(books, magazines), studygroups with other profession-als. Ideally or when theDeming concepts are fullyoperational the organi-zation will support such train-ing.

Not only should one workwith his/her supervisor to setan annual training plan (and fi-nancial support), the teachershould also be responsiblehim/herself for a significantlong-term training plan.

"Business as usual" is un-acceptable. A commitment toQuality First requires a con-tinual commitment to increaseone's own knowledge, skills,abilities, and attitudes.

12

Page - 7


OL (Learning)

6-L. Learners have aresponsibility to develop &implement a self-learning planto increase their knowledge,skills, abilities, and attitudes.

As learners get older, theirresponsibility increases forself-directed learning. Notonly are learners responsiblefor eliminating deficiencies inthe knowledge base, they arealso responsible for adding totheir knowledge base.

Learners should have a long-term personal developmentplan addressing general andspecific increases in theirknowledge, skills, abilities,and attitudes using a varietyof resources (reading, audiotapes, lecturers, study groups,mentors, etc.).

DEMING

OM (Management)

7-M. Institute leadership.

The job of a supervisor is notto tell people what to do or topunish them. A leader's job isto lead.

Leading consists of helpingpeople do a better job. Anecessary part of this is learn-ing by objective methods whois in need of individual helpthen providing the help in ahelpful, non-threatening, posi-tive, cooperative manner.


OT (Teaching)

7-T. Teaching fia leadership.

The role of a teacher is not totell learners what to do or to'punish them, but to leadthem.

Leadership consists of helpinglearners do a better job and oflearning by objective methodswho is in need of indivudalhelp and then facilitating thathelp.

13

Page - 8


OL (Learnii,

7-L. Learning is leadership:Leading one's self. Learningis also following or partici-pating with the leadership ofothers.

Learners are responsible fordeveloping a working relation-ship with their teachers.Such a relationship facilitatesmore effective following ofthe learning journey theteacher is leading.

For learners, developing amentor relationship with asignificant person of one'sown choosing is a valuablelearning/following path offer-ing profound potential,whether one is officially en-rolled in a course or pursuinglife-long, self-directed learn-ing.

DEMING

OM (Management)

8-M. Drive out fear.

Fear reduces creativity, reduc-es commitment, and reducesinitiative.

For better quality and produc-ti city it is necessary for peo-ple to feel secure, feel free toask questions, feel free totake positions, and to be sup-ported to make "mistakes"while experimenting.

A manager's job is to contin-aully seek ways to drive outfear, because fear (like cavi-ties and rust) always creepsin.


OT (Taaching)

8-T. Drive out fear and anxi-ety to increase trust, personalcommitment, creativity, andlearning retention.

People do not produce knowl-edge or retain learning in anenvironment of fear and anxi-ety. People will guard them-selves from expressing theirideas, from creativity, andfrom going beyond the mini-mum when they fear criticismor judgmental attitudes fromthose in their work en-vironment, particularly super-visors.

Also signigicant here is thecontinuing emphasis or focuson driving out fear. It is not aone-time activity, but a con-stant aspect of the work envi-ronment that must be ad-dressed so the creative ener-gies of workers can flourish.

Page - 9


OL (Learning)

8-1. Be on guard to your ownfears and anxieties andcontinually work to reducefears, anxieties, and theircauses.

Fears, feelings of impendingpunishment or ridicule, andanxieties prevent people fromcreatively learning and fromremembering what they havestudied or done.

Learners must understandtheir own emotional levels ofinvolvement detachmentfear and pursue methods todecrease fear, anxieties anduncertainities.

DEMING

OM (Management)

9-M. Break down barriers be-tween staff areas.

When departments or unitswork independently they donot work as a team to solveor foresee problems of theorganization.


OT (Teaching)

9-T. Break down barriers be-tween staff areas, depart-ments, and co-workers.

This is much more than "smiletraining" and quick-fix motiva-tional workshops. As peoplework in their own areas andspecialties, barriers naturallydevelop. Thus, this principleis directed to the continuingactivity of breaking down bar-riers so that people will worktogether to solve or foreseeproblems and make improve-ments.

