Podcasts about jd you

Black maternal health in Canada requires collective change, and that belief is exactly what sparked Toronto's first Black Maternal Health Week. Dr. Modupe Tunde-Byass, OB-GYN (NYGH) and President-Elect (FMWC), and Jennifer Dockery, Vice President, Quality, Post-Acute Care & Community Integration at North York General Hospital are determined to spotlight gaps in care and amplify the voices of Black mothers. In this episode of Healthcare Change Makers, Dr. Tunde-Byass and Jennifer talk candidly about why there is limited data about Black maternal health in Canada, what data is available, and what healthcare organizations can do today to better support Black families and patients. They also share a bit about their own career journey, including launching Canada's first racially concordant mentorship program. Quotables: “The biggest advice that I would give to other leaders on walking into uncharted territory is don't do it alone. Change doesn't happen in silos.” – JD "You need to start by listening, really listening, to the communities that you're aiming to serve. Their voices will actually help to guide the process – they're critical to it." – JD “I think it's important to understand that the black population accounts for 4.5% of the total Canadian population but is only represented by 2.3% physicians who identify as Black. So, you can see there are some gaps there and some underrepresentation.” – Dr. TB “The impact of anti-Black racism on Black maternal health is well documented as a crisis in the USA. It's now being recognized as an urgent health issue affecting Black women and pregnant people and families in Canada.” – JD “What we're seeing is the higher deaths of Black women in preventable diseases like breast cancer. And also, the fact that when breast cancer occurs, these women are being affected by this disease in their 40s even before they get to the point of mammograms at the age of 50.” – Dr. TB “Shining a light on these dark realities is important. And that was the essence of Black Maternal Health Week in Canada. The important thing is we're not ignored, so we have allies and people who are interested in changing the status quo.” – Dr. TB “My hope is there will be an awareness that Black Maternal Health Week isn't just about Black mothers. It's actually about a broader truth that women as a group have long been marginalized in healthcare. They've been denied access, they've been dismissed, they've been undervalued. And within that reality, Black women, Indigenous women, and other women of colour actually bear the heaviest burden.” – JD “The first step of healthcare organizations supporting Black mothers and families is recognizing that equity isn't a project. It actually has to be something that gets woven into the culture, the system, and the daily practices of care.” – JD Mentioned in this Episode: ·       North York General Hospital ·       NYGH Early Pregnancy Assessment Clinic ·       Black Physicians of Canada ·       Federation of Medical Women of Canada (FMWC) ·       HIROC ·       Toronto Black Maternal Health Week ·       Jenelle Ambrose Dash ·       Black Maternal Health Collective Canada ·       City of Toronto Access More Interviews with Healthcare Leaders at HIROC.com/podcast Follow us on LinkedIn and Instagram, and listen on Apple Podcasts, Spotify, or wherever you get your favourite podcasts. Email us at Communications@HIROC.com.

According to the State of Sales Enablement Report 2024, organizations that use one unified enablement platform are 80% more likely to increase their win rate. So, how can you optimize your tech stack to improve adoption and drive results? Shawnna Sumaoang: Hi, and welcome to the Win-Win podcast. I’m your host, Shawnna Sumaoang. Join us as we dive into changing trends in the workplace and how to navigate them successfully. Here to discuss this topic is Jacob Dinsdale, the sales enablement leader at Molina Healthcare. Thank you for joining us. Jacob. I’d love for you to tell us about yourself, your background, and your role. Jacob Dinsdale: Thanks. Happy to be here. My background, I’ve been in sales for a long time, a couple of decades now. My sales career started in financial services, working for one of the largest global investment managers. Everything from the trading floor to wealth management moved on the technology side there. Ended up moving into the tech side of sales in general during the.com boom. I was the first sales hire for a European company moving into the United States. Built that into a large company. So I’ve worked in pretty much all areas of the sales process. Whether it’s carrying a quota as an individual rep, running a team, or running a sales organization full of lots of teams and lots of sales channels. SS: Well, Jacob, we’re lucky to have you here. Given your extensive sales experience as well as the experience that you have with Molina Healthcare, I’d love to understand from your perspective, what are some of the unique challenges that sales reps in the healthcare industry face, and how can enablement help overcome these? JD: That’s a great question, and I think that’s one of the things that makes us unique. For those who aren’t familiar, Molina is one of the largest healthcare organizations in the United States. I think at the last ranking, we are number 1 76 in the Fortune 500. But unless you live in a particular state, you may not be familiar with who they are. Specifically, we handle healthcare for people that are in some sort of a government-sponsored healthcare situation, whether that’s Medicare, Medicaid, or they bought their own individual plan through the Affordable Care Act in the marketplace. So that’s one of the things that makes us unique and in healthcare as a regulated industry, especially when we’re engaging in government-sponsored sales operations, having. The right and trustworthy material is very important to us. So, you know, all of our agents are, you know, fully licensed in the state and federally. And then as an organization we have responsibilities there. So making sure that we are only giving correct and timely information in the approved methods, and all of our methodology and communication is compliant with our customers. So with those constraints. We’re somewhat unique and we realized that also created bottlenecks for us. SS: I see. And you also recently implemented an enablement platform for the first time. What were some of the challenges that your team faced that led you to invest in a solution and, and how have you overcome some of those since implementing an enablement platform? JD: One of the things that we realized is we had a lot of problems that we solved individually, and that created a lot of different and disparate systems that we use to solve those individual problems. Whether it’s using SharePoint to manage documents, using Salesforce to communicate, using whatever random tool or individual sales organizations might be using to communicate with potential new members. So, from our standpoint, having one kind of unified location that we can have confidence in the governance of what we’re doing, knowledge about the processes of what we’re doing, control over what can and can’t happen, and that creates confidence for us as an organization. But I think also that lets us move that confidence back to our salespeople who don’t want to really. Focus on a lot of the details they’d like to be sewing. So if they know that the sandbox that they’re playing in is fully compliant, fully usable for them, then they can take that sandbox and really be free to do what they do best as a salesperson. So, you know, that was kind of our goals, is to try and come up with a unified message in that and having unified tools that all of our organization can use. SS: I love that. And you played a key role in the implementation of Highspot, so I’d love to learn from you, and I’m sure our audience would as well. What are some of your best practices for driving adoption from the start and really engaging the teams you support in your enablement programs? JD: You know, and this might come from my background, working in sales to begin with, but one of the things that I always believe is. Having a destination in mind and working backwards. So when you’re talking about driving revenue and driving sales at a company, ultimately you wanna have that dotted line. You wanna complete a transaction from us as a process, knowing where we want to be, knowing that we want to have strong, rich content that empowers our different sales channels to do really well in what they want. That lets us. We’re backward to have that and build what we need along the way so we don’t end up building a road to nowhere. We’re building the road to our destination, and I think that was important for us to make sure that defining the route, defining the map, working backwards to where we want to go, helped us get all the stakeholders aligned because anytime there was a disagreement, we could always work backwards to that north star, right? That guiding privilege that we have as an idea we want to get to. SS: I love that. I always think that it is a fantastic philosophy to start with the end in mind. Now, I know that you guys have seen success in a lot of areas, but I know one of the areas that you’ve seen success in is through the use of digital rooms. I’d love to learn from you. Could you share more about how you’re using digital rooms to optimize workflows for your teams? JD: Digital Rooms are a great compliment for us in one of our sales channels. So we sell directly. We have our own licensed insurance agents that bring in new members into Molina Healthcare, but in some markets that doesn’t make sense. And this also exists in the insurance industry in general. There’s a lot of independent brokers, so we have a broker channel sales. Department around the country that works with these independent brokers who are then working with members. They generally work with many different companies, but what we want to be able to do is to make it easy for them to do business with us and to make it easy for them to do business with us is, is having quality content and information on their fingertips. So if a customer says, hey, is this medication gonna be covered under this new plan? I live in the Bay Area and I practice traditional Chinese medicine and acupuncture. Is that something that’ll be covered under this plan? To be an expert on all of that with the different companies isn’t something an independent broker can do, but we’re able to use these digital rooms as a microsite to have this information that these external brokers can use, but also for us to make sure. We know that we have the most timely information and we’re seeing some changes in the Center for Medicare and Medicaid with CMS right now and new leadership. That required us having new, updated documentation, what we have there. So we’re always using the current and most approved documentation, but we can also be dynamic in our communication to our sales channels. SS: I love that. Can you walk me through that a little bit? The strategy in particular for the Digital Rooms, for your broker channel sales partners. How are they structured and delivered and what impact have you seen so far? JD: They’re structured by our market. So in any particular market, we’re working with various, uh, levels of different health plans and the health plan, we’re going to be providing basic information. So they’ll have access to, you know, enrollment forms, basic government documentation, but they’ll also have important things like, hey, is my transportation to see the doctor covered? You know, do I get a OTC benefit spent at CVS every quarter, little bits of information and have that in the same location is important. I think, again, this is something that we’ve seen both with our internal sales channels and our external sales channels, having the buy-in and confidence from the users that know, oh, I don’t know where to find it everywhere, but I know that I can probably find it in Highspot. That gives us a really good ability to get that stickiness from the user base that we wanna see. SS: I love that. I think that’s fantastic. To pivot a little bit, I know you also plan to utilize AI features in Highspot to elevate your enablement efforts. How do you envision leveraging AI capabilities to improve productivity across the teams you support? JD: Well, as a mature long-term industry, you know, using AI is something that I think a lot of organizations find scary in including us as well, and knowing where we can or can’t do that. So from our standpoint, it’s going to be very, very subdued in what we do. But where we’re going to use AI is the ability to generate summary content, to generate ideas about. Hey, you might want to try and look to this, either look to this as an option that you’ll be able to use that might be successful in this particular type of interaction. So from our standpoint, I think our first implementation of AI is going to be to help support the efficiency of our sales channels and our sales teams rather than two. Have anything externally facing. SS: That makes a ton of sense, and I’m excited to see what you guys are able to do within Molina Healthcare on that front. Now, since launching Highspot, what results have you seen? Are there any key wins or notable business outcomes you can share? JD: Well, I think key wins that we’ve seen, and you know, one of the things that I appreciated with our relationship with Highspot is that we do have customer health check-ins. We’re looking at where we’re growing and we’re seeing a lot of interaction and usage with what we do. So external shares, quality content, number of digital rooms, number of plays, active users, those are all going up. On a quarter by quarter basis. I think some of our bigger wins have been since we realized the reliability of our content that we have hosted. We’re having other divisions within our company that want to use Highspot again, is that it’s a term that’s used a lot, but in sales, that single source of truth, right? We’re getting to a point where we’re seeing our sales and marketing departments that normally want to have a communication that they’re hosting internally. They’re now saying, hey, HighSpot is a great tool for us to use that internally as well. And so I think our biggest win has been. The adoption of using it again, it’s almost to the point that we’re selling and providing information to all of our internal customers as well. So having these other departments come in and want to utilize the features that they see that kind of surpass what they’re currently doing, and that’s made us busy, but it’s, again, that’s building a reliability for us as a tool. SS: That is phenomenal. Last question for you, Jacob, to close. If you could give one piece of advice to someone who’s looking to drive adoption and engagement of their en enablement programs, what would it be? JD: One of the things, you know, I mentioned this at the beginning, begin with an end in mind. I have that goal, have that target, talk to all the stakeholders that are involved. So some stakeholders only want to look at KPIs and engagement and look at the metrics. Some people really only want to care about revenue. Some people want to care about training and all the details that we have along the way. So there’s a lot of stakeholders along the way. And what I would say is, find out the goals that each of these departments and stakeholders in the company have, articulate those goals with the tools that you’re developing, and really kind of have a strong point of view. So whenever anyone asks, you can say, this is why we’re doing this. We’re doing this to overcome these struggles that we’ve had already. This will let us do this, this, and this. And this also puts us on a launching pad, which for us is, uh, expansion of our capabilities and how we’re using this that we see happening later on this year and in 2026 as well. So I think having that strong point of view. That you begin with, right? It might be a charter that a company or a vision statement, whatever that might be. But have that with your implementation as well. So whenever you, again, have a question, you can always refer back to why are we doing this? What is our end goal and how are we gonna measure success? And do these decisions align with doing that as well? SS: I love that advice. Jacob, thank you again so much for joining us today. I appreciate it. JD: I’m happy to be on the podcast and thank you so much for the interview. SS: To our audience, thank you for listening to this episode of the Win-Win podcast. Be sure to tune in next time for more insights on how you can maximize enablement success with Highspot.

