PREMISE ONE: MOST PROBLEMS IN ORGANIZATIONS ARE SYSTEMIC
Deming has observed that most problems in organizations are not coming from individual
workers. They are coming from the structure of the system itself. Since these problems are
built into the system, they are chronic. Changing individual behavior or trying harder
leaves the problem unaffected.
A clear example is the bridge and tunnel crossings on the Hudson river between New Jersey
and New York City. For many years I used these crossings twice each day. I averaged a 1/2
hour wait to pay the toll going into New York City in the morning and a 1/2 hour delay to
pay the toll returning to New Jersey each evening. The bridges and tunnels operated that
way for 50 years before someone saw the systemic problem, doubled the tolls and collected
them one way. Now there is usually no delay going to New Jersey (no toll is collected).
The delay coming into New York City averages only about 5 minutes because the number of
toll booths on this route is doubled. It is such structural problems that need to be
identified and changed.
An educational example is Title 1. After 30 years and more than $200 billion, there is
general agreement among educators that it has been of little help in raising student
achievement. Title 1 has a structural flaw that defeats it's purpose. Title 1 was designed
to help a student after he falls so far behind that he can not function in the regular
curriculum. A special program of 90 minutes per week was designed to meet his needs.
Unfortunately, 90 minutes is only 4% of his week in school. The other 96% of his time was
spent in the regular curriculum, which he couldn't understand. The Congress has finally
changed the law now calling for whole school improvement, correctly recognizing the need
to improve 100% of his time in school. It took $200 billion and 30 years of futility
before the structural problem was identified.
PREMISE TWO: ONLY SELF ASSESSMENT BRINGS EXCELLENCE
CEASE DEPENDENCE ON INSPECTION (DEMING, POINT #3), because one person's
assessment of another person will never cause excellence. In schools, teachers assess
students and supervisors assess teachers. The present system of assessment in schools is
"structurally flawed".
If we look inside the school we can verify the need for self assessment to meet a standard
of excellence. Observe the most successful students. They self assess constantly. They
don't wait for the teacher to assess their work. Observe the least successful students.
They never self assess.
INSTITUTE A PROGRAM OF SELF IMPROVEMENT (DEMING, POINT #13). Observe the most
effective teachers in your school. Ongoing self assessment is consistent in their modus
operandi. Consider the least effective teachers. They never self assess. They spend their
energy assessing the students, the principal, the community, etc.
IMPROVE CONSTANTLY AND FOREVER THE SYSTEM OF PRODUCTION (DEMING, POINT #5). Deming
has observed that self improvement must be predicated on self assessment. Just as
excellent individuals are consistently self assessing and self improving, so must quality
organizations be consistently self assessing and self improving.
THEREFORE: SCHOOLS NEED MEANS FOR SYSTEMIC ASSESSMENT
INVOLVE EVERYONE IN THE TRANSFORMATION (DEMING, POINT #14). If everyone is to be
involved in the change, everyone must be involved in the assessment needed to direct/focus
change. The greatest need for alternative assessment is not alternative means for teachers
to assess students, or supervisors to assess teachers. It is for alternative means for the
system to assess itself. We (i.e. staff, students, parents) need means to continuously
assess us, as an organization. Systemic practices in curriculum, instruction, discipline,
attendance, grading, etc. must all be assessed by the system itself, then adjusted as
needed by the system itself.
Deming is telling us that the system must be the focus for change. To do this, the system
must first be the focus for assessment.
William Glasser's "Control Theory" provides the framework for systemic
assessment and improvement. Glasser combines Deming's systems ideas with his own new
psychology (Control Theory) in his "Quality School: Managing Students Without
Concern". Systemic assessment must use the insights of Glasser and Deming.
If self improvement is to be a continuous process, it must be guided by continuous
self-assessment.
DOWNLOAD A FREE COPY OF THIS BOOK. Training
also available.
For more information contact Dr. Thomas F Kelly at:
Systemic Assessment, Inc.
24 James Street
Shoreham N Y 11786
Phone: 516-821-0588 Fax: 516-821-6691
Email: drkelly@drtomkelly.com