15

Page - 10


OL (Learning)

9-L. Break down barriers withother learners so thatcooperative, assisted learning& sharing can flourish.

Competition when one learnercompetes with all others tobe "the best" is not conduciveto learning. Competition sus-tains a barrier with otherspreventing all from learningwhat they are able to add toproblem-solving and preventssharing ideas with others.

This is a continuing activity ofbreaking down barriers, sinceit is common for barriers todevelop naturally as personsincrease their personal knowl-edge, skills, and special in-terests.

DEMING

OM (Management)

10-M. Eliminate slogans, ex-hortations, and targets for theworkforce.

Management-initiated slogansdo not help people do a betterjob. Let people put up theirown slogans.


OT (Teaching)

10-T. Create your own slo-gans, exhortations, and affir-mation statements for your-self.

Creating one's own slogansand affirmation statementscan focus attention on individ-ual targets and increase moti-vation or interest; whereas,organizationally created slo-gans do not help people do abetter job.

As slogans are no longer de-sired, change them. Theseshould be personal state-ments and commitments,flexible and unique for themto have significant impact orinfluence.

J6

Page - 11


OL (Learning)

10-1. Create your own slo-gans, exhortations, and affir-mation statements for your-self.

Learning and doing are per-sonal journeys sometimesinspired or charted by slo-gans, exhortations or focustargets. As the slogans aremet or ingrained, others taketheir place.

"Study Tuesday, Wednesday,& Thursday" might be a rele-vant focus statement for aFriday exam, tut after thetest the slogan has served itspurpose and it may be timefor another focus statement.

DEMING

OM (Management)

11-M. Eliminate numericalquotas.

Quotas take account only ofnumbers, not quality ormethods. They are usually aguarantee of inefficiency andhigh cost.


OT (Teaching)

1 1 -T. Eliminate numericalquotas.

Assigning a book or researchpaper of a particular length ora speech of a certain numberof minutes does not assurequality, but usually producesinefficient learning and poorquality.

Likewise, grading on a

"curve" is not an incentive forquality work. Quite the con-trary, grading on a curve culti-vates destructive competitionand prevents optimum learn-ing by all. Bloom asserts inHuman Characteristics andSchool Learning "Most stu-dents become very similarwith regard to learning ability,rate of learning, and motiva-tion for further learningwhen provided with favorablelearning conditions" (p. x).Competition is a highly unfa-vorable learning condition;cooperation is.

Focus work processes andproducts products on quality,rather than an arbitrarylength.

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Page - 12


OL (Learning)

11-1. Seek quality, ratherthan "look long" work pro-ducts.

When seeking quality andthe activity is a continuingone focus on the quality,rather than on the length ornumber of items. A muchlonger length may be neces-sary to produce a qualityproduct, or a very short prod-uct may contain quality.

DEMING

DM (Management)

12-M. Remove barriers topride of workmanship.

People are eager to do a goodjob and distressed when theycan't.

Too often, misguided supervi-sors, faulty equipment, anddefective materials stand inthe way of quality perfor-mance. These barriers mustbe removed.

Management's job is to re-move barriers to pride and joyin the workplace and in workproduced.


OT (Teachine)

12-T. Remove barriers topride and joy in work andwork products.

People are eager to accom-plish the best they are permit-ted to do. Misguided & misin-formed supervisors, faultyequipment, defective materi-als, and system causes standin the way of quality perfor-mance about 94% of thetime. (Deming, Out of theCrisis, p. 315.)

Teachers must have joy andpride in what and how theywork. Teachers shouldcontinually look for joy andpride enhancers for them-selves and for learners.

For example, teachers mustbe on continual guard in theclassroom and at the job site(through involvement inpurchasing) to eliminate faultyequipment (eg, copy ma-chines, computers) and defec-tive materials (paper quality,AV equipment, books) fromentering the learning arena.