Before you jump into tools and solutions, you need to take a step back. In this episode, John Dues and Andrew Stotz discuss the four questions you need to ask in order to make the system you want to work on visible, and decide on a direction. TRANSCRIPT 0:00:02.5 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today I am continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. And the topic for today is, what is the topic for today, John?   0:00:25.4 John Dues: See the System.   0:00:27.3 AS: All right. Well, why don't you take it away?   0:00:30.3 JD: All right. Great. Yeah, it's good to be back. Yeah, just as a quick refresher for people following along in the series, so two episodes ago we briefly talked about the importance of framing the challenge as an improvement goal. And then last episode, if you remember, we went deeper into those three sort of faces of performance measurement. There was research, there was accountability, and then there was improvement. And if you remember, you took the avocado quiz and you got 100% on that quiz. But the whole purpose of sort of taking that time to dive into those three different types of measurement or three different types of goals was this idea that problems arise when measures aren't used for their intended purpose. And what we talked about was, if you're gonna do a research goal, then, you know, the basic goal for research is to contribute to the knowledge base.   0:01:32.4 JD: And for accountability, the purpose of the goal is to determine the application of rewards and sanctions. And then for improvement, the goal is to learn our way to a system that produces a higher level of performance. And basically, at the end of that sort of episode, we established that the challenge or direction should be framed as an improvement goal, in my opinion, and not as an accountability goal, not as a research goal. And then we have this model that we've been working through which is up on the screen for those that are also watching the podcast, and it's this four-step improvement model. So we've outlined these steps. So step one is to set the direction or challenge. That's what's gonna be your improvement goal, not your accountability goal.   0:02:28.7 JD: Step two is to grasp the current condition or conditions on the ground where you are in your organization. Step three is to establish the next target condition. Step four is to experiment, overcome obstacles in the way of meeting that next target condition on the way to that ultimate goal or that direction or challenge that you've set for your organization. And then we've said multiple times that all of the steps are done with this team that's including those working in the system, those with the authority to work on the system, and then someone that has this System of Profound Knowledge lens. That's sort of a quick recap. And so what I thought we could do today is to sort of go back to, actually to step one.   0:03:16.8 JD: So we've gotten an overview of it, and talk about some other things to think about when you're on this particular step. And if you remember in step one of the model, what we're asking is, where do we want to be in the long run? Or what do we as a team or as an organization, what do we wanna accomplish? And we've talked about that this is this longer range goal, and it's a big goal. It may seem even impossible or nearly impossible at the outset, but if we achieve it, what we're saying is this thing, whatever it is, is really gonna differentiate us from other organizations, from other schools in our case, or you know, it could be differentiating you from other businesses or other hospitals or whatever the thing is that you're working in.   0:04:07.9 JD: We said this challenge or direction typically has this sort of long-term timeframe, six months to three years as sort of a rough guide. And then I talked about this example, one of our goals or challenges that we sort of set in our organization is we wanna significantly reduce student chronic absenteeism. If you remember, when we looked at this a couple episodes ago, that number rose significantly coming out of the pandemic. And so it's right around in the 50% range. So 50% of our students are chronically absent, which is a very high number. And we wanna take that all the way down to 5%. So right now as things currently stand, that seems like a very tough, nearly impossible challenge that we've set for the organization.   0:05:07.4 AS: I'm curious about how stretch of a challenge should someone be thinking about in this case? I mean, it's one of the hardest things when you start setting goals, is like, are we thinking about 10 years from now? Are we thinking about one year from now? Are we thinking about, come on guys, let's dream big, let's envision what we could be, or are we talking about realistically we think we can get to this point? How do you think about that?   0:05:32.7 JD: Yeah. I like this six month to three-year timeframe for step one, for the challenge or direction, that sort of ultimate goal that you're reaching for. It's not so long that it seems like it's, you know, there's no urgency. It's not five years, it's not 10 years. But it's not so short that it's gonna be impossible to achieve this tough thing. Six months to three years, when you're talking about a significant organizational effort, you gotta be realistic. There's, you gotta have a team working on this. You have to train people, you have to educate people on why this goal is an important goal. And so I think that all of those things take time. Some infrastructure within your organization has to be set up, resources have to be deployed.   0:06:21.5 JD: And so to be realistic but not so far off into the future, I think that six month to the three-year timeframe is a pretty good one. And then step three is to establish your next target condition. So along the way you're setting these intermediate sort of goals that you're working towards along the way ultimately to reach that challenge or direction. So I like the six month to three-year timeframe. And previously when we talked about set the challenge, almost all of our focus was on that quantitative goal. Like, how are we gonna quantify that challenge? And I talked about this chronic absenteeism example. But during this first step, I think it's also really helpful to take a couple sort of sub-steps. And one of them that we talk about in our organization is See the System.   0:07:16.8 JD: Like literally see the system in which we work. And I've found that it's really helpful to have some questions to ask the team that's working on this, questions like on the outset of, so we've set this challenge, we wanna reduce chronic absenteeism from 52% to 5%. Well, what is the largest system to improve when we're working towards that goal? What's the aim of that particular system? What are the opportunities for improvement within that target system? How will the opportunities for improvement be prioritized? Those are sort of four of the questions we ask at the outset of one of these improvement projects, when we're working towards one of these long-term goals. And when we've started asking those questions, at this point in the process, we formed an improvement team.   0:08:15.9 JD: For something like attendance, it's cross-disciplinary, meaning we have a number of people in a number of different roles. We have four school buildings in our school system, so there's representation from all four school buildings. So it's really a cross-functional team that's working through those particular questions. So I think that's really, really important. And then throughout the process, even if folks aren't a member of the team that's meeting on a regular basis, in this case it's a weekly team meeting, there are other people that are going to be important to gather information from; students and families, for example. That's an obvious one. Other staff members that aren't necessarily members of the team that are meeting every week, but that there are ways to gather their input as well.   0:09:04.5 AS: And in this...   0:09:05.5 JD: Oh, sorry, go ahead.   0:09:06.7 AS: In this graphic you show on the left, some people work on the system, some people work in the system, and then you've got your System of Profound Knowledge coach. Is that what you mean by improvement team or are you just highlighting some roles?   0:09:19.3 JD: Yeah. Well, so the improvement team members should be composed of each of those three groups. So in our particular team there's actually two people that have sort of like enough of the knowledge of the System of Profound Knowledge that they could, I'm one of them and then there's another person that also has that knowledge that's working on this project. And then there's a number of people that are working on the system, working in the system in different ways when it comes to this chronic absenteeism, this attendance problem.   0:10:00.3 AS: Okay.   0:10:01.3 JD: And really what we're thinking about during this See the System step in the process is it's really a funneling process. So, even within just the chronic absenteeism, student attendance realm, there's almost unlimited opportunities for improvement and many different areas where we could focus our efforts. And so we're trying to funnel down, focus down to the most vital areas that will have the biggest impact on this chronic absenteeism problem.   0:10:38.5 JD: And we're also really working hard to make sure that people on the team and will be impacted and responsible for implementing whatever this new theory is, this new improvement theory or this new improvement system, they're a part of the team from the get go. One reason is because they're close to the work and they're gonna inform a lot of the ideas that we try. And ultimately for things that are put in place, they're also the people that are gonna have to implement. So if they were a part of developing those solutions, they're much more likely to sort of be bought in from the get go versus just being told you're gonna do this new thing.   0:11:17.3 AS: Yeah.   0:11:17.9 JD: And I think something that I've found to be very, very critical, when you work with teams like this and you're answering those questions like I talked about, what system are we gonna focus on? What's the aim of that system? Is we have a series of tools that are gonna be known to a lot of people that listen to this podcast, maybe some of them are new to people, but we have this series of tools that we use that help us visualize the group's thinking. I'm a big believer when you're working in groups that you write stuff down and you have people react to it, right?   0:11:53.5 JD: You actually do that. You write it down, can be as simple as chart paper with post-its, and you paste that, you post that to a whiteboard or whatever, the wall, and everybody can see it as it's being made. And you can ask clarifying questions, you can ask for what people are thinking when they put up that idea or that brainstorm, and I just think it's really, really important. And so I think a key part of our improvement process here is that we've matched the tools to these guiding questions.   0:12:29.3 JD: So for this question, we use this tool or this tool because we know we use that particular tool, it's a good way to represent that particular question. So we've provided some of the structure because a lot of times people see the System of Profound Knowledge, and even when they start to grasp that as a management theory or a management philosophy, they need some type of structure beyond that to then work with the team in their organization to answer those questions to, like I said, aggregate the group's thinking and put in into something that's coherently understood by the whole organization.   0:13:12.6 AS: Right.   0:13:14.3 JD: So I thought we could just start with the first two questions. What is the largest system to improve and what is the aim of this system? So when we started working with this team on this chronic absenteeism problem this year, those were the first two questions that we asked. And we use a tool called a System Map to represent our system as we understand it. And then we also worked with the group to write an aim for this attendance work. So this may be a little small on the screen, but the target system is up here as attendance. And then we've written an aim as a group to figure out, oh, I can put this in Slide Mode. That'll make it a little bigger. We've written an aim as a group so that we all know like, what is it that we are aiming for as the attendance team? That's the first thing that we did.   0:14:19.7 JD: So for this particular system, this target system that says the aim of the United Attendance System is to first, or one, define strong attendance for students and staff. Two, ensure that students, families, and staff have a shared understanding of what it means to have strong attendance. And three, create and improve systems that identify and remove barriers to strong attendance for students and staff. So it's not necessarily, this is sort of a qualitative statement, there's not necessarily right and wrong answers, but as we were sitting with the group, it's about a 10-person improvement team. And we just took a Google form and said, what do you think the aim of this work should be? There was like one or two people that included staff, like, we should actually think about staff attendance in addition to student attendance, and the whole group was like, oh yeah, that's a really good idea.   0:15:15.9 JD: And so right from the get go, that became a part of the aim. And you can see how the inclusion of staff in that would maybe change the nature of the improvement effort. Again, it's not right or wrong, but it just, when you explicitly set that aim for the group, there's a much clearer guide for what you're gonna be working on. There's also things in here that may not have been obvious to people. So that first part of the aim is define strong attendance. So, many people may think, well, everybody knows what good attendance is in the school, but that's not true. That's really not true.   0:15:54.3 JD: And the problem is, the main problem is, is because when you think of what's good attendance in your brain, your mental model, what I've found with both students and adults is that there's an association with grade scales. And so when you think about a grade scale, if you get a 90% on a test, for most students would say that's a pretty good grade. In most systems, that's an A minus, right? And so when you say, well, what if a student has 90% attendance, is that good attendance? People say, oh yeah, 90% is good, but 90% means you're missing 10% of the year. So in a traditional 180 school day year, 180 times 10% is 18 days. So when you ask people, is it okay for students to miss 18 days? Almost 100% of them say, no.   0:16:45.0 AS: Yeah. One day every two weeks.   0:16:47.9 JD: Yeah. Basically one day every two weeks. But there's a disconnect between 90% and 18 days for people. And so one of the things that we're building as a framework that defines how many days is sort of reasonable and if you miss so many days per quarter or semester, what's that gonna add up to at the end of the year? And then how's that translate into a percentage? So just little stuff like that becomes more apparent when you start to write this stuff down, when you get input from the group. And then, so we have the aim. And then we also sort of represented the attendance system in the System Map. So on the left hand side of our System Map, we have the contributions and conditions of the attendance system. So there's things like Ohio Attendance Laws that we have to attend to.   0:17:37.9 JD: There are things like family dynamics and stability and beliefs, that's gonna contribute to attendance at our schools. There's sort of health perceptions, especially coming out of COVID. We trained people to sort of be more cautious and keep kids at home during the pandemic. Well, some of those habits took and there's sort of a different, for a lot of people there's a different interpretation of when you should keep a kid home versus when they should be in school. And so all of these things sort of contribute to what we're seeing in our system. And then there's all these core activities that we do that impact attendance. Now, one thing that's really interesting with the core activities is that when the group originally sat down, a lot of the core activities had to do very explicitly with our attendance systems.   0:18:28.8 JD: Like at what point is a student considered truant, truancy systems, the attendance tracking systems. And this is one of the areas where I pushed the group to think, well, what are all of the core activities that we do as a school that contribute to a kid coming to attendance, I think... Or sorry, coming to school, and effect their attendance. Now, could some of those attendance systems have an impact? Yeah. And you can see that attendance intervention systems makes up one of these sort of core activity boxes here in the middle. But there's many other things like for example, student and family onboarding. Like, how was a student brought and their family brought into the school community? Do they feel welcome? Do they make a connection to a staff member? Their school culture and trust, is it safe? Do I have friends in my classroom?   0:19:20.2 JD: There's academic systems. Are the classes engaging? Do I want to go to science class because we do experiments or whatever? And so you can see there's many other core activities just besides the core attendance systems that influence attendance. Some of the other ones we have on here are health and wellness and transportation, 'cause I've spoke before that that's a big problem in Columbus right now. And then, so we have these sort of inputs, the contributions and conditions, and then things happen while the kids are at school. And then there's these positive and negative outputs, right, that our system is producing. A positive output would be student academic growth, a negative on the flip side would be student academic stagnation.   0:20:04.8 JD: And then as you sort of go up from the outputs, you have to think about sort of how are we collecting feedback from our constituents, our families, our students. And then how do we use that information to design and redesign our system? And then it sort of loops back, sort of forms a feedback loop to the contributions and conditions. So this may seem like, is it worth the time or not? But it really is very helpful at the outset to sort of represent your system visually. So you have, this gives you an idea of all the different things going on in your system, in this case, our attendance system. And it also starts to give us ideas where we might focus our efforts because we have a, like a comprehensive picture of what these core activities are in our organization.   0:20:57.3 AS: When I look at this, I just think, no wonder it's so hard to improve. When you look at the system and all the different aspects and when you bring someone into this group and they say, wait a minute, we didn't think about staff or as an example, or wait a minute, we didn't think about transportation, oh, yeah. And then you realize like how big the system is, how interdependent it is and how difficult it is to really make lasting change. Whereas it's kind of just natural state that all these things fall into place and bring, I wouldn't say stagnation, but they bring the current state.   0:21:36.2 JD: Yeah. I mean, it certainly helps you understand the complexity level, right? Yeah.   0:21:43.7 AS: It also makes you think that once you've gone through this, you've got everything there, then you have to really think as a team, where can we have the most influence or what is the area that we think has the biggest, or is the leading item that if we could fix this, it can impact other parts, 'cause when you look at what you're putting up on the screen, it's just overwhelming. Like, we can't do all this.   0:22:11.4 JD: Nope. And we're not gonna focus on all of these things. So as a part of this improvement model and this improvement process that's sort of nested within the model, that's the whole purpose, is to sort of represent the whole system and then start to narrow the focus of the team. And that's a perfect segue because the next two questions that we're asking when we're trying to see the system is, what are the opportunities for improvement within the target system and how will the opportunities for improvement be prioritized? So probably many people on here will be familiar with something that looks like this. And again, there are certainly places for technological resources, but I will say the vast majority of the work I do with improvement teams is done with chart paper like this, post-it notes and a marker.   0:23:16.7 JD: You can be pretty powerful when you're armed with those tools when you have the System of Profound Knowledge philosophy. But basically what we did was just post that question right on top of the chart paper. What are the opportunities for improvement within the United Schools system of attendance? And then all of these blue and pink post-its, which you probably can't read, but those are just the people on the team answering those questions. Basically one idea per post-it note. And then we basically took those ideas and kind of grouped them categorically. And then once it sort of emerged what the categories were, they were given these labels, these category headings.   0:24:04.6 JD: So we have data, we have about four post-it notes about data, academic systems, communication. That's a big one, you can see has a lot of post-it notes, not surprising. Transportation, it's a pretty big category and that's on the top of everybody's mind in Columbus right now. We have sort of improvement and intervention ideas and then we have culture and engagement. So once we brainstorm, we categorize, put them in these affinity groups, basically. And then from there, and see, it's a tool. You can see this, this isn't just people sit around and talk. They have to write their ideas and then there's actually a tool that we use to organize those ideas. And then we store this in our project and meeting tracker so people can refer back to this. And then we use this information to help us complete subsequent steps.   0:24:56.2 AS: So was this a source of the chart that you showed us prior?   0:25:03.0 JD: When you say source of the chart...   0:25:06.3 AS: The layout of the system that you showed previously that had all these different things in it, did that originate from this discussion with post-it notes and putting stuff up on the wall and then later you put that into that, or is that different?   0:25:18.4 JD: System Map happened first. So I'm actually going in like sequential order. So the System Map happened first and then the affinity diagram.   0:25:26.3 AS: Now it's opportunities. Okay. Yep.   0:25:28.5 JD: Yep. Now it's opportunities. Once we understand what our system looks like, what are those opportunities for improvement? Then what we did is we said, how will the opportunities for improvement be prioritized? And we created this tool, it's called an Interrelationship Dye Graph. So we basically took the categories from the affinity diagram and those are these boxes here. So you have transportation, improvement and intervention, culture and engagement, academic systems, communication and data. And basically we systematically go around the circle and the first question we say is, is there a relationship between transportation and improvement and intervention? And if the group sort of consensus is, yep, those two things, there's a relationship, then we say, which one is impacting the other thing the most? And we draw an arrow away from that sort of dominant cause.   0:26:35.8 JD: So you can see transportation, that group thought transportation was having an impact on improvement and intervention. And then you just basically keep doing that for each of the categories. Then we compare transportation and culture and engagement. We ask those same two questions about what, is there a relationship and if so, what's the directionality of the relationship? We go around the circle until we've done that with every one of these categories. And then we basically tally up the number of "in" arrows versus the number of "out" arrows. And the thing with the most out arrows is sort of starred. And that's thought of as the dominant cause. Now, you have to know context, what this team is talking about and thinking about, 'cause there's not a lot of information just right on this page.   0:27:29.2 JD: But you might ask like, why is transportation having such an impact on improvement and intervention? Well, or why is transportation having an impact on culture and engagement? It's because the transportation system right now is so flawed in Columbus, buses aren't showing up at all sometimes, kids don't get picked up, so their parents have to bring them in. They're often an hour, two hours late to school. And so what people are saying is there's so many of those problems being caused by transportation right now that it's impacting the ability to do interventions with the kids, for example, or it's impacting the ability to build culture and engagement 'cause kids are constantly having to be making up school and making up work and those types of things. So...   0:28:16.8 AS: And in Thailand, when we have problems like that, the free market solves it because we can get, people can apply to transport through vans and other activities. But, well, is it a socialist state of Ohio these days or what's going on?   0:28:33.4 JD: Well, I would say there are various transportation possibilities. I would say there are no great systems for, you've been assigned and you've opted to ride the school bus and it doesn't come on a particular day, there's no sort of like on-demand on that particular day type of solution for the kid to take besides the parent taking them or that type of thing, so, unfortunately.   0:29:01.4 AS: Just a funny, a fun story. When I was a kid, we grew up, the piece of land that our development was built on was a piece of farmer Barlow's land that he sold off in parcels. And we worked in his farm on the summertime. And then he drove the bus to school during the wintertime. So see Farmer Barlow right there and you get on the bus and he showed up every single day. I don't think Farmer Barlow...   0:29:22.5 JD: I was gonna say...   0:29:22.8 AS: Ever missed a day.   0:29:24.3 JD: I know a lot of farmers and I'm assuming that bus driver was pretty reliable.   0:29:27.4 AS: Yeah.   0:29:28.3 JD: So yeah, unfortunately that's just not the case right now. So, but context's also important. So we actually have a few different improvement teams going on in our school system right now. And one of them is transportation. So as a group, we sort of decided like, while transportation is having a large impact this year, it's not the thing for this group to work on because there is a transportation improvement project also going on, but there's also an acknowledgement that there's gonna be overlap between those two things. And as the group talked about knowing the kids and knowing the students, it's certainly not the only reason kids are absent. And I think that someone in the group actually said even if transportation was perfect, we would still have this chronic absenteeism problem. So there are other things that we need to focus on and work on, so.   0:30:21.1 AS: Great.   0:30:21.3 JD: Those are just some examples of tools and you know, visualizing the thinking of the group and you have to know your system. You can't just sort of go straight off the tools, there's other sort of analysis that has to happen along the way. And so that's kind of where I wanted to go today. And I think sort of wrapping up See the System is where we're at now. So I can kind of wrap that up and we can go from there.   0:30:48.4 AS: Fantastic. If you had it in one simple statement that could wrap up what we talked about today, what do you think is the most valuable thing for people to take away from this discussion?   0:31:03.1 JD: From this discussion? I think there is a desire, an impulse almost to jump in and create solutions. But I think it's... What I've seen, it's very important to step back and make sure you really see the system and do a number of things around seeing the system. Next time we'll talk about defining the problem, to really make sure you do those things before you start jumping to solutions. And in fact, about 50% of the work or more in our improvement process occurs before we ever even talk about possible solutions. And I think it goes to that old Einstein quote where it's like, if I had an hour to save the world, I'd spend 55 minutes, make sure I understand and define the problem and five minutes. You know, putting that solution into action.   0:32:00.3 JD: I'm sure I'm messing up the quote, but you get the gist of it. So I think what we've seen is we set this challenge at the organizational level, that we have to understand the difference of those three faces of performance improvement or performance measurement. We wanna focus the challenge or direction, we wanna frame it as an improvement goal. And it's important to do that and it's important to make that ambitious, to quantify that. But then there's these other sort of qualitative things that we need to step back and do that allow us to see our system. And there's, you know, we went through some guiding questions and some related tools that can help put this into action with an actual team that you're working with in your system. And these tools are not education specific. You can use these in any type of organization.   0:32:45.0 AS: I'm gonna sum it up in five words. Slow down to speed up.   0:32:48.7 JD: I like that. Slow is smooth and smooth is fast.   0:32:52.7 AS: Smooth is fast.   0:32:54.3 JD: I like it. Yep.   0:32:55.4 AS: So John, on behalf of everyone at The Deming Institute, I want to thank you again for this discussion. And for listeners, remember to go to deming.org to continue your journey. You can find John's book, Win-Win: W. Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz, and I'm gonna leave you with one of my favorite quotes from Dr. Deming, people are entitled to joy in work.  

John Dues and Andrew Stotz are diving deeper into the improvement model that John is building with his team. In this episode, learn the three ways to think about an improvement frame for your big challenge.  TRANSCRIPT 0:00:02.6 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. And the topic for today is Frame the Challenge. John, take it away.   0:00:23.6 John Dues: Hey Andrew, it's good to be back. Yeah, we're gonna talk about Framing the Challenge today. We kicked off a new series a couple of episodes ago. I introduced this improvement model that we can use to set ambitious goals backed with this sound methodology. Make this disclaimer again, we're sort of building the plane while we are flying it. So this improvement model is new at United Schools where I work. And so again, we're actually letting listeners sort of see it as it's being built and first put to use. And so I think just starting out with a quick recap of the model is a good place to start. So what is this improvement model that we've been looking at? I'll pull up my screen so we can share a visual of the model for those that are watching. Right. Can you see that all right?   0:01:21.2 AS: Yep.   0:01:21.3 JD: Great. Give me one second. All right. So we have this improvement model. Basically the core idea of the model is it gives us the scientific way of thinking. And remember, we talked about we're working to close this gap between current conditions in our organizations and future aspirations. In order to close this gap, we're walking through the four steps on the model. So first, we set the challenge of direction. That's really where we focused our time last episode. The second step is to grasp the current condition. The third step is to establish the next target condition. And then the fourth step is to experiment to overcome obstacles. And that's where we spend most of our time in this four-step process. And then the other thing we've talked about is we do it with this team. The people working in the system, that's one part of the system, one part of the team.   0:02:19.8 JD: And we've talked about this in our case. This can be students, it can be teachers, whoever the frontline people are in your organization. Then there's those with the authority to work on the system, to make changes to the design or the architecture of the system. That could be a teacher in a classroom, or we've said the principal of a school, or maybe the superintendent of a system of schools. And then one of the innovations that we've made to this improvement model is that that third group or that third person on the team is someone that has Profound Knowledge, someone that's using Deming's principles to guide the work. So that's the basic model that we looked at in the first episode and...   0:03:11.8 AS: And I would just highlight... By the way, can you put it on slideshow?   0:03:15.3 JD: Sure.   0:03:15.4 AS: And I've been reading Mike Rother's book, rereading his book on Toyota Kata and stuff. And so this has really got me back to it. But what you're doing is applying this and helping us understand it as you're putting it into action at your school, right?   0:03:35.0 JD: Yeah, we've had an improvement model. And I think... Yeah, so like it says down in the right hand corner, that this model, it's based on Mike Rother's work, the Toyota Kata work. I think one thing that was missing from our model previously was like, how do you set this challenge or direction? How do you do that in an ambitious but reasonable way? And I think Mike Rother's sort of model speaks to this. So that's why I like his four-step model. I also like the four steps because it's pretty simple. It's not 15 steps. It's not 20 steps. It's four steps. Now there are some steps that you have to learn and stuff like that. There are different pieces to each of the steps, but I like that it's four steps. It's sort of easy to remember. It's memorable. And I think the innovation that we've done so far is who is the team that's working through this? And I think to frame it as the people working in the system, the people working on the system, and then someone with Profound Knowledge, I think that's an innovation, from what I've read about Mike Rother's work.   0:04:39.6 AS: Yep.   0:04:40.4 JD: Yeah. And so to continue the recap from last time, I think in the last episode, so we introduced the model two episodes ago. And then last episode, what we said we were gonna do is start walking through each of the steps, episode by episode, and do a deeper dive into each of the steps. And we did that with step one last time. So we did Set the Challenge last time. And just as a refresher, this is that longer range goal that would differentiate us from other schools in our case, if we achieve it. But remember, we also said it seems nearly impossible at the outset. This is something that's off in the horizon. It's probably gonna take at least six months, probably more like two or three years. And then I gave this example at United where I am. So we're a school system. One of the challenges that we've set is to reduce our chronic absenteeism from 52%. So that's sort of the current condition. And we wanna bring that down to 5%. And there's this huge gap between those things. Obviously, we talked about an order of magnitude, and we don't quite know how to get there right now.   0:05:48.7 AS: Yeah, I think that's the point is we don't know how to get there right now.   0:05:57.6 JD: Yeah. Yeah. And I think... And so what I originally had planned to do is to go on to step two. And I think we're gonna do that next. But I wanted to pause because last time we briefly touched on this idea of Framing the Challenge as an improvement goal. And so with this episode, what I wanna do first before we go on to step two is talk about how to sort of think about that framing. And I sort of have studied a little bit of performance management from healthcare specifically. And there's really these three phases of performance management. When you're setting a goal, there's sort of performance measurement that has a research orientation. There's performance measurement that has an accountability orientation. And there's performance management that has an improvement orientation. And I think it's really important to understand the difference between those three types of measurement because I think conflation of those three things can derail and often derail improvement efforts. And in fact, as I was doing some research for this episode, I read this quote in one of the journal articles that I was sort of reviewing. It said, "the problem with measurement is that it can be a loaded gun, dangerous if misused, and at least threatening if pointed in the wrong direction."   [laughter]   0:07:19.6 JD: Right. So, when I read that I was like, this is important enough to take a pause and do a little bit deeper dive into that, you know, the differences between the three that we sort of got into on a surface level last time.   0:07:33.5 AS: One of the things that I like to say these days when I talk to people about measurement is measurement... If the subject being measured, let's say a table, I'm gonna measure the length of a table versus measuring the performance of an individual as an example. If the subject being measured knows, is aware that they're being measured, you're gonna have a problem.   0:08:02.0 JD: Yeah, I think that's very well put. And...   0:08:07.5 AS: The table doesn't care.   0:08:09.3 JD: The table doesn't care, but people always do. No doubt. No doubt. So I thought it'd be... I put together a table for those that are watching 'cause there is a lot of nuance to this and we'll kind of walk through this step by step, sort of the differences between goals or measurement for research, measurement for accountability, and then measurement for improvement. So I think just... I came up with these dimensions in some of the research I was doing. So, what's the purpose of each of those? What questions are you trying to answer? What are some example questions that are answered with that type of measurement? What's actually getting measured? How often is it getting measured? And then why does quality improvement or quality measurement matter in that particular area? So let's start with the purpose first. So when we're thinking about measurement for research, what we're really trying to do is contribute to some knowledge base, right?   0:09:01.8 JD: You know, I think the classic example is, what a university professor is often doing in their research. The second type of measurement is measurement for accountability. And really there, what we talked about last time is the purpose is to determine the application of rewards and sanctions or rewards and punishments. And that's really juxtaposed against measurement for improvement, which is... The purpose there is to learn our way to a system that produces a higher level of performance, right? And so let's look at measurement for research. We talked about the purpose being contributing to the knowledge base. If the questions that we're asking are about constructs or relationships between constructs or theories, then research is probably the direction we wanna go. An example question would be what's the relationship between two conceptual variables and what gets measured is... Could be numerous latent variables, but how often is this measurement happening? Typically once or twice during a study. And what we're trying to do is detect a relationship where they exist, right?   0:10:16.8 AS: So it could be... Like in a school, it could be a relationship between being late, the late rate and the absenteeism rate.   0:10:29.9 JD: Yeah. I mean, you could do research into why is it that student... Why are students chronically absent? You could do research into what's the best way scientifically to teach reading, right? And so you're gonna sort of come up with some answers there, at least answers that are sort of coming out of a lab, right? And a lot of times measurement for research or research goal or research study, that can be helpful to sort of initially point you in the right direction. You might do a literature review when you're trying to come up with solutions in your particular context.   0:11:10.3 AS: And it's important to remember that surveys properly done are a great form of research. So not only going back and seeing what's already been... What is the knowledge base on attendance, but also trying to do some research into what do students or teachers or parents think are root causes as an example.   0:11:33.3 JD: Sure.   0:11:34.8 AS: Okay. Great.   0:11:35.5 JD: Gives you a starting point, right? And so you certainly need measurement for research for sure. In that second bucket, we have measurement for accountability. And this is probably the thing that teachers and educators are most used to because there's accountability systems in all 50 states, right? And remember, we said the purpose is to determine who should be rewarded and who should be sanctioned. That's the purpose of an accountability measure. It's gonna answer questions about merit or status or accomplishment. It could be of someone like an individual teacher in a classroom, or perhaps about a school, for example. It's gonna answer questions like who's performing well and who isn't, who should be considered knowledgeable enough to do whatever, something X, right? But when we're talking about measurements, they're typically end-of-the-line outcomes, usually once per year after the fact. I've given state tests as an example multiple times. That's a very typical accountability measure end-of-the-line outcome. And why it's important to have quality measurement for accountability is that we can assign consequences based on measurement that lacks sufficient technical rigor so.   0:12:56.0 AS: Consequences as in rewards and sanctions?   0:13:00.4 JD: Could be... Yeah, consequences as in rewards and sanctions. And so there's technical guides that go with accountability systems. So how is the state, for example, calculating all of these different measures that show up on a school report card, test scores, value-added progress scores, chronic absenteeism rates? All those things have to be well-defined. Data has to be collected systematically. And it has to be done the same across the entire system so that rewards and sanctions are meted out equally amongst all the districts and schools and classrooms. But those two things are very different than measurement for improvement. And that's where I focus most of my time and where these talks really, really focus. And again, we said the purpose is to learn our way to a system that produces a higher level of performance.   0:13:48.4 JD: So we're talking about questions about specific changes as potential improvements to our systems. So some questions might be, are the changes I'm making leading to improvement? How are my changes affecting other parts of my system? And really, we're talking about outcomes and processes relevant to the object of change in terms of what gets measured. And that's happening... Those measurements for outcomes or processes are happening frequently as the practice or as the process occurs, right? Because we want feedback on a much more frequent basis than once or twice per study or at the end of the school year. That's one of the advantages here of measurement for improvement. And why does quality measurement matter in this particular area? Well, we wanna learn which changes are an improvement without wasting resources or will. Those are both very finite things in organizations, schools are... That's the same in schools.   0:14:55.2 AS: Will as in energy towards this objective, is that what you mean by will?   0:15:01.7 JD: Yeah. So two finite things, resources, which could be time or money. But will, I literally mean the will of the people, the will of the frontline people that you have to get on board with whatever this change is gonna be. And if you're moving between this thing and that, you sort of use up that will for good...   0:15:23.4 AS: It seems you have depleted the will of the people.   0:15:27.4 JD: And that happens all the time, especially where you're in a service business like education, the frontline people are being burned out all the time, teachers, in hospitals it's nurses and other folks in other industries. So that's the basic overview. And then I think one of the key things here is that there are some real measurement limitations when it comes to accountability measures and research measures or goals, when we're thinking about organizational improvement.   0:16:08.5 JD: I think the key limitation for accountability goals is that... The key limitation for improvement is that it does not illuminate why the outcomes occur or what should be done to change them when we're thinking about accountability system. For research, the key limitation for improvement is that it is impractical to administer it and not designed to inform changes in practice. So those are some real limitations. But what often happens, I think... And I should say again, like we said at the outset, that the three types of measurement are complementary. Like we need each of these three different types of performance measurement. But I think what happens is that problems arise when they're not used for their intended purpose. Remember, we said research, we wanna contribute to the knowledge base, that's the purpose. For accountability, application of award and sanctions. And for improvement, there we're actually learning our way to a better system, right? So, I thought it would be useful here. I may put you through like a little quiz here to apply the purposes of measurement to the right scenario. So, I have three situations here. They're unrelated to education. So, there's no pressure there. So, I'll read the three situations and then you're gonna tell me how would you... Which of the measurement purposes would you use?   0:17:47.7 AS: So, research, accountability, or improvement.   0:17:49.2 JD: Research, accountability, or improvement so.   0:17:53.6 AS: And I'm doing this on behalf of our listeners and readers so... And listeners and viewers.   0:17:55.7 JD: Everyone yeah.   0:17:56.7 AS: So, pay attention ladies and gentlemen, 'cause my answers may be wrong, but yours may be right. Okay.   0:18:01.7 JD: This is the check for understanding. This is a true education exercise here. And we're gonna be talking about avocados, right? So, there's no prior knowledge needed. So, I'll read through the first three situations, give you a chance to think, and I can repeat them if necessary, and you kind of think between those three. So, the first situation is rank the grocery stores in Columbus, Ohio, according to the quality of their avocados. So, would you use measurement for accountability, measurement for research, measurement for improvement? That's the first situation. The second situation is understand the relationship between weather, soil, acidity, and the eventual quality of an avocado grown in California. And the third situation is improve the quality of avocados on sale across all stores in Columbus. So, let's go back to that first situation. So, if you're gonna rank the grocery stores in Columbus according to the quality of their avocados, what type of measurement orientation makes the most sense?   0:19:15.5 AS: So I'm thinking accountability.   0:19:20.0 JD: Yeah, that's exactly right. Accountability, it's basically a grading system for avocados. You think how meat gets graded, it's grade A meat. That's really an accountability system.   0:19:33.6 AS: Okay, so listeners, viewers, did you get that one right? These are tough. John's a tough teacher. All right. Next one.   0:19:39.0 JD: You're one for one, and you have A grade schools, right? So you have A grade avocados, and that's an accountability measure. The second one was you're understanding the relationship between weather, soil, acidity, and the eventual quality of an avocado grown in California.   0:20:00.2 AS: Ladies and gentlemen, is this research, accountability, and improvement? Well, we've already eliminated accountability, so it's got to be either research or improvement. And if I get this one right, then I'm gonna get the third one right naturally. And I would say that sounds to me more like research.   0:20:15.8 JD: Yeah, that's exactly right. Research, right? So 'cause you're experimenting to see how the manipulation of variables, in this case weather, like the pH level of soil, acidity, impact the quality of an avocado. So you're basically a researcher trying to figure out what's the best combination of those things that gives you the best avocado. But this experimenting is gonna take probably years as you adjust those variables, right? And the last...   0:20:46.5 AS: Yeah, avocados don't grow so fast.   0:20:50.2 JD: They don't grow so fast, yeah. And then the third situation was you wanna improve the quality of avocados on sale across all stores in Columbus. There's only one left, so it's got to be...   0:21:03.5 AS: Well you used the word improve in it, so I think it's improvement orientation, huh?   0:21:06.8 JD: There you go. That's a giveaway. So aim is the quality of the avocado. So the basic theory of change is something like maybe improving the transport time from the field to the store. So there you can see that it's not like one is bad in terms of a measurement orientation and one is good. It's just... Is it being applied to the appropriate situation?   0:21:35.6 JD: There are certainly appropriate situations for accountability, appropriate situations for research and appropriate situations for improvement. So basically to sort of wrap this up, I mean, I thought it was really important because last time we talked, when you set the challenge and then it's gonna be something like a vision far out into the future, maybe two or three years, it's gonna be really important that that challenge is framed correctly because you're gonna be working on this thing for a long time. So with the model, we now have a way to bridge the gap between conditions and future aspirations. There's always gonna be a gap. We now have this model that gives us the scientific way of thinking and working to close the gap. And then we've said it's the responsibility of upper management to set this overall challenge as a key priority.   