18

Page - 13


91, Lelitinlgill

12-1. Joy in one's work andpride in one's work productsare valuable in focusing onquality products.

Joy and pride are essentialaspects in intrinsic motiva-tion. Intrinsic motivation is afar greater motivator thanextrinsic motivators. Joy andpride are not add-ons, but arethe soul of caring for whatone creates.

The learner shares in the re-sponsibility for joy and prideso that quality can be pur-sued.

As such, the learner mustidentify and take necessaryactions when barriers in joyand pride are perceived.

DEMING

OM (Management)

13-M. Institute a vigorousprogram of education and re-training.

Both management and theworkforce must be educatedin the new methods, includingteamwork, statistical techni-ques, research methods,assessment skills, as well as"general education" areas forthe unforeseen future.


OT (Teaching)

13-T. Continue learning toincrease your knowledge,skills, abilities, and attitudesin both job-related areas andother areas.

Teachers must continuallyand vigorously update theirknowledge and skills. De-pending on infrequent collegecourses, sporadic employer-provided workshops, andeasy-read journals is insuffi-cient.

Essential components of con-tinuing development are eval-uation, assessment, statisticalmethods, study design, andgroup process skills. Personsshould also regularly increasetheir knowledge in the arts,sciences, economics, andother realms.

Developing solutions to prob-lems is a work-site activity;thus, instructors must be ableto conduct systematic studiesto create knowledge applica-ble to their specific problemsor issues.

Page - 14


OL (Learningi

13-L. Learners must vigor-ously increase their knowl-edge, skills, abilities, and atti-tudes to improve their presentabilities and to prepare forfuture and unknownopportunities.

One cannot be totally depen-dent on the learning that oth-ers consider important.Rather, one should also de-cide what (s)he considers im-portant both now and in theunknown future and use awritten learning plan. Such aplan should be updated regu-larly.

DEMING

QM (Management)

14-M. Take action to ac-complish the transformation.

System-wide transformationwill take a special top man-agement team with a plan ofaction to carry out the qualitymission. Workers or manag-ers can't do it on their own.A critical mass of people mustunderstand the 14 points, 7deadly diseases, and the 4 ob-stacles and take action.


OT (Teachingl

14-T. Take action to accomp-lish the transformation.

In many instances teachershave the ability to implementDeming's principles in the in-structional setting. Teachersare the managers of theirclassrooms.

Thus, teachers should not relyor wait for others to changetheir life, joy in the work-place, and success. Teachersmust take action individually,in small group, or in largegroup.

Deming's principles offer acommon focus and commonlanguage for people to workfor improvement. Implemen-tation techniques will differamong persons, subjects, anddepartments. Yet, the com-mon focus and language fos-ter unity and constantimprovements.

90

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OL (Learnin2)

14-1. Take action to accomp-lish the transformation.

In most instances learnershave the ability to implementDeming's principles for theirown learning. Learners arethe managers of manyaspects of their learning.

Thus, learners should not de-pend or wait for others tochange their life, joy in theworkplace, and success.Learners must take actionindividually, in small group, orin large group.

Deming's principles offer acommon focus and commonlanguage for people to workfor improvement. Irnplernen-tation techniques will differamong persons, subjects, anddepartments. Yet, the corn-mon focus and language fos-ter unity and constantimprovements.

DEMING

OM (Management)

The Seven Deadly Diseases

1-MD. Lack of constancy ofpurpose is a disease to organi-zational improvement.

An organization that is with-out constancy of purpose hasno long-range plans for stay-ing in business. Managementis insecure, and so are em-ployees.

For Deming, the purpose is toimprove quality.

2-MD. Emphasis on short-term profits is a disease.

Looking to increase the quar-terly dividend underminesquality and productivity.


OT (Teaching)

1 -TD. Inconsistency of pur-pose for Quality Improvementas the # 1 priority.

Quality is Job # 1. Anythingless creates inconsistency ofpurpose. This is a continuingpurpose, rather than a one-time action.