0:22:37.5 JD: And then we've said it's really important to understand the difference between these three types of performance measurement because conflation of the three can derail our improvement efforts. So the key takeaway here is you wanna frame this challenge or this far out direction that we're heading in as an organization as an improvement goal. And that's gonna orient the work. It's gonna orient the types of questions that you're asking. It's gonna orient the people, and the outcomes and processes that they're tracking. It's gonna orient your measurement system. You're gonna have to come up with frequent process and outcome measures that let you know how you're doing along the way. And the purpose of all of this is to learn our way to a better system. That's the purpose of measurement for improvement.   0:23:34.1 AS: That's great. A great summary. I wanna ask a question. Recently I've been teaching my corporate strategy course and I've been talking about the teachings of Richard Rumelt, who wrote the book called Good Strategy Bad Strategy, which is such a great book on strategy. But one of the things he complains about when he says his bad strategy is just setting an aspirational goal. Because as we learned from Dr. Deming, by what method? Like now, so there's... You've got to have a vision. You've got to have an aspiration of where you're going. But what he really focuses on... I think we're gonna talk about this in next sections. He really focuses on, have we really identified what the problem is?   0:24:21.7 AS: Like, what is the constraint? What is the thing that is holding us back from getting there? And what ends up happening is, when you clearly articulate the problem, what happens is it focuses... It becomes hard. Because to solve that problem, you need new resources. You need to get rid of old stuff. You've got to make substantial changes. And so it's much more comfortable for people to set strategies that are based upon wonderful visions. But never really deal with the problem. And then the workers in the companies, an employee in a company just looks up and goes, what did management just do for that long weekend? They did a weekend getaway to do their corporate strategy. And then they just came up with a fluffy vision of whatever with no help for us of how do we deal with the hardest problem is that we can't beat our competitor with the technology that we have. And we're never gonna get to that goal if we can't solve that problem.   0:25:28.7 JD: Yeah. And that's really the essence of the steps two, three, and four. I mean, the very next thing that we're gonna talk about is one, what's the current situation on the ground? Now we have this aspiration, but what's actually happening? For whatever data we have, whatever time period, 10 years, five years, whatever it is, we're gonna look at that data in a way that gives us a very firm understanding. And then remember, there's that crack in the model. That's the threshold of knowledge. So right up front, we're acknowledging.   0:25:58.0 AS: We don't know how to get over this. We don't know what's blocking us. We don't know...   0:26:03.3 JD: Yeah. We may have some ideas, but... Some initial ideas, but we do not know how to solve this chronic absenteeism problem. And that's where the experimentation comes in.   0:26:11.4 AS: So let me ask you one last question before we go. This is completely selfish, but also for the listeners and viewers out there, that is, I always ask my students this question in corporate strategy, should corporate strategy be kind of secretive in the sense that you're trying to build a competitive advantage and therefore some of the best battle attacks in war were kept secret. Stonewall Jackson was famous in his Shenandoah Valley campaign for not letting anybody know what he was gonna do the next morning. And then... Or should it be public? Like your number of 50 to five is pretty scary. And I'm just curious, what are your thoughts on that?   0:27:00.4 JD: Well, if you're in war, I think you should keep it secret. But pretty much anywhere else, I think public. Now that'd be my opinion. Now I'm in a school setting. I acknowledge that. But I've also seen...   0:27:11.4 AS: This is my quiz for you, by the way.   0:27:14.7 JD: What's that?   0:27:15.6 AS: This is my quiz for you.   0:27:15.7 JD: Your quiz for me. Yeah. Well, I have seen... And I've had the same thought. I think it was one of the founders of Toyota, or maybe someone that was an early CEO basically said, well, you give away your playbook basically. And he's like, well, just because someone has my playbook does not mean they can do it. And so education is a different orientation. There's not corporate secrets. And we're very open, we often share our practices. But I've often been on the...   0:27:45.2 AS: If you could get from 50 to five, you would want the world to know.   0:27:48.8 JD: I would want the world to know. I want everybody to do it. But I've been on the other side of this where I've gone to school and I've reached out to people get a manual or an artifact or something that they have that they do really well at their school system. And I look at it and I'm like, I don't know what to do with this. Right? So it's something altogether different to have the thing and then be able to do it. In our case, it's gonna benefit kids. We're gonna share it as far and wide as possible. So yeah, I think the setting matters. If I'm... The Union Army fighting Stonewall Jackson, then I'm gonna keep my secrets secret, my battle plan secret. But for most of the things I'm gonna share.   0:28:32.9 AS: Nathaniel Banks taking on Jackson. It was a rough series of battles for him. So I'll close out with my thoughts on this, which is that, yeah, I think ultimately once you've decided on what's your goal, where you wanna be, then I think you've got to make it public. And the reason why is because you need your employees to deliver that. It can't be... Everybody needs to be bought in. But even more importantly from a marketing and a relationship with customers, suppliers and others, they need to feel that vision. And they need to feel that mission. I think another great book is Start With Why. And that is why are we doing this? And I just read a great book on corporate strategy that is called Corporate Strategy Demystified.   0:29:25.5 AS: But it's just great because it was written in 2006. So he's talking about the battle between Apple and Compaq and Dell and all of these and IBM. And he doesn't know the outcome that Apple ends up being this multi-trillion dollar business. And basically his last sentence that I read in the last chapter is, it's over for Apple. They just can't compete in this space. And what he missed... This is what I'm teaching tonight, what he missed was the trusting connection that the customers had to Apple, to Apple's mission. Somehow Steve Jobs was able to create that mission and get it out to the world. And in the valley of death, when they were going through the worst time and it didn't seem like they were ever going to be able to do anything, it was customers that stuck with them because they believed in the mission of what they communicated. And it is that total, let's say intangible, that is very hard to measure and very hard to understand. But this is what I got when I was reading that book from 3:00 AM 'till 4:00 AM This morning, John.   0:30:44.4 JD: Whoever that author is was a small miss, a small miss.   0:30:48.8 AS: Yeah. And he's a brilliant guy. And so it's also a great point that just stick with your vision 'cause people's commitment to Apple and all that is so so strong. So being public about what you're doing and sharing it is critical because the last thing, as you said, even if somebody else has your playbook, I like to tell people that if somebody was working at General Motors and they had all the list of all the parts for Cadillac or whatever it is that they're building, and then they went to Toyota and said, build this, just because you have a list of parts and you have that operating system doesn't mean that they can build it because the product was actually designed for the operating system. And it's that entanglement in the actual process of production that makes that corporate strategy almost impossible to duplicate, even if you have the playbook.   0:31:41.8 JD: Yep. Yeah, that's it right there, I think. That's it.   0:31:46.5 AS: So fantastic. Well, on behalf of everyone at The Deming Institute, I wanna thank you again for this discussion. And for listeners, remember to go to deming.org to continue your journey. You can find John's book, Win-Win: W. Edwards Deming, The System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz. And I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work" and in school.  

In this new series, John Dues and Andrew Stotz discuss John's model for improvement. This episode includes an overview of the model and how John uses it for goal-setting and planning in his school. 0:00:02.4 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is building an improvement model. John, take it away.   0:00:24.8 John Dues: It's good to be back, Andrew. Yeah, so we sort of wrapped up this last series. We had a six-part series on organizational goal setting. And we, if you remember, we talked through those four conditions that are important for organizational goal setting, especially healthy goal setting, where before we set a goal, we understand sort of how capable our system is. We understand how our data is varying within our system. We are looking at our system and seeing if it's stable or unstable. And then, of course, we want to have a method for how we go about improving. And so you kind of have to have an understanding of those four conditions before you set a goal.   0:01:03.6 JD: And I thought sort of as an extension of that, or possibly a new series, we could kind of take a look at an improvement model that would help us sort of better set ambitious goals. Because when we did those four conditions, it kind of leaves you wondering, well, how ambitious should my goals be? Should I still do stretch goals, those types of things? And I think this improvement model that we're building here at United Schools sort of addresses that. And it's something we're building.   0:01:34.4 JD: And so I think the listeners kind of get like a little bit of behind the scenes on what it looks like now. I think we'll see a version of it. And perhaps through this dialogue, through the series, we'll even think about ways to improve it.   0:01:48.4 AS: Can I ask you a question about that?   0:01:49.6 JD: Sure.   0:01:50.0 AS: One of the things, I do a lot of lectures on corporate strategy and workshops, and the lingo gets so confusing, vision, mission, values, and all kinds of different ways that people refer to things. But when I talk to my clients and my students, I oftentimes just tell them a vision is a long-term goal. And it could be a five-year or a 10-year goal. And because it's long-term, it's a little bit more of a vision as opposed to, you can see it very clearly. Like my goal is to get an A in this particular class, this particular semester. Whereas what I try to say is, a vision is: I want to be in the top of that mountain. And I want us all to be at the top of that mountain in five years. And I kind of interchangeably call that a long-term goal and a vision. And I'm just curious what your thoughts are on long-term versus short and medium as we go into this discussion.   0:02:53.8 JD: Yeah. I think as we get into the model, we'll actually see both of those things, sort of a long-term sort of goal, sort of a more intermediate thing, and then how you work back and forth between those two things. So I think that's a good segue.   0:03:08.4 AS: Let's get in it.   0:03:08.4 JD: Yeah. And so just maybe just a few other things about the model before we get right into it. So one thing to know I've come to appreciate is when when I say a model, I just mean something visually representative that helps us understand and communicate how we think things should be functioning in reality. So when I say improvement model, I'm actually like talking about a diagram on a piece of paper that you can put in front of everybody on your team. So everybody has an understanding for how you're approaching goal setting in this case.   0:03:38.1 AS: Would you call it an improvement visualization? Or what's the difference between what you mean by model and like something that I would call, let's say, a visualization?   0:03:49.5 JD: Yeah, I'd say it's a type of visualization when I say model.   0:03:52.8 AS: Okay. Excellent.   0:03:53.8 JD: Yeah, that's what I'm talking about. And I think you'll see it when we get into the model that definitely there's credit due to Mike Rother and his concept of Improvement Kata because this model heavily borrows from the work that he's done, if you're familiar with that four-step Improvement Kata process.   0:04:15.1 AS: Yeah. Very.   0:04:19.7 JD: But anytime, whatever the thing is that you call like key performance metrics, key metrics, whatever you call that thing that we all set in our organizations, there's always this gap between what we want and what we're currently getting. And this model gives us the scientific way of thinking and working to close basically that gap. In this world, the gap between the voice of the process and the voice of the customer, how do we close that gap? So that's sort of what the model is addressing. So I'll share my screen so you can see that and anybody that's watching can see what the model looks like. And I'll just kind of leave that up as I'm talking about it, put it in slideshow.   0:05:08.7 AS: Great. We can see that now.   0:05:14.6 JD: Great. So we can just start by just kind of giving an overview, especially for those people who are listening, but you can kind of picture like a path going up a mountain and that path has twists and turns. It has obstacles. In this particular diagram or model, there's rocks in the way of the path. There's a water hazard, there's trees in the way, there's a roadblock. And as you go, it's kind of strange because you're working your way up. And I'll explain this all as we go through it kind of one step at a time. But as you're working from left to right in the model, this four-step improvement model, you have a team over on the left. This team's working on a goal that you're setting. And then over on the left, you actually have step two, which is grasp the current condition. And then you have this big crack in the path that's called the threshold of knowledge. And I'll talk about what that is.   0:06:11.1 JD: And sort of the next step is actually step four, experiment to overcome obstacles as you're working left to right. You go further up this path, up this mountain. And number three, the step three is establish your next target condition. And then when you get all the way up the mountain and you have this challenge or direction. So that's what you were just talking about. So what's that long-term thing that you're trying to accomplish? We call that a challenge or direction. So the steps that you're taking actually chronologically are you're going to do number one first.   0:06:43.2 JD: You're going to set that challenge or direction, but it actually is the thing that you're working toward. That's the sort of beginning with the end in mind. So that's why it's way up on the mountain, but you're going to do that first. And the next thing you're going to do is go all the way back down to the start of the path and grasp whatever that current condition is in your organization. And then you're going to run experiments on the way to trying to get to the next sort of intermediate step, that next target condition. So four steps, and then you have this team working on it.   0:07:16.8 AS: Which I would say for the traditional American style, as from my perspective, it can be a bit confusing because you're starting with number one at the farthest point away instead of closest to you. Then you're going to come to number two. From a timeline perspective, it feels like you're kind of zigzagging back and forth in your thinking.   0:07:38.8 JD: Yep. You definitely are. And it takes a little bit to wrap your head around it, but we'll kind of work through this piece by piece. So let's start with the team. So you have these people on the left-hand side of this diagram. There's sort of three different groups within that team. And we've talked about this a number of times, but remember that there's this key concept when you're going to take a thinking systems or a systems view of an organization. That you have to have these three different groups of people. You have to have the people that are working on the system, the people that are working in the system, and then from Dr. Deming's perspective, you have to have somebody that has profound knowledge, has that lens. So again, someone from the outside that has profound knowledge. And then in our case, the people working in the system, generally speaking, are the students. And then you have to have the managers that have the authority to work on the system. So in our system, that would be teachers and school leaders. But this model is not specific to educational organizations. You could translate this to any other type of organization.   0:08:50.4 JD: So if we were a hospital, then perhaps the people working in the system, depending on the improvement project, could be nurses. And then the managers that have the authority to work on the system, maybe the hospital management team. And then someone from outside with profound knowledge could be either someone internally that has familiarity with the System of Profound Knowledge or someone that they bring in externally, like a consultant to help out. So the point is, is that, again, this team, whoever's working in the system is going to differ by the organizational sector that you're working in. But it translates in the system basically.   0:09:31.0 AS: It's interesting that I've seen this type of diagram or concept about work on the system, work in the system and a System of Profound Knowledge coach. But it just kind of clicked for me to think about it. It obviously, like when I work with a company, I'm working with the owners and the top management. And when I do that, we're working on the system.   0:09:58.5 JD: Yep.   0:10:00.2 AS: And I have the knowledge of the System of Profound Lnowledge. So I'm coaching them about the system. And then within the system, they have the employees who are executing on what they're trying to improve and do, but it just perfectly explains it. So I love that diagram.   0:10:17.8 JD: Yeah. And I have the same experience. And I think we've mentioned on this podcast before that in my world, we often have school or district-based improvement teams. And it's typically leaders of the organization, sometimes teachers, but almost never is it students working in the system that are a part of, or, providing significant input into the improvement. So, I think if you can combine, in our case, students working in the system, because they have things that they can identify in terms of how they experience the system that are different than the people that work on the system. And then having that third group that, or that person that has that outside profound knowledge, if you put all the three of those things together, I think you have a much better chance to improve. But I think in schools, that's probably never happening. I'm assuming that's the same in other industries as well.   0:11:08.3 AS: And this also explains why when Dr. Deming would see slogans and things like that, encouraging the workers to do better and higher quality, he was like, they don't have the authority to change the system.   0:11:22.5 JD: Right.   0:11:24.1 AS: And what you've said is the group that's working on the system has the authority or the ability to change the system.   0:11:35.4 JD: Yeah. This is one...the makeup of this team that's using this four-step process, that's one innovation that we've done to this model that would be different from the Improvement Kata. So in the Improvement Kata, there's just coach and learner. Usually sometimes there's a coach of the coach, a coach and a learner, depending on how it's represented, but this is in my view, an innovation where you have the work on the system group, the work in the system group, and then the System of Profound Knowledge coach. I haven't seen that in this model.   0:12:07.4 AS: And could that be because when Mike Rother was writing his book, he was particularly referring to Toyota.   0:12:18.7 JD: Could be. Could be.   0:12:19.5 AS: Where the workers have more authority to impact the system. Whereas in the typical American system, the worker doesn't really have the authority to stop the production line or something like that to the extent of the Japanese. So interesting point.   0:12:36.1 JD: Yeah, that's a really good point. My understanding of Mike Rother's work is he sort of derived this improvement model by watching, observing, working with Toyota over a very long period of time. So that very well could be the case. Cool. So we have the team, so let's go to step one, that's the challenge or direction. And I really like that because again, when we did that six part series on Goal Setting is Often an Act of Desperation, one thing that I did think was missing was like, well, still as an organization, we want to move forward. We want to improve. We want to be ambitious in how we're setting our goals, but I don't think that fully came through in the four conditions. And so I think layering this model on top of the four conditions really helps because I think it is important to be ambitious, especially when we're talking about like a mission driven organization, we need to be setting ambitious targets for student learning, coming to school, those types of things.   0:13:39.6 JD: So really what we're doing in step one of the model is we're asking the question, where do we want to be in the long run? So this is a long term goal. This is a longer range goal that would differentiate us from other schools if we achieved it. But currently when we think about this goal, it actually seems nearly impossible because it's so far from where we are currently performing. We don't know how we're going to get there. So an example in my world is, schools have been paying much closer attention to chronic absenteeism, which is when a student misses 10% or more of the school year. And those numbers basically skyrocketed towards the end of the pandemic and then for the last several years. So that's something we're focusing on as an organization. So our chronic absenteeism rate is really high, like 52%, something like that over the last several years. And we want to get that down to 5%. So there's this huge gap.   0:14:53.6 AS: That's a huge move.   0:14:54.5 JD: Huge gap, order of magnitude, right? To go from 52%, that's the voice of the process. That's what's actually happening. And the voice of the customer, what we want is 5%. And we really don't know how to get there. And that's going to be the case at the point where you're at step one, but you're doing that first. You're setting that challenge or direction. And that really is something that needs to be set, in my view, at the leadership level, at the management level. So, that's step one.   0:15:22.9 AS: And you just said something that's interesting is we really don't know how to get there.   0:15:25.6 JD: And we really don't know...   0:15:26.9 AS: I mean, if we knew how to get there, we'd probably be there.   0:15:28.6 JD: Yeah. Yep. Yep. So that's step one. That's why if you're able to view the model and you're watching the podcast and you can see the video, that's why number one happens first, even though it's on the far right hand in the upper right hand corner at the top of the mountain in the model.   0:15:45.8 AS: And is there a reason why it's a relatively vague thing, right? Challenge or direction.   0:15:54.0 JD: Yeah.   0:15:55.5 AS: Why is it vague as opposed to specific target, goal or saying something like that?   0:16:03.7 JD: Yeah. I mean, I think, I like challenge or direction. One, it fits on the page. And it sort of conveys that it's going to be a challenge. And it also, if you're going to work in this way to achieve something like that, that it's actually setting the direction of the organization, the direction that the organization is moving toward. So.   0:16:24.0 AS: In other words, is it acknowledging that we really won't, we really don't know that target. We think we know it, we see that mountain, but as we go closer to it, we want to go in that direction, but as we get closer, it'll become more clear exactly where we're going to be or want to be.   0:16:44.7 JD: Well, I think this would be something that... I think in my view, we're still learning. But when we set that challenge or direction, I guess I could see some circumstances where we would come off that, but I think we kind of want to set it in a way that really pushes us. Right. So I'd be, I mean, I think you could learn some things that would say, okay, maybe that wasn't the exact right number to set, but I'd also be careful about just adjusting it because it's hard.   0:17:13.2 AS: Okay. So you mentioned 5%.   0:17:17.9 JD: Yeah.   0:17:19.1 AS: Would that be, would you state it as achieve 5%?   0:17:25.9 JD: Yeah. 5% or less of our students are chronically absent.   0:17:30.4 AS: Okay. Keep going. I don't want to slow it down. But listeners may get it faster than I do. I'm a little bit slow and I have a lot of questions as we go along.   0:17:37.0 JD: No, no. And I think what we could do in future episodes is dig into each of the steps a little bit more too, and use this as an overview session.   0:17:46.9 AS: Yep.   0:17:48.3 JD: So that was step one. So now what's going to happen in step two, you're going to come all the way back down. Now you're at the very start of the path.   0:17:56.6 AS: Back to reality.   0:18:00.6 JD: Back to reality, step two. And the first thing you have to do, okay, we've set the target, this very challenging direction we want to head into because it's the right thing to do. The next thing we're going to do is grasp the current condition. And so in step two of the model, we're going to ask, where are we now? So we know the long-term goal and now we need to study the current process and how it operates basically. So basically this study represents our current knowledge threshold about the process. And then it's going to contribute to how we define the next target condition we've set that sort of intermediate step on the way to the challenge. And so a lot of that six-part series on goal setting is often an act of desperation, a lot of that learning is right here at what we're doing at step two, because we're creating a process behavior chart in a lot of cases, and understanding how our data is performing over time in this particular area. That's what grasping the current condition means.   0:19:02.6 JD: So part of it, it's a data thing. So in this chronic absenteeism example, what I'm gonna do is I know where I want to be. Now I need to understand where are we historically. And then also as a part of grasping the current condition, I may wanna do some things like interview students and families that are chronically absent, then sort of dig into why that is. Interview teachers about why they think that is. There's a number of things that you could do at this step on the ground where the work happens to grasp the current condition. And I think there can be a sort of quantitative component to that and a qualitative component to that. Also, we sort of understand like how are things actually working on the ground that contribute to us not being where we want to in this particular area.   0:19:56.7 JD: So that's step two. That's what we're gonna do next. After we've set the challenge or direction, we wanna sort of understand the situation on the ground, grasp the current condition. And then next what we're gonna do is step three, which is establish your next target condition. So in step three of the model, we ask where do we want to be next? So we know we can't make this leap, from 52% to, 'cause we wanna decrease it down to 5%. We know we're not, that's too big a step that we're just gonna get there somehow magically. So our target condition, then it's our next goal, usually within a time bound, achieve by date. In Mike Rother's work, he suggests something on a pretty short term scale. Something like one week or one month. So something like chronic absenteeism, I think one month would be sort of where I would set the next target condition. Just having experience with something like attendance rates.   0:21:07.0 JD: And at this point we don't exactly know how we'll achieve the next target condition, but it also, it doesn't feel as impossible as the challenge. So it's a step towards the challenge. So we're gonna do that next. So we set the big challenge that may take us three years to get to. Then we understand the current conditions on the ground and we use that knowledge to set our next target condition. So that's step three. And then the fourth step is we're gonna experiment to overcome obstacles.   0:21:45.9 AS: And before you go to fourth, let me just ask a question about establish your next target condition. One of the things that's missing from that, obviously is, you know, coming from a different perspective, is that when we say, all right, here's where we want to be, and let's go back to reality, and here's where we are. Sometimes, when people work like myself and others, work with people who say, okay, let's map out all the steps to get to that vision. What are the next five things we have to do? Whereas here you're saying, let's focus on the next target condition rather than the next five.   0:22:25.4 JD: Yep. And keep in mind when I say establish the next target condition, what I literally mean is what's our next intermediate goal that we're gonna shoot for? So if we're trying to get all the way down to 5% from 52, remember decrease is good in this case, establish my next target condition, maybe over the next month, I wanna see if I can get that from 52% down to 35% or down to 40%. Part of what I would look at when I set that next target condition is what did the variation look like when I was charting in step two? So the magnitude of that variation will give me some indication of what would be a reasonable sort of next step target for step three basically.   0:23:11.9 AS: And maybe just explain for those people not familiar with Mike Rother's work and, you know, terminology that you're using, why do you say establish your next target condition?   0:23:28.0 JD: I think, I don't know. I think that, you know, really what I mean is just establish the next target, establish the next intermediate goal, basically. Now, I think using the word condition is because when you think about something like chronic absenteeism, there's conditions that probably contribute to that and part of that condition may be the things that you wanna work on. So I kind of think of like, you know, 'cause when you look at step four, you're gonna experiment. So you're creating a new set of realities, a new set of conditions in your organization. And so sort of that coincides with the metric that you're shooting for. So it's not just the metrics, it's also like what are the conditions surrounding that metric. If that makes sense.   0:24:15.8 AS: Yep.   0:24:16.9 JD: Cool. And then step four then is experiment to overcome obstacles. So basically in step four of the model, we move toward the target condition with experiments. And by experiments, what I'm talking about is Plan, Do, Study, Act cycles or PDSA cycles, which uncover obstacles we'll need to work on. So the path, and that's the path in the model is windy 'cause it's this path to the target condition is not gonna be straight line, but it's gonna require this rapid learning to move in that direction basically. And so let's say we've set that next target condition to be one month from now, that's what we're shooting for. And we're gonna run a series of experiments. Maybe it's four one-week PSDA cycles, maybe it's two, two week PSDA cycles. Maybe it's one one month cycle. It depends on sort of the nature of the Plan, Do Study, Act cycle. But running these cycles where we make a plan, including a prediction, run the experiment, and then study what happens and see if it's moving us in the direction of the target condition.   0:25:40.0 JD: And so in that way, we're rapidly learning what it's gonna take to hit that next target condition. And the other important part of this, you'll see in between the grasping of the current condition at step two and running those experiments, there's this huge fault line, this huge crack in the path that you can't just jump over. And it's kinda labeled there, it says Threshold of Knowledge. And basically it's the point at which you have no facts and data to go on. That's the threshold of knowledge. There's always a threshold of knowledge. And so to see further beyond that threshold of knowledge, that's where you conduct your next experiment.   0:26:28.7 AS: Interesting.   0:26:29.8 JD: So because you, like you were saying, we wanna outline these five steps that we're gonna do. So with chronic absenteeism, I read somewhere a Harvard study where if you text parents what a kid's attendance rate is on a regular basis, they're then more likely to come to school on a frequent basis. So you could see where a school system would spend all this money to get a texting system, maybe even allocate a person or a half of a FTE of a person to run this system. And they faithfully implement this texting system, and it has no impact at their school to impact those chronic, because it had nothing to do with what the actual problem was in that context. And you've spent all this money. And that was just a hypothetical.   0:27:21.2 AS: And you could have done a pilot test of 10 parents or 20 and done it manually and sent out some messages and just tested a little bit.   0:27:31.1 JD: Yeah. You run a test with 10 chronically absent kids. Just to see if you can improve their attendance for a week. And maybe you learn something or for a month and maybe you learn something. And then if the early evidence is pointing in the right direction, then you can run that experiment with more kids or for a longer period of time or under slightly different conditions. Those types of things.   0:27:54.6 AS: So an example that I would say in relation to this for one of my clients is that we've identified that they need to get a higher gross profit margin.   0:28:04.7 JD: Okay.   0:28:05.5 JD: And their gross profit margin is about 23%. And I know that the average is about 30 in the industry. And so my work with them is how are we gonna get that profit margin to be 30 or 35%? 35 would be showing that you've really got pricing power because of something that we've done. And so, I'm pounding away that we've gotta improve this, but you know what? We don't have data to understand the current condition. And this week we've... It's taken us about a couple months to pull that data together. But now we have absolutely comprehensive data that my team has calculated on the profitability of every product, the profitability of every customer, and the profitability of every process. We know the capacity utilization of each part of the production process. So now we have the knowledge that we didn't have before that's gonna, that once get, digest this knowledge, it's gonna give us the indication of what to do next. Which is it's gonna be shut down a particular production process or increase price there. We may lose customers, but it's not worth doing it at this low price or so, but without that knowledge, we're just, it's a dream.   0:29:21.4 JD: Yeah. It sounds like you guys have done step one and step two in that process.   0:29:28.0 AS: Yeah. Which is exciting. 'Cause now Friday's meeting is gonna be about, all right, how do we take this huge amount of data and effort that we've put in and now it's time to come up with what are the steps that we're gonna take?   0:29:40.4 JD: Yeah. And I think even just in that situation, even just acknowledging that there's the threshold of knowledge. Even just getting people to acknowledge that in a room that they actually don't know what's gonna happen. That's the power of the PDSA because it makes you predict, okay, you say this thing is gonna work and when you put in this plan in place, this is your prediction. And then when you come back next week and it doesn't work, then you have to explain that, you know, it's not a gotcha, but it very quickly makes you think in a different way.   0:30:13.0 AS: It keeps a record so someone has gone back, well, I didn't think it was gonna work, you know, for sure.   0:30:18.8 JD: Well, right. And it's usually very like, some of the things that I found in that is when people are off on their predictions, it's very mundane things that they didn't account for. We're in student recruitment season and we set a goal for the number of calls we're gonna make to prospective families. And then hypothetically a recruitment director could fall short and it's like, well what happened? It's like, well, oh, the two part-time people that we had, I forgot they are actually out two days last week right? And so it's usually things like that are actually getting in the way of us accomplishing these grand targets that we have set.   0:31:05.5 AS: By the way, where does the threshold of knowledge fit? We've got number one challenge or direction, number two, grasp the current condition. It's after the grasp the current condition that we come to the threshold of knowledge.   0:31:17.7 JD: Yeah. Because, well, we have somewhat of an understanding of the condition on the ground, but we don't know what's gonna improve it until we run the experiments. So we start running the experiments and we try to sort of narrow that knowledge gap basically. And this is sort of the final part is basically like what do you do when you get to that experiment and when you hit that target condition, when you reach that by the achieve-by date, well now there's a new condition and you repeat the four steps because you haven't reached the challenge or the direction. You just met that sort of intermediate goal. And you basically keep running this four step cycle until that learned long-term challenge is achieved.   0:32:12.5 AS: Okay. Great. So we've got the establish your next condition down where it could be one week, it could be one month, in some cases it could be longer, but it's really our next intermediate goal. Where do we wanna go next? What's the next right step?   0:32:28.5 JD: Yeah. Well, so you go back to step two 'cause you're not gonna change the challenge or direction. Now there's a new set of conditions 'cause you've moved ahead, right? And now you're gonna go back and say, okay, what are the current conditions like? And now we're gonna, okay, let's say we move from 52% to 42%. Now we go back and sort of understand the experiments from that last cycle. And we're gonna set that next target condition. So maybe now we wanna get it down to 25%. And we're gonna run another round of experiments in a certain amount of time to see if it hits that next target condition. And basically you're just gonna keep doing this over and over again. That's really the continual improvement model that we're operating under.   0:33:22.7 AS: So how would we wrap this up?   0:33:24.4 JD: So the big thing for me is, you sort of have to have a model to bridge that gap between current conditions and future aspirations. Beause there's always a gap between those two things. And what this model does is it gives us a scientific way of thinking and working to close this gap. It's a more powerful model than I've ever sort of seen anywhere. And then literally you put it on a piece of paper like this and then you have to explain it to people over and over and over. And then you have to actually do it with people. So we're actually doing this, getting people excited about running PDSAs. And the most important thing is that the challenge or direction, especially for leaders that are listening to this, you don't stand on this mountaintop and set it and then say, go do it. That's why this team aspect is so important. We're setting this challenge or direction as a team, and then we're working together on the ground. Putting that work in, running those experiments to try to bring this thing about, is a completely different way of working. It's not an accountability system, it's an improvement system.   0:34:39.4 AS: Yeah. That's a great overview of this system that you guys are applying and it's exciting to learn more. So I wanna thank you on behalf of everyone at The Deming Institute, John. And I thought the discussion was very interesting myself. And for listeners, remember to go to deming.org to continue your journey. You can find John's book win-win W. Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz, and I wanna leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work."