2-TD. Emphasis on short-term teaching or learning.

Quality teaching and qualitylearning, as well as qualityimprovements in teaching andlearning, are not short-term,isolated activities. They arecomponents of life-long learn-ing by both the teacher andlearner.

21ti

Page - 16


OL (Learning)

1-LD. Inconsistent focus onQuality Improvement.

Job # 1 for learners is contin-uing improvement of theirknowledge, skills, abilities,and attitudes. Doing some-thing the same as it was donebefore (without improving thequality) is not sufficient."What can I do to improvethis?," or "How can this bebetter?" are questions to con-tinually ask oneself.

2-LD. Emphasis on short-termlearning.

Short-term learning (eg, cram-ming to pass a test) is notlearning. Quality learning oc-curs when knowledge entersthe long-term memory and isapplied to other situations.

DEMING

OM (Management)

3-MD. Evaluation by perform-ance, merit rating, or annualreview of performance is adisease that thwartsorganizational development.

The effects of these aredevastating teamwork isdestroyed, rivalry is nurtured.

Performance ratings build fearand leave people bitter, de-spondent, and beaten. Theyalso encourage mobility ofmanagement.

This does not negate the needto identify causes for varia-tion in employee performanceand take appropriate action tomake system changes andeducate workers to improveperformance.

4-MD. Mobility of manage-ment is a disease.

Job-hopping managers neverunderstand the organizationsthat they work for and arenever there long enough tofollow through on long-termchanges that are necessaryfor quality and productivity.


OT (Teaching)

3-TD. Competitive assess-ment of learner achievementto limit the number eligible fortop performance is a diseasethat thwarts learning.

Top quality of performance iswithin the range of almost alllearners, if not all (Bloom,1976).

Assessment methods muststrengthen teamwork, mustreduce fear, must reduceanxieties, and must result inpeople fee"ng better, not bit-ter.

4-TD. Mobility of teachinglocations or subjects is a dis-ease that thwartsproductivity.

Job-hopping and subject-hop-ping do not facilitate followthrough on long-term changesthat are necessary for qualityor productivity improvements.

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OL (Learning)

3-LD. Learners should notrely on test scores as theindication of what they know.

Knowledge is a growing,developing, changing, interre-lated body. Test scores re-flect what one knew (pasttense), not what one knows(present tense) or how onewill apply knowledge (futuretense).

There are many indications forone's knowledge and themost significant come fromthe individual him/herself.

4-LD. Lack of followingthrough to completion on pro-jects is a disease.

Beginning projects and notcompleting them is a majordisease. Such behavior whenrepeated sets a pattern havingfar-reaching, negative impacton quality and productivity.

DEMING

OM (Management)

5-MD. Running an organiza-tion on visible figures alone(counting the money, teacher-learner ratio) is a disease thatthwarts productivity.

The most important figuresare unknown and unknowable

the multiplier effect of ahappy customer, for example.

6-MD. Excessive medicalcosts is a disease.

7-MD. Excessive costs ofwarranty, fueled '..)y lawyersthat work on contingencyfees are a disease.


OT (Teaching)

5-TD. Judging teachingeffectiveness by visible fig-ures only is a disease.

The most significantconsiderations in assessingteaching effectivness are un-known and unknowableinspiring learners to be self-learners, imparting life-long-learning skills and attitudes.developing mentorships.

Instructors should include intheir assessments a variety ofother factors, rather than re-ply only on visible figuresalone.

6-TD. Excessive absences orhealth impairments impactteaching effectiveness.

Continually maintaining goodphysical, mental, and emo-tional health ire essential tocontinue improving the qualityof one's actions.

23

Page - 18


OL (Learning)

5-1.D. Judging learning bygrades or scores only thwartslearning.

There is much more learningwhich occurs than that forwhich grades or scores areassigned. There are alsomany more knowledge andskill areas in which to learnthan are assigned grades orcontained in suk;ects.

6 -ID. Failure to continuallyimprove one's physical, men-tal, and emotional health im-pairs learning.

Neglect or abuse of one'sphysical, mental, and emo-tional health is a deadly dis-ease that prohibits qualitydevelopment and qualitylearning.

DEMING

OM (Management)

Obstacles that thwartproductivity

1-MO. Neglect of long-rangeplanning is an obstaclethwarting productivity.

2MO. Relying on technologyto solve problems thwartsproductivity.


OT (Teaching)

1-TO. Neglect of long-rangeplanning thwarts productivity.

To work in "the big picture"one must focus on the bigpicture and where one's ac-tions fit.

One-year, five-year, ten-year,and life-time goals requirecontinual planning, monitor-ing, and adjusting.

2-TO. Relying on technologyto solve problems thwartsproductivity.

Technology does not solveproblems. People solve prob-lems.

More significant, each of ussolves our own problems aswe continually create knowl-edge of quality improvementat our job-site.

Technology is useful as atool, but not as the solutionfor many problems facingorganizational improvement.

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OL (Learning)

1-L0. Neglect of long-rangeplanning thwarts productivity.

If you don't know whereyou're going, how will you getthere?

Actions should purposely leadto desired directions, includ-ing preparing for unforeseenpossibilities.

2-W. Relying on technologyto solve problems thwartsproductivity.

Learner problems and theproblems of the world will notbe sol ,ed by technology.Problems will be solved bypeople using their physical,mental, and emotional abili-ties.

Technology is a toolboxwhich people use to createsolutions to problems.

DEMING

OM (Management)

3-MO. Seeking examples tofollow rather than developingsolutions is an obstacle thatthwarts productivity.

4-MO. Excuses such as "Ourproblems are different" and"Deming's principles aren'trelevant here" thwart produc-tivity and organizational im-provement.

Deming's principles are theonly proven successfulmanagement principles in themulti-billion dollar, interna-tional arena creating learningorganizations for over fourdecades. The only. Theywork.


OT, (Teaching)

3-TO. Seeking examples tofollow rather than developingsolutions thwarts improve-ment.

The teaching problems (con-tent & process) that onefaces are personal, job-siterelevant, and unique. Seekingquick-fixes will not fix, butwill frustrate long-term im-provement.

Developing solutions for indi-vidual or system problems re-quires personal understandingand involvement for buy-in tooccur. Simply following theexamples of others does notincrease employee under-standing of the complexity ofthe problem or increase buy-into the solution.

4-TO. Excuses such as "Ourproblems are different" whenthis implies that your,ob-lems are not solvableusingDeming's principles thwartsimprovement.

One's problems may well bedifferent, quite different; butthat difference does not meanthat solutions cannot befound. When others havesolved their problems usingDeming's principles, you cantoo!

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LEARNER , PPLICATIONS

01 (LearningI

3-LO. Pspending on others tosolve one's problems thwartslearning.

Improvement is a personal, in-dividual commitment todevelop solutions for one'sown problems. Assistancefrom others, of course, is cer-tainly necessary; but relianceon others in lieu of solvingone's own problems does notfacilitate long-term, problem-solving skills.

4-LO. Excuses such as "Myproblems are different"thwarts achievement whenthis implies that a learner'sproblems are not solvable us-ing Deming's principles.

Everyone or nearly everyoneis capable of learning almosteverything. That others havesolved their problems meansthat solutions to problems arepossible. They take work, butso does everything worthachieving.

REFERENCES FOR FURTHER READING ON THE DEMING MANAGEMENT PRINCIPLES:

Aguayo, R. (1990). Dr. Deming: The American who taught the Japanense about quality. New York:Simon & Schuster.

Deming, W. E. (1986). Out of the crisis. Cambridge: Massachusetts Institute of Technology, Center forAdvanced Engineering Study.

Deming, W. E. (1993). The new economics: For industry, government, and education. Cambridge:Massachusetts Institute of Technology, Center for Advanced Engineering Study.