For a full transcript of this episode, click here. “Anyone who isn't confused really doesn't understand the situation.” That's a quote by Edward R. Murrow and very apropos. I started thinking about this conversation that I had had with Brian Klepper, PhD, because so much going on right now—so many discussions and dissections taking place about primary care financial struggles, about what is value in healthcare. And the RUC (Relative Value Scale Update Committee) is, at a minimum, an underlying factor; but yet it doesn't come up. Almost ever. Merrill Goozner called the RUC the AMA's (American Medical Association's) “dark secret,” and I can see why. Just one procedural note before I roll tape with Brian Klepper. We're gonna go a little rogue today because you kind of got to understand what the RUC is before I can get into the two points I really want to make about it. So, here's my outrageous plan, which will shake up our standard Relentless Health Value format. Today, I'm gonna make the points I want to make after the interview, not before, like usual. I will, however, just mention the two points so you can keep them in mind as I talk with Brian. Here's the first point, and it's about the doomed financials of primary care. Why is it that primary care has a lot of times no business model unless part of the business model includes driving profitable downstream utilization? And when I say utilization, do I mean services with bigger RVUs (relative value units)? Why, yes, I think I do. We'll dig into this later. Here's my second point, and it's my view on the nature of any postulations that the “value of healthcare services” is equivalent to the prices that we pay for said services. Again, more on that later, but here is my original conversation with Brian Klepper. Brian Klepper is a longtime healthcare analyst and former CEO of the National Business Coalition on Health. Also mentioned in this episode are Merrill Goozner and Elizabeth Mitchell. People who have written about primary care: Scott Conard, MD; Paul Buehrens, MD, FAAFP; Larry McNeely; Primary Care Collaborative; Nisha Mehta, MD; Dan Mendelson; Tony Lin, MD; Juliet Breeze, MD; Raymond Tsai, MD; Linda Brady; Guy Culpepper, MD; David Muhlestein, PhD, JD   You can learn more in this article and on the AMA Web site.   Brian Klepper, PhD, is principal of Worksite Health Advisors and a nationally prominent healthcare analyst and commentator. He speaks, writes, and advises extensively on the management of clinical and financial risk, on high-performance healthcare, and on realizing the potential of primary care. His current focus is on high-performing healthcare organizations that consistently deliver better health outcomes at lower cost than usual approaches in high-value niches and how, integrated with advanced primary care, they can be configured into turnkey comprehensive high-value health plans that can disrupt the status quo.   02:29 What is the RUC? 06:26 Why is primary care not the “easy” specialty? 09:42 What are three low-value things per RUC? 10:33 EP436 with Elizabeth Mitchell. 10:38 What is a root cause of why primary care doesn't get paid more? 12:50 Why doesn't value equal money?   You can learn more in this article and on the AMA Web site.   @bklepper1 discusses #TPA and #primaryhealthcare and #mentalhealth on our #healthcarepodcast. #healthcare #podcast #digitalhealth #healthcareleadership #healthcaretransformation #healthcareinnovation   Recent past interviews: Click a guest's name for their latest RHV episode! Elizabeth Mitchell, David Scheinker (Encore! EP363), Dan Mendelson, Dr Benjamin Schwartz, Justin Leader, Dr Scott Conard (Encore! EP391), Jerry Durham (Encore! EP297), Kate Wolin, Dr Kenny Cole, Barbara Wachsman  

What does it mean to "commit" to transformation? What does "transformation" mean? In this episode, John Dues and host Andrew Stotz discuss Point 14 of Dr. Deming's 14 Points for Management - with John's interpretations for educators. TRANSCRIPT 0:00:02.2 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W Edwards Deming. Today I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. This is episode 20, and we are continuing our discussion about the shift from management myths to principles for transformation of school systems. John, take it away.   0:00:31.1 John Dues: Hey, Andrew. It's good to be back. Yeah, we're on principle 14 today, which is Commit to Transformation. So I'll just start by outlining the principle itself. So Commit to Transformation - "clearly define top management's commitment to continual improvement of quality and its obligation to implement the 14 principles, plan and take action to put everyone in the organization to work to accomplish the transformation. Transformation is everyone's job. Start with education for all and positions of leadership." So, basically, we've been through these 14 principles, and the final one is, put it into action, basically. So I think a good place to start is just remembering or recalling what does Deming mean by transformation? And he's saying transformation is a change in state from one thing to another. So we're going from one thing to something completely new, and there's these 14 principles that help us get us there.   0:01:34.9 JD: And of course, when Deming was talking, he was talking about the prevailing system of management and changing into this new system of management and about this sort of, older version, this prevailing style from 30 years ago, which still is the prevailing style today. He said something that was really interesting. He said, it's a modern invention that cedes competition between people, teams, departments, students, schools, universities. And so when... What he is really saying is that when you transform your organization, you work together as a system. And he is advocating for cooperation and transformation. And I think of course, people are gonna say, yes, absolutely, we need to cooperate. And that's, that's the way that everybody wins. But in reality, I think that's not always what's happening in organizations because I think what you need in order to go about this switch is what Deming called Profound Knowledge.   0:02:41.5 JD: And most people don't have an understanding of, of what that is. So what happens I think is that the prevailing style of management, it's rooted in those management myths we've talked about before we started the principles. And it's sort of this false foundation for your organization. But that's where I think most people, people are. And so part of this commitment is then if we're gonna commit to transformation, there's some things that leaders have to realize, and then there's some steps you have to take if you're gonna sort of go down this path. I think the things that you have to realize as a leader, and these are things that are true for me as I continue this process and my organization is number one, there's gonna be a struggle. There's gonna be this struggle over every one of the 14 principles because it's so different from what we're doing today.   0:03:39.1 JD: I think another thing we're gonna have to realize is that this can't be one or two people at your organization. The entire leadership structure at your organization, it's gonna have to be educated in this new way of thinking, and then you're gonna have to bring along the entire organization. And this can be a challenge because if you are the person doing this at your organization, you very well may be fairly new to this new way of thinking, this new philosophy yourself, unless you've brought in someone externally to help you through this. And even if you do that probably for a good portion of the time, you're gonna have to be leading this before you may be feeling like an expert yourself. And that was definitely true in my case. But I think the emphasis in this initial introduction is that you gotta get that system's view and you have to help people understand the theory of variation.   0:04:43.0 JD: So that has to be sort of initial part of that introduction. And then of course, you have to take your organizational context into account and so how this sort of rolls out or plays out, it's certainly gonna vary by size of organization, by organizational type. But the good thing is, is regardless of size or type of organization, industry, sector, whatever, Dr. Deming offered several steps to get started in this process. So I think maybe as a start to how you commit to the transformation, if you wanna go down this route, it might be helpful to sort of outline those steps first.   0:05:24.8 AS: Definitely. And it just, the idea of everybody, being committed to the transformation, like this isn't something where you can say, well, maintenance department doesn't wanna do it. [chuckle]   0:05:36.4 JD: Right.   0:05:38.3 AS: Or the third grade teachers don't wanna do it, but the sixth grade do. So that's... Of course things can start in kind of piecemeal as they they go, but it is a true transformation. The other thing that's interesting is if you have a situation where you have been through a transformation as a unit at a school or as a company, it's also possible that a new person could come in and destroy that transformation real fast. And I have an example of a company that I've experience with where they had implemented the Deming principles to an extreme level, and the CEO resigned eventually. He was older, a new one came in and he said, I'm not in that school, I'm not in that camp. I got a new idea. I got a different idea. And it went right back to the prevailing system of management.   0:06:35.9 JD: Wow. That's really interesting. On the first point, I think, you're not necessarily gonna get all the departments or everybody at once. Obviously it's gonna be a process. On the second point, I think that actually is a good segue into step one because basically what he says, and I've translate this for education environment or education audience, but he basically says the school board and the superintendent have to study the 14 principles. Understand them, agree on a strategic direction, and then make a deliberate decision to adopt and implement the new philosophy, so why bring this up now? As I follow on to your comment there is that it seems to me that well, assuming that this was a company that had a board, then what that board should have done is include something about the System of Profound Knowledge and the job description for the new CEO. That's interesting that they didn't make that a point of emphasis.   0:07:41.5 AS: I think what's fascinating to me about it is that I think on the one hand, cooperation and working together and not living in an environment of fear is kind of our normal state, I would argue, but society just pushes us in so many different ways, that all of a sudden you find yourself in a very different state. And another example of that is how KPIs have taken Thailand in particular by storm, and now all of a sudden you have people who have been very cooperative in the way that they work together, all of a sudden pitted against each other, and it's so painful for them, because it's not the way that they naturally operate.   0:08:33.5 JD: Interesting.   0:08:35.3 AS: And so yeah, it's just... I think you gotta work. And I guess the thing you're saying about the board is that you really gotta work to make sure that this is something precious, and you could lose it in a blink of an eye if you don't...   0:08:52.4 JD: Yeah, yeah, and I'm not hiring a CEO obviously, but I have started including... I don't use System of Profound Knowledge, I don't use that terminology when I write job descriptions for people on my team, but what I do say is, what we're looking for is someone that can think in systems, understand variation and data, run small experiments to find out what works and do that with sort of like while working with people in a cooperative fashion, so I've sort of incorporated the four elements of the System of Profound Knowledge in the job descriptions for people that I'm hiring on my team, so then when I actually do use System of Profound Knowledge, describe the elements once they're on board, it's not a surprise 'cause it was a part of that hiring process. And part of that, even the job description itself, but step one basically is so that, you know, if you do have it at your organization, it includes both board and sort of the senior leadership being bought into that philosophy and that's not a guarantee, but at least if both components have that then if that CEO moves on, maybe it's more likely to continue on in your organization.   0:10:10.4 JD: That's step one. Step two is interesting, Deming basically said that the board and the senior leader or the school board and the superintendent in my case, must feel he said a "burning satisfaction", sorry, "burning dissatisfaction" with past procedures and a strong desire to transform their management approach, so it's almost like you almost have to be hitting your head against the wall, you have to be looking for something, because what he goes on to say is that you have to have the courage to break with tradition, even to the point of exile among peers, as you're going through this transformation process, because from an outsider looking in, if you're adopting the Deming philosophy, much of the stuff is gonna look so different that people are gonna be asking you, what exactly are you doing? And this has happened repeatedly. Not, not, I don't think that to that extent that I've been exiled, but for sure people will be like, well, I don't understand why you're just not setting a goal, just tell people what the goal is and then let them get out of the way and let them achieve it. That's not the approach with the Deming philosophy. So you have to...   0:11:33.2 JD: Again, for me, it wasn't exile, but constant pushback, questioning, why are you saying this, why are you operating in this way? I don't get it, why don't we just tell departments what their goals are and let them all meet them, those types of things, the typical way of operating, and it does take a lot of time and energy to explain that, but that's a part of the process.   0:11:55.1 AS: It reminds me of working with alcoholics and drug addicts, generally, they don't turn around until they've hit a bottom.   0:12:04.8 JD: Yeah. Yeah.   [overlapping conversation]   0:12:05.4 AS: And they have a burning desire.   0:12:05.6 JD: Learning to satisfaction. I think that's right, and I think from the standpoint of someone that's really motivated to look for something new, look for a different way of doing things, that's not all together a bad thing, that they've sort of hit rock bottom. Step three is, again, it seems common-sensical. But even here, even as I was going through this, it was sort of a reminder of a number of things that I need to do on a regular basis, and one of the things he said in step three is that once that sort of senior leadership team, the board, the superintendent, whatever that make up is that your organization is that then you have to go out and explain, whether it's through community meetings or seminars or whatever to sort of a critical mass school system staff, he said, students, parents, why you're going on this transformation, why you're... This change is necessary. And then actually educating your people across the organization, what is this philosophy, what is the System of Profound Knowledge? What are the 14 principles? What are the typical ways that we work? Why are those management myths don't work.   0:13:36.4 JD: You gotta go out and do all of these things. It's gonna be a completely new language, a completely new operating for most people, and it has to be a part of the process, bringing people along and this... I think this isn't an overnight process, obviously. Deming said no instant pudding. He generally said, I think transformation was a five to 10 year process, depending on the size of your organization, but I've definitely found that to be true. There's fits and starts, there are some things that you seem to be able to sort of put in place pretty quickly, and then there's other things where there's a couple steps forward, a couple steps back, and you gotta bring people along, people turn over, you gotta re-educate those types of things. So it's a process. It's definitely a process.   0:14:27.4 AS: I was thinking about. I can't remember whether I heard Dr. Deming said that or whether it's somebody, or I read it or somebody told me, but that somebody asked him, "How long has this transformation take?" And he said, "Well, it can take as long as 10 years or as short as 10 years."   0:14:49.8 JD: [laughter] Yeah, so no matter what. It's a significant amount of time. There's no doubt about it. Step four, he basically says that every job and every activity within the school system or your organization is a part of this process that can be improved. And he talks about using flow diagrams for important processes within your organization so that people can see that this is about optimizing that whole system, and not the individual stages. But he really wanted people to see visually, even if it's just a simple sort of flow diagram, how one stage connects to other stages for us, maybe it's the teaching and learning process going from kindergarten to first to second to third grade.   0:15:37.3 JD: That again, seems obvious that that should be how the system works, what I think is less typical and common is actually doing activities from a systems thinking lens, where you are making sure people understand that the kindergarten teacher is also serving the first grade teaching team in addition to the students and families in their classroom and simple things like we have two elementary schools, two middle schools, do the middle school principals leave their school at some point and go to the elementary schools on their side of town and introduce themselves to the fifth graders, so things as simple as that is what I'm talking about.   0:16:28.8 JD: There are lots of other things. For sure. But how often does that happen? In some places, it may be fairly typical, in other places, it's not happening at all, but in the case, even where it's happening, do you explain why it is that you're doing this activity. Are people making that connection that they're part of a bigger system. I once consulted at a very small rural school district here in Ohio, and when we talked about systems, they just had two buildings, they had a sort of an elementary building and then a seven through twelve building. And talking to people, they said, I've never been to the high school - an elementary teacher, I've never been to the high school. And so people may say, Well, that seems strange. But when you were in the school system, it is very difficult sometimes to get out, so you actually have to make it... The leader has, or the leaders have to facilitate this, bring this about... There has to be some coordination of efforts, so that's step four. I think step five is you have to teach and then utilize the Plan-Do-Study Act cycle. You have to use it as a procedure to learn how to improve the organization's processes.   0:17:48.1 JD: I think that we've talked to your... And the Deming community is familiar with the Plan-Do-Study Act cycle, PDSA cycle, but most people aren't. Most people don't have this... Some people might call it sort of like a scientific thinking approach to testing ideas and see if they work, but most people don't approach change like that. They just try something, there's no system for collecting data, a lot of times it's just sort of a mass implementation, there's no process for testing on a small scale, seeing if it works, getting feedback on a short time frame, like a week or two weeks or three weeks, and then trying that next test. So that's, that's in terms of putting the Deming philosophy into action, I think that's a critical part using the PDSA cycle.   0:18:44.0 AS: Yeah, I'm just thinking about my Valuation Masterclass Bootcamp, and we're just about to start our round 13. And so having taught it 12 times before, but part of our PDSA, part of our process of understanding the cycle is that, at the end of every bootcamp, every single student gives us their recommendations for improvement. And we do it through a survey where they're all excited at that moment in time, because they're at the end of the process, but they've gotta go through the survey. And they give some great ideas, and then we capture all that into a document, and then we go through it and we see there's some ideas that just seem like obvious we should have implemented that a long time ago, or we knew. And then, so we say, okay, how do we implement this? But then there's others that are also a question. Right now, one of the ideas is to do one of our class sessions per week as a live session.   0:19:52.4 AS: And it's the feedback session where students get feedback, and in that case, people from outside can watch it. And it has some benefits. There's a marketing angle to it for us, but also, there is the excitement of showcasing your work and all that. But on the other hand, it could be terrifying and it could be that it doesn't do what we think. So in the end, we asked what is it that we think we would want from this as an outcome? And then we said, why don't we just try it one night in week four? And so we've set up that we're gonna do it on one night, we're gonna prep them ahead of time, and we're gonna see how it goes. And if it produces the effect that we want, which is, we think it's gonna up the intensity in, all of that, that it's gonna work. But if not, then we'll abandon it. And so that's a little bit of our little PDSA thinking on how do we test out an idea and see the result of it?   0:21:00.5 JD: Yeah, I love that. I love that because it's not... We're gonna just do this new thing in our course. We got this feedback, we're gonna just do it. We're gonna actually test it on a very short cycle, one session and get the feedback back right away to see if this works. And if it does, we're gonna do more of it. And what's likely gonna happen is you're probably gonna learn something, and you're probably gonna have to sort of change the approach a little bit, and you're gonna do it again and again and again until this is... Assuming the feedback is positive, then you'll do more and more of it. And, you know, if it doesn't work, then you'll learn that in a very quick, easy fashion and you'll know not to do, you know, more of that thing in your course.   