Walton, M. (1986). The Deming Management Method. New York: Putnam. NOTE: This was a primarysource for Deming's 14 points, seven deadly sins, and four obstacles to overcome; many of Deming'sprinciples in the TQM column and commentary came from this book.

Also of significance:

Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.

This is a classic work on how variation of student learning can be reduced Ir. schools; thus,how quality can be improved in student learning. Chapters include: (1) Individual dif-ferences in learners and learning; (2) A learning unit; (3) Cognitive entry behaviors; (4)Affective entry characteristics; (5) Quality of instruction; (6) Affective outcomes of schoollearning; and (7) Summary of the parts of the theory and their interrelations in selectedstudies. Asserts Bloom: 'Most students become very similar with regard to learningability, rate of learning, and motivation for further learning when provided withfavorable learning conditions." (p. x)

Covey, S. (1993). Principle-centered leadership. New York: Simon & Schuster.

DuPree, M. (1989). Leadership is an art. New York: Dell.

Goldratt, E. M., & Cox, J. (Most recent ed.). The goal: A process of ongoing improvement. New York:North River Press.

26

OVERVIEW: Deming's 14 Management Points, 7 Deadly Diseases,

The 14 Management Points

1-M. Create constancy ofpurpose for improvement ofproduct and service.

2-M. Management mustadopt this new philosophy ofmanagement.

3-M. Cease dependence onmass inspection.

4-M. End the practice ofawarding business on pricetag alone

5-M. Improve constantly andforever the system of produc-tion and service.

6-M. Institute training.

7-M. Institute leadership.

8-M. Drive out fear.

9-M. Break down barriers be-tween staff areas.

10-M. Eliminate slogans, ex-hortations, and targets for theworkforce.

11 -M. Eliminate numericalquotas.

and 4 Obstacles

14-M. Take action to accom-plish the transformation.

The Seven Deadly Diseases

1-MD. Lack of constancy ofpurpose is a disease to organi-zational improvement.

2-MD. Emphasis on short-term profits is a disease.

3-MD. Evaluation by perfor-mance, merit rating, or annualreview of performance is adisease that thwartsorganizational development.

4-MD. Mobility of manage-ment is a disease.

5-MD. Running an organiza-tion on visible figures alone(counting the money, teacher-learner ratio) is a disease thatthwarts productivity.

6-MD. Excessive medicalcosts is a disease.

7-MD. Excessive costs ofwarranty, fueled by lawyersthat work on contingencyfees are a disease.

12-M. Remove barriers to The Four Obstacles thatpride of workmanship.

13-M. Institute a vigorousprogram of education and re-training.

Thwart Productivity

1-MO. Neglect of long-rangeplanning is an obstaclethwarting productivity.

Page - 22

2-MO. Relying on technologyto solve problems thwartsproductivity.

3-MO. Seeking examples tofollow rather than developingsolutions is an obstacle thatthwarts productivity.

4-MO. Excuses such as "Ourproblems are different" and"Deming's principles aren'trelevant here" thwart produc-tivity and organizational im-provement.

OVERVIEW: Deming's Principles Applied to Teaching

The 14 Teaching Points

1-T. Constantly improve, ex-periment with instruction(content & techniques).

2-T. Negativism and know-ingly repeating errors in tech-niques or content are unac-ceptable.

3-T. Create methods bywhich learners can inspecttheir own work and produc-tions to decrease dependenceon instructor mass inspection.

4-T. Teachers must be alertand speak (demand) qualitymaterials and equipment.

5-T. Constantly and foreverimprove teaching methods,content, assessment, materi-als, etc.

6-T. Regularly, consistently,and continually participate intraining to increase one'sknowledge, skills, abilities,and attitudes related to one'sjob.

7-T. Teaching is leadership.

8-T. Drive out fear and anxi-ety to increase trust.

9-T. Break down barriers be-tween staff areas, depart-ments, and co-workers.

10-T. Create your own slo-gans, exhortations, and affir-mation statements for your-self.

11-T. Eliminate numericalquotas.

12-T. Remove barriers topride and joy in work andwork products.

13-T. Continue learning toincrease your knowledge,skills, abilities, and attitudesin both job-related areas andother areas.

14-1. Take action to accom-plish the transformation.

The Seven (Six) Deadly Dis-eases

1-TD. Inconsistency of pur-pose for Quality Improvementas the # 1 priority.

2-TD. Emphasis on short-term teaching or learning.

3-TD. Competitive assess-ment of learner achievementto limit the number eligible fortop performance is a diseasethat +hwarts learning.

4-TD. Mobility of teachinglocations or subjects is a dis-ease that thwarts produc-tivity.

5-TD. Judging teaching ef-fectiveness by visible figuresonly is a disease.

6-TD. Excessive absences orhealth impairments impactteaching effectiveness.

The Four Obstacles thatThwart Productivity

2C

Page - 23

1-TO. Neglect of long-rangeplanning thwarts productivity.

2-TC. Relying on technologyto solve problems thwartsproductivity.

3-TO. Seeking examples tofollow rather than developingsolutions thwarts im-provement.

4-TO. Excuses such as "Ourproblems are different" whenthis implies that your prob-lems are not solvable usingDeming's principles thwartsimprovement.

Creating Learning Organizations, Loehr, 1995

OVERVIEW: Deming's Principles Applied to Learning

The 14 Learning Points

1-L. Constantly seek self im-provement in learning ap-proaches & techniques.

2-L. Poor, incomplete, latework less than the learneris capable of is unac-ceptable to the learner.

3-L. Learners have a respon-sibility to inspect and correcttheir own work and products.

4-L. Learners at all age levelspurchase their own suppliesand equipment. Learnersmust seek the most appropri-ate quality supplies and equip-ment for their work.

5-L. Students are obligatedto constantly and forever im-prove their products of learn-ing.

6-L. Learners have a respon-sibility to develop & imple-ment a self-learning plan toincrease their knowledge,skills, abilities, and attitudes.

7-L. Learning is leadership:Leading one's self. Learningis also following or participat-ing with the leadership of oth-ers.

8-L. Be on guard to your ownfears and anxieties and con-tinually work to reduce fears,anxieties, and their causes.

9-L. Break down barriers withother learners so that cooper-ative, assisted learning &sharing can flourish.

10-L. Create your own slo-gans, exhortations, and affir-mation statements for your-self.

11-L. Seek quality, ratherthan "look long" work prod-ucts.

12-L. Joy in one's work andpride in one's work productsare valuable in focusing onquality products.

13-L. Learners must vig-orously increase their knowl-edge, skills, abilities, and atti-tudes to improve their presentabilities and to prepare forfuture and unknown opportu-nities.

14-L. Take action to accom-plish the transformation.

The Seven (Six) Deadly Dis-eases

1-LD. Inconsistent focus onQuality Improvement.

2-LD. Emphasis on short-termlearning.

3-LD. Learners should notrely on test scores as the indi-cation of what they know.

4-LD. Lack of followingthrough to completion on pro-jects is a disease.

5-LD. Judging learning bygrades or scores only thwartslearning.

6-LD. Failure to continuallyimprove one's physical, men-tal, and emotional health im-pairs learning.

9 nn

Page - 24

The Four Obstacles thatThwart Learning

1-LO. Neglect of long -rangeplanning thwarts productivity.

2-LO. Relying on technologyto solve problems thwartsproductivity.

3-LO. Depending on others tosolve one's problems thwartslearning.

4-LO. Excuses such as "Myproblems are different"thwarts achievement whenthis implies that a learner'sproblems are not solvable us-ing Deming's principles.

Creating Leamtng Organizations, Loehr, 1995

The Manager - Teacher Learner Triangle

Manager

Teacher

Each of us is

a teacher,

a manager,

and a student.

Page - 25

Learner

Thus, the quality of our managing, teaching, and learning will increasewhen we apply Deming's principles to our own managing, teaching, andlearning. It is in this hope that this material is written and distributed.

P.W.L.

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