0:21:44.2 JD: So I think that's the exact type of thinking that Deming was trying to get us to do, to improve our organizations, versus this sort of plan, plan, plan. We're planning these grand changes, then we put them in place, and then they don't work out like we thought, and then all of a sudden, we've had this significant investment in time and/or resources and sunk costs. And maybe we even keep doing it because we feel like we can't make a change at that point. So that sounds...   0:22:12.1 AS: Iterate, iterate.   0:22:12.2 JD: Iterate. Yep. Small, small, small test of change. So that was step five is use the PDSA cycle. Step six I really love, he says, Deming says, "Transformation is everyone's job." So no matter who you are in the school system, student, staff member, parent, you have to play a role in this transformation. And one of the ways that this can be set up is that you have these cross-functional teams on which parents, students staff members from various departments can be set up to work together on a problem. And one thing that we're doing right now, we have a new position in our network called Network Medical Coordinator. We're very fortunate. We actually have a pediatrician that's on staff, and one of the projects she's working on is critical care. So basically, when students require some type of critical care at school for something like, let's say diabetes, that's not something schools are used to sort of dealing with or maybe don't typically have the internal expertise to deal with. And in this case, there's a team of people figuring out the best approaches for various critical care areas.   0:23:35.3 JD: And this includes the Network Medical Coordinator. It includes one of the operations managers at one of the schools. It includes a parent and some outside partners, a pediatrician from a local hospital, for example. So you have this cross-functional team that's coming together in a way that's not super typical in a school system, but for a very important reason, it includes these various functional areas. And I think the outcome, what comes out of this project is gonna be better because it's not just the doctor saying, this is what we're gonna do. There's the parent, there's the ops manager that understands like how the office works, and how kids come to the office to get this care and things of that nature. And so you have this sort of cross-functional team working in a way that's gonna improve our system. So transformation is everyone's job, putting everybody to work for the transformation is step six. And there's various ways to do that a cross-functional team is one of those areas or one of those ways of bringing that to fruition.   0:24:37.1 JD: And then step seven is interesting. He basically said to deliberately construct your system for quality with certain percentages of staff understanding continual improvement at different levels. And sort of the way we've characterized that is sort of everybody, the goal is to have everybody have sort of like a basic level understanding of continual improvement. And by basic level, everybody knows what a run chart is in our network. The goal was, so everybody can sort of put one of those together. That's a pretty simple chart. Everybody could put together a process map to understand how do we map out, how a process unfolds at one of our schools. So everybody sort of gets that basic level of understanding.   0:25:28.8 JD: And then there's this sort of next level, we call it intermediate level understanding. And basically, this centerpiece of this level of understanding is, this is maybe 25% or 30% of the people really understand the process behavior chart. They really understand how to construct a chart, interpret a chart, and understand data over time and how to use that as an improvement tool. And then at the advanced level, that's something we're still working toward. Maybe you have one or two people. We have about 120 staff members. We have one or two people that have an advanced level of understanding. And so an example there would be, someone knows how to run design of experiments, basically something you may use on a limited basis outside of like an engineering sort of setting. But it would be good to have some advanced understanding. But I think the biggest bang for the buck is at those first two, that everybody has a basic level understanding of certain tools and techniques. And then you have this intermediate group that really has an understanding of how to use the process behavior chart to drive change and bring about improvement in your organization. Those are sort of the seven steps. So sort of concrete advice on how to bring the 14 principles to life.   0:26:53.1 AS: How would you... We've gone through so much stuff in this series. How would you wrap it up? How would you... I guess the first thing is like, what is the core takeaways? And the second thing is like, what would be your advice to the people who've made it to the end of this, who are by this time in their own process of transformation at various stages. So maybe the sum up of kind of what's the core concepts you want people to know? And then the second thing is, how would you advise people to continue their journey?   0:27:29.4 JD: Yeah. I mean, I think, just like, I think step one was this does require study. But what I found is, reading the 14 principles is really helpful after you read about the System of Profound Knowledge, because the 14 principles are sort of a logical extension of the System of Profound Knowledge, and give you a little bit more sort of concrete sort of...it's not a list of do's and don'ts, it's not a recipe, but it's some concrete stuff that you can start to understand, okay, and this is how you actually put the System of Profound Knowledge into action. I think it also again, not a recipe, but the 14 principles do paint a picture for what a healthy work environment looks like. So I think that's really helpful to understand those things. They're not a checklist, they're not... The 14 principles aren't completed in sequence. Rather, they're this interdependent mutually supporting sort of set of guiding principles for system leaders that do help make that transition to the Deming philosophy a bit more concrete.   0:28:52.5 AS: And so for someone who's on their journey, they've been following this. What words of encouragement or words of wisdom would you provide for them?   0:29:11.4 JD: Yeah. It's like a two-parter. There's like, I just sort of reiterated, the study is important. This takes study. You're gonna have to dedicate time to this. You're gonna have to commit to understanding this first yourself, and then starting to sort of dip your toes in the water in terms of talking about this approach with other systems leaders in your organization. And that's sort of the long term play. On the short term, there are things you can do just to start to put the System of Profound Knowledge into action. And I think to me, that's also a good way to learn that doesn't take years and years. And I've said it before, but I think pick one thing that you wanna improve, let's say that thing is attendance rates in your classroom. And just start plotting those rates on a line chart over time. Just see what happens. Plot it over two weeks.   0:30:13.3 JD: So two school weeks is 10 days. Look at those points over the course of two weeks, and start thinking about what you learn when you see that pattern of your data, the ups and downs. Anybody can do that. Anybody can make a simple line chart. And for two weeks, just jot down, okay, on day one, 94% of the kids in my class came to class that day. On day two, it was 91%. On day three, it was 95%. I can start looking at that data over time. And then at the point where you've gathered that baseline, simply draw a vertical line and say, I'm gonna try something to improve this problem. I'm gonna plan it, I'm gonna do it. I'm gonna study what happens when I try this one small change, and then I'm gonna decide on the next thing to do, and I'm gonna do this with the students in my class. I think that's a way to put, basically combining that data over time with this small change, what I call a PDSA cycle, basically an experiment, that's the System of Profound Knowledge in a nutshell. And I think anybody can do that. And I think that both the long-term study and putting some of this into action right away are both sort of important ways that people can continue on this journey.   0:31:40.3 AS: I'll, I'll end on with little story. When I was 20 something, maybe 23, my grandfather passed away and my father and I, and the family went to the funeral, and it was my father's father. And we were in the car driving there, and I was sitting in the front seat with my father. By this time, my father and I had had, begun to have a really good relationship, a deep relationship. And I asked my father, "Dad, why is it that I haven't seen you cry when your dad died?" And he said, "I cried 30, 40 years ago when I lost him." And what he was explaining to me was something he never told me. And that was, that his father treated him in a lesser way. He just didn't pay attention to him. He didn't give him time. My grandfather was kind of a famous guy in the world of architecture and history, and I don't think that he disliked my father, his son. I think he just was so busy, he just didn't give time to him and he didn't really show that he cared.   0:32:56.1 JD: Interesting.   0:32:57.5 AS: And what I respect the most about my father was that, he made a conscious decision not to treat his children that way. He married a woman who believed that you don't treat people that way, but he also made a conscious decision, and it took effort. And it wasn't until as we started getting older that the fruits of that effort started to pay off. But I can say that my dad created a trusting environment. And when my dad was close to his death, I asked him, what was your biggest proudest moment in life? And he could have said my best golf game I ever did which he was, he was almost a professional golfer or the great accomplishments, he had in work and life and whatever. And he just looked at me and said, "I created a trusting family."   0:34:00.4 AS: And I think about when you're going into this world of Deming, you're going into a world of chaos, of grading and scoring people, and blaming and all of this crap that goes on in schools and in businesses. And Deming is providing us a way to think differently and provide a more of an environment that drives out fear and sees the potential of humans. And funny enough, you're gonna have to work hard to create that environment. And you're also gonna have to work hard to protect that environment.   0:34:37.5 JD: Yeah.   0:34:39.4 AS: And my dad was an example of somebody where I learned that you can do it, and you can change. And so that's my words of inspiration for everybody listening. You can make a major change and make it a lasting change.   0:34:54.5 JD: Yeah, that sounds like transformation. It sounds like he had the psychology component down too. He sounds like an incredible guy.   0:35:00.9 AS: Yeah. So, John, on behalf of everyone at the Deming Institute, I wanna thank you for taking this time to go through all of the stuff that we've been through over this time that comes from your book and your work, and your experience. It's very valuable. And for listeners, remember to go to deming.org to continue your journey, and you can find John's book Win-Win, W Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. People are entitled to joy in work.

Most people agree: teamwork and collaboration generate greater results than isolation and silos. So why do we let barriers get in the way? In this episode, John Dues and host Andrew Stotz talk about barriers to collaboration and how to break them down. TRANSCRIPT 0:00:02.7 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. This is episode 15, and we are continuing our discussion about the shift from management myths to principles for the transformation of school systems. John, take it away.   0:00:34.9 John Dues: Good to be back, Andrew. So we're talking about these 14 Principles for educational system transformation, like you said, I think last episode we talked about Drive Out Fear, so this episode I thought we'd focus on that next Principle, which is Break Down Barriers. So Principle nine, break down barriers. The way I have this framed is "to break down barriers between departments and grade levels and develop strategies for increasing cooperation among groups and individuals, everyone must work as a team to foresee problems in the production and use of high quality learning experiences" in the case of schools. I was looking back through some notes, and I just happened to come across a quote from Out of the Crisis that I thought was a good quote to sort of start off with, in that book, Deming said "Teamwork is risky business. He that works to help other people may not have as much production to show for the annual rating as he would if he worked alone." And I think what this does for me is really illustrate how big a job breaking down barriers is, because everybody's gonna say, yes, I'm for working as a team. Everybody's gonna say I'm for cooperation.   0:01:58.9 JD: But when the rubber meets the road, you know what actually happens? And I think that quote is a good one, too, because it very clearly connects back to Drive Out Fear. Right. 'Cause what are you going to do once you break down the barriers? What's the behavior that you hope to see? And, you know, the behavior that you hope to see is only possible if you also drive out fear, which I think is, you know, showing that there's this connection between all of these Principles, there are these mutually supporting guiding principles.   0:02:36.3 AS: One thing that's just popping in my head is if you didn't incentivize people, let's think of young people, maybe. Would people naturally be, you know, helpful and doing teamwork? We know that, you know, the annual ratings and those types of things can incentivize being, you know, selfish and not, not working across the organization. But I'm just curious, what are your thoughts on that?   0:03:06.8 JD: Yeah, I think... If, if, are you using incentives as a pejorative in this context?   0:03:13.9 AS: Yes.   0:03:16.6 JD: Yeah, I think you have to look at the system that you've set up and the behaviors that result, and then sort of step back and see that whole picture, what is it that... What's the behavior that you're causing by the system you've set up? So I think... That's the major point I think.   0:03:34.0 AS: I'm just thinking about like when someone's young and, you know, they're just living a normal life, they're out with their friends, they're playing in the woods, when I was young, you know, those types of things. Are they naturally helping each other and, you know, naturally want to help or are they naturally selfish?   0:03:53.0 JD: Well, yeah, I think that's a good question. I think that would probably depend a lot on the context. I think, you know, if you're generally talking about young kids, there's probably a sort of a natural inclination to cooperation that's sort of, I think maybe stomped out, extinguished, as you encounter the various systems that are in place in schools, in work settings, those types of things. So, I think, yeah, I mean, I think I would probably lean that way, that there's a natural inclination to cooperation that sort of, is depressed, you know, through the various work and school systems that we've set up. You know, that's a generalization, obviously, but I would probably concur with that. Yeah.   0:04:39.8 AS: You talked about departments and grade levels, and when I think about breaking down barriers, I always think about departments. But maybe you could explain breaking down barriers between grade levels too.   0:04:54.3 JD: Yeah. I mean, I think a grade level team in a school system can be very similar to a department in a business. I mean, obviously I'm working in a school system. And so, there are departments, there's, you know, operations folks, there's HR folks, there are the academic folks and so forth and so on. But there's also these grade level teams where, you know, oftentimes in a school, teachers work most closely with the four or five other teachers on their grade level team. That's a pretty common setup. And so, you know, just like you could sort of optimize the finance department at the expense of the operations department. Same thing, you could do that with the sixth-grade team versus the seventh-grade team versus the eighth-grade team in that same way in the school system. Yep. Yeah.   0:05:47.9 AS: And what's the hardest part about breaking down barriers in school environment? It's, at first, I think that, you know, everybody's overloaded. They're trying to get their stuff done. You know, like, I'm curious what you've experienced there.   0:06:05.0 JD: Well, you know, I mean, I think with any school, I see schools as sort of a complex system, lots of interdependent parts, I think especially so in schools that are located in, you know, high poverty areas, because in addition to the regular stuff of school, you're often sort of also coordinating any number of partners, providers, counselors, you know, healthcare providers even, that are coming from oftentimes outside your system, and, you know, there's all these programs and things that you're trying to coordinate on top of just normal school. So that's sort of an added challenge to coordination in my setting. I think in general, one of the big challenges is that whether you're in a high poverty or low poverty setting, there is a lot of coordination that happens in schools. But teachers are with kids all day. And so, when there is coordination that needs to happen amongst the adult teams, when do you do that? You know, there's only a few options where you can get everybody, you know, together that's, you know, before school, after school or perhaps, you know, you set aside days that are specifically for that where the kids aren't in the building. So I think that's a major challenge in a lot of...   0:07:22.2 AS: Which I would assume everybody would love a 6:00 AM meeting before school.   0:07:24.8 JD: Yeah. I mean, we try not to do too much of that anymore. But we used to do that, you know, not infrequently for certain things. And one of the things we actually did here at United Schools Network where I work, it's been almost a decade now. We reorganized our school day, so that kids used to come at 7:30 and now we have a lot of those sort of adult type meetings, grade level team meetings, building leadership team meetings. Those happen in that 7:30 to 8:30 hour now. So, we did sort of change our system, shortened our day a little bit in recognition of the fact that we need some time to coordinate all the work that's going on during the school day.   0:08:04.5 AS: What are the school hours now?   0:08:06.7 JD: For kids, 8:40 to 4:00 basically, and then adults come an hour earlier.   0:08:16.4 AS: Right. I don't know if you read that, the book Why We Sleep by Matthew Walker, I think it is.   0:08:24.4 JD: No.   0:08:25.7 AS: It's an excellent book that I mean, I highly recommend it for everybody because it really shows the importance. I didn't really wanna read it because I felt like I don't need, I don't need to know why we sleep. I need to know how to sleep more. But once you literally understand why we sleep, you realize, okay, that's the impetus for starting to sleep more. But they had some research that they talked about how, you know, basically there's morning people and then there's evening people, you know, or let's say morning and not morning. And they talked about different schools and outcomes, and they talked about how the problem that schools could be facing is that by forcing non morning people to get into class at an early time they're hurting the performance of those people, those kids substantially, and they had research showing that. And I have always felt like everybody should be a morning person. Come on! That book changed my mind.   0:09:26.8 JD: Yeah, I've heard this argument made before and it went into our decision-making sort of praxis when we decided to change our day. We sort of have it backwards. We, you know, elementary kids often go to school around 8:30 or 9:00, and high school and middle school kids often go to school in a lot of places at 7:20, 7:30. And they're generally the kids that need to sort of more sleep. But, you know, thinking of systems, it's very hard to change because it's tied to transportation systems. It's tied to athletic systems and practices and stuff like that. And so, it's a very hard thing to sort of reshape those systems for all those reasons, for sure.   0:10:12.0 AS: I'm wondering if you could give advice to the listeners or viewers about, they're facing, let's say, somebody facing a lot of barriers in their school. And they don't really know where to start. Maybe you could give some ideas about ways to start and kind of your own experience and, you know, any guidance that you would give.   0:10:37.8 JD: Yeah. I mean, I think that one good starting point in the process is just to stop and think about the question, you know, what exactly is being produced by a school system. So, I think that's something to get clear on because I think a lot of people would instinctually say students, that's what's being produced. But I think if you stop and think about it, that's not quite right. Rather, I think what the aim of a school system is, is to produce high quality learning, not the students themselves. And knowledge and skills is what's being produced by a school system. And I think when you sort of look at your system in the same way that Deming would, you know, we don't have a graphic here, but for those that have seen it, you know, you sort of have, you know, inputs into your system and then you have all these processes that you sort of undertake, you know, while kids are with you. And then, you know, kids go out and are going to other places. In our case, they're going to high schools or, you know, for K-12 systems, they're going into the military or to higher education, to jobs, those types of things. And so, I think it's, you know, be very clear about what it is that you're producing. You're not producing the students themselves. You're producing these high-quality learning processes. Then how do you bring that to fruition?   0:12:07.9 JD: I mean, I think, in thinking through that aim and how to accomplish it, I think just like we were talking about the departments and the grade levels, school systems are organized functionally, and that's for efficiency, just like businesses, you know? But what we really need to think about is how to operate cross-functionally. So that would be one thing is how to set up cross-functional teams. And you know, this is for that simple reason that we've talked about repeatedly that we don't operate cross-functionally, and we just sort of operate in our silos. We make that silo as good as it can be. Oftentimes that can come at an expense to the system as a whole. So that's one thing I think of. You know, I think of...when you think about improving your system, I think one thing to think about off the top of your, sort of at the outset of any improvement effort is what's the boundary of the system that you're talking about. Are you just talking about your school system, which sort of the school system start and stop sort of at some arbitrary geographic boundaries.   0:13:35.4 JD: So, are you talking about improving the educational system in a city or in a single school building or a single school district? So, I was thinking of a couple of examples. You know, one sort of within a system and then would be between systems. But within a system, often there's a, you know, you have general education, students in general education, and then you have students that are spending some amount of their time in special education within that same school system. So, I think, you know, if you're talking about defining your system as that, that school system, you know, I think no matter what, it's you know, what's the aim of that system? Because we're required to have these special education services within our school systems, all of us. And, I think what often happens is actually two parallel systems get created. And, you know, there's specialized staff, there's a language that goes with special education. There's a whole list of compliance items and laws.   0:14:46.9 JD: And, you know, if you make one or the other really good, general education or special education, are you actually making the system as a whole worse? I don't know the answer to that question, but there's a whole lot of questions to answer. You know, do the special education students get the same curriculum? Do they get the same testing system? Are they operating under the same academic standards? I don't have the answers, you know, and that can vary by situation. All I'm saying is, wow we've created two separate education systems, and what happens when we try to improve one corner of the system like special education, does that actually make the whole system? Are we serving the kids well that are getting those services? I think there's a whole lot of questions happen... So I think just looking at that, how those systems talk to each other is another sort of step you can take.   0:15:41.4 AS: Yeah. And I guess the other thing, going back to what you've talked about before, about the aim of the system, and you've talked just briefly here about it right now, but the idea is that if you can, maybe one of the first steps besides setting up a cross-functional team is to say, why don't we talk about what's the aim? Because if we can get to that point of what's the aim of what we're doing, chances are that will be the first kind of guiding light as to why we should break out of our silos or break down the barriers.   0:16:17.6 JD: Yeah, what's the purpose? I mean, is the purpose of special education a temporary set of supports that then leads the child back into more and more general education services? Or is that not, not the purpose? I mean, I think clarifying that in your system is really important. Another example. You know, this would be more like, sort of thinking of a larger system, not just your school system, but in a lot of places we have a traditional public school system, like in a city, like a big urban system. And then we have a public charter school system, which is a lot of times not its own district, but a series of small networks or maybe even single, single buildings. And again, I step back and say, well, what's the aim? Is it to make the system of education better in that particular city, in my case, you know, in Columbus? Or are we just trying to optimize our little corner? Are we thinking about these different pockets? We've often you know, speaking from experience, we've often been an afterthought when it comes to transportation systems or funding or facilities. And a lot of times, I don't think it's nefarious. It's just like literally there is not a representative around the table when decisions are made. And these systems were set up not, you know, originally weren't taking public charter schools into account. So there literally is no one thinking about how the needs might be a bit different in that particular type of system.   0:18:02.8 JD: And then, of course, because there's limited resources, there can be a lot of sort of, you know, people at each other. And that, that was a revelation of sorts or a mindset shift of sorts for me not to think of, you know, other school systems as competition, but really in looking at the Deming approach, it's win-win. Like if we have any chance of creating, you know, a successful system of education, especially in areas where things aren't working so well, like in a lot of core, core cities. I mean, the only way that we're going to do that is through cooperation, working together, having a shared aim. Those types of things. So, I think breaking down those barriers, whether they're internal, your own system, in a lot of cases there's a lot of barriers in place. Or it's between systems. I think that's, you know, at least as important, maybe more important, I don't know. And so that's the best...   0:19:01.1 AS: Your mic was fading out there. So, what was the last thing you said?   0:19:05.4 JD: Yeah, I said, breaking down those barriers between the systems is just as important as breaking down the barriers within your own system. Probably more important in a lot of ways. And I think that's the, you know, part of the power that I see in the Deming philosophy is this framing of win-win. You know, I used to think of other school systems as competition. Now I think of, well, how can we work together to create this system of, you know, of education that works for kids? Yeah, those are a couple, you know, thoughts.   0:19:41.4 AS: I'll tell a story to wrap up and then ask you to do a final summary. But you just, just my mind went back to like, when I was younger and how I was in some special education classes or, you know, I was just in trouble. But my story, my story is that by the time I was 17, I was addicted to drugs and alcohol. And I went into a treatment center in Minnesota called Fairview Deaconess Hospital. And then four days after I got out, I started getting high again. And then I went to Baton Rouge General Hospital. My parents bought me a one-way ticket to, on a bus, on a Greyhound bus to go there from Cleveland. I left from Akron bus station, and, and somehow I got clean at that time. That was September 15th, 1982. And I've been clean since then. So 41 years now. And I went to a long term treatment center that was in Solon, Ohio at the time. It's moved now, but outside of Cleveland called New Directions and I was there for seven months. But, so I had a real challenge with addiction in high school and prior to high school.   0:20:50.7 AS: But why this is interesting about coming back to my special education was that back when I was in third grade or so, I just knew I was in a lot of trouble, and I was just not an easy kid to handle, like a lot of kids, I had a lot of energy. My mom came to live with me seven years ago and she brought, you know, we brought some of her personal effects and stuff. And she had a little, a notebook that she gave me that was the notebook she kept of all my medical journals of my whole life where she wrote down things. And what I found in that notebook a couple of years ago was that the doctors started giving me Ritalin at the age of seven. And I had forgotten completely about that. But I don't know whether it was three years, five years, whatever. But I was on Ritalin from a young age and it was, you know, because okay, I was, you know, not cooperating probably and all that. And so I needed special help or whatever. But I started wondering, I wonder what role that had in my later addiction. And then I look at my, my skills in education, which became much, much better as I went through university. And then I went on to do my Master's and I went on to do my PhD and I went on to teach and I realized that I'm actually, you know, reasonably smart and I am a good learner and a good teacher. But I look back at that time and, you know, it just I don't know, I just wanted to tell that story because I don't think I've ever, you know, put the pieces of that together, but...   0:22:19.3 JD: Yeah, that's interesting. There's a lot of directions you can take that, for first, you know, congratulations on 40 plus years of sobriety. I'm sure that wasn't easy. I think, one, you think could there have been more coordination between the schools and the treatment centers and, you know, other maybe your own primary care physician and stuff like that? And maybe that would have made it an easier road, I don't know, for you. And then you think of the school system and what are the expectations for a seven-year-old? How is that system set up? You know, how much time are you spending sitting and things like that. And, you know, I'm not a doctor, so I can't say. Did you need Ritalin? But I do know is it's you know, it seems like I mean, it's obviously a often prescribed drug for students with ADHD, but it's also a powerful psycho-stimulant, you know, that that can have major side effects. I did my senior thesis on Ritalin in undergrad, so I have a little bit of experience interviewing kids that are taking it and stuff like that. And it can have powerful effects for sure. So yeah, I mean, I think of a lot of things like that. How could you have been better served early on, maybe at seven or eight that wouldn't have led to?   0:23:46.8 AS: And what do you do with a kid that's tormenting everybody and the teachers and you know, like it's just such a hard thing. And I probably needed to run, you know, around for, you know, an hour and a half before I got into class, maybe exhaust me. I have no idea. But for those people out there that are facing addiction or, you know, have dealt with something like that or know about that, we have Deming's 14 points, but we also have a 12-step program that you can find online that can help.   0:24:13.0 JD: Yeah, Hard questions. Hard questions. For sure.   0:24:16.4 AS: Exactly.   0:24:16.6 JD: Yeah. Well, I was just gonna say to your point about you need to run, like I went to a K-8 school where teachers would send kids out by themselves and tell them to go run a lap around the school as a sort of a management tool.   0:24:30.8 AS: It's great one.   0:24:31.5 JD: You can't do that everywhere. But, you know, you certainly sometimes sit here and think, that would be better than Ritalin, I think.   0:24:37.7 AS: Well, how many times do the listeners or the viewers realize they just get up and take a walk and then new things come into their mind? So... All right, let's wrap this up. How would you... Let's just give your final points on breaking down barriers.   0:24:50.3 JD: Yeah, I think there's some concrete steps. I think we talked about some of them. So, you know, defining the boundaries of your system, you know, where are you working? Where are your efforts when it comes to breaking down barriers, where are you gonna focus? I think when you determine that focus, you know, building that shared vision and aim is a good first step to make sure everybody's grounded in that aim. You know, one we didn't really talk about, though, I think especially for an internal, you know, effort, I think building this internal customer concept, I think that's probably more common in the business world, but less common in schools.   0:25:57.3 JD: I say that often here is, you know, who are your internal customers? I say that to people on my team, you know, and sort of taking that mindset that you are in service to a certain group. And I often say if someone's coming to you and asking for this, this and this, it may mean that you didn't sort of communicate out ahead of whatever that thing is. So that's another sort of mindset thing I think you can take. And then we talked about these cross-functional teams to build understanding and reduce adversarial relationships, I think because when you're sort of siloed and you don't see or you don't often talk with another group that, you can start to assume things about that group. And one concrete thing I did across sort of the department that I manage, the departments, we literally have a weekly meeting on Thursday called See the System Meetings, and it's operations, HR, student enrollment, health and wellness, all are in one spot, and we're sort of saying, where do we need to problem solve? Where are things showing up that are, sort of need cross-functional attention? And those types of things. I think that's been fairly successful just to get those people in a room on a regular basis.   0:26:40.6 AS: That's a great one. And I think for everyone out there, you know, See the System is a great idea, or another idea is meaning to work on the system, not in the system. You know, those are some great ways to start the process of breaking down barriers. Well, John, on behalf of everyone at The Deming Institute, I wanna thank you again for this discussion. For listeners, remember to go to deming.org to continue your journey. You can find John's book Win-Win: Dr. W. Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on Amazon.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work."

In this episode, John Dues and host Andrew Stotz discuss what Dr. Deming meant by "institute training on the job" and "adopt and institute leadership" (principles 6 and 7). How do you follow those principles in the context of education? TRANSCRIPT 0:00:02.6 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. This is episode 13, and we're continuing our discussion about the shift from management myths to principles for the transformation of schools systems. John, take it away. 0:00:30.0 John Dues: Good to be back, Andrew. Yeah. We've turned to this set of principles that can be used by systems leaders to guide their transformation work. In the last few episodes, we've discussed the first five principles, the five of the 14. Just to recap real quick, we did constancy of purpose was number one. Principle two is adopt the new philosophy. Then we did principle three, cease dependence on inspection to achieve quality. Four was maximize high quality learning, and the last time we talked about working continually on the system. And then the plan today is to talk about the sixth principle, which is institute training, and then the seventh principle, which is adopt and institute leadership. So, I figure we just dive in with principle six. So sort of the short version is "institute training on the job." And this really is training for everybody in the system. So in our system that would be students, teachers, staff, management, basically so that everyone can make better contributions to the school system.   0:01:42.7 JD: And just to clarify, when I'm talking about training, I think what it's important to know is that I'm talking about learning how to do a particular job within the system using a particular set of methods and tools. And basically the purpose of training in a system is to allow a worker or a student to know exactly what their job is. Now, we're constantly updating that training because in our world for teachers and principals, you have to constantly develop new skills to keep up with changes in whatever it may be, cognitive science, new curriculum, lesson design, new technology, better teaching techniques. Any number of things that we're training on and improving our training on on an ongoing basis. But a major aim of the training in our system is to reduce variation in methods, basically. I think no matter what type of training you get as a teacher, I think you've experienced variation in methods.   0:02:51.3 JD: And if you go to pretty much any school building in the United States, I think most educators would very quickly tell you, and I think even parents and students, you could sort of go room to room and say, yep, that's the strict teacher. That's the teacher that lets you get away with anything. So this is sort of commonly known when it comes to how teachers run their classrooms, especially on the classroom management level. Everybody knows who has the highly structured classrooms or the disciplined classrooms, but this really does cause problems when you think about it, 'cause there's this mixed message about what a classroom is supposed to look like. And I think on the flip side of classroom management is instruction. And I think there's a lot of variation there. And that's more hidden, I think, but probably possibly more important to sort of consider. And so when you have a typical, let's say an elementary school, an elementary school has three third grade classrooms, and each of those three teachers in most schools in the US, they operate pretty independently of each other.   0:04:05.6 JD: And a lot of schools, each of those teachers would have their own sort of preferred methods. And even sequencing for how that, let's say, a math class is taught. But then the problem is that some combination of students from each one of those classes in third grade that following year are gonna end up in a fourth grade classroom. And now this fourth grade teacher has to deal with this. And really the fourth grade teacher is this customer of the third grade teachers. But if each of the third grade teachers are sort of doing their own thing, then they've sort of optimized each of their own classrooms at the expense of the system. So that's what I'm talking about when I'm talking about sort of reducing variation in methods through training.   0:04:58.9 AS: So there's a few things to discuss in this that I think are interesting. The first thing is, let me just repeat what you said. The aim is to reduce variation in methods. I think most people, if they expected you to say something, they would've expected you to say, "The goal is to reduce variation in outcomes." So tell us why... Now, it may be that methods get to reduce variation in outcomes, but you're focusing on methods. So just tell us a little bit more, because also as we know, there's teachers want some independence and there's some academic independence, at least at let's say university level. They try to have more of that. But maybe you could talk a little bit more about the methods and why you focus on methods instead of just saying you do it the best you can. And one other thing I would say about that is that you could say that if you had three different teachers, different styles, some students would perform better in one style versus another. But a counter argument is, well, we're not sorting them by that to put them into those classrooms. So it's only by luck if that happens. So tell us more about that.   0:06:05.5 JD: Yeah, I think when I'm talking about methods, maybe I should maybe use a little bit different language, but I think probably the most important thing here is that the same sort of high quality curriculum is in front of students. And let's take a math curriculum, for example. Many schools, even at the school building level, there could very well be variation in what the teachers are putting in front of the students, and even in the same school, in the same grade level, let's take those three third grade math classrooms. Now, it's certainly possible that those teachers have taken upon themselves to have a highly sort of coherent system, it's also possible that their school or their district has a highly coherent system, but a lot of times what I found is that, each teacher is sort of making their own decisions, and they sort of say, I'm following the state standards, but those state standards are often general statements, and there's a lot of wiggle room [chuckle] into what you could sort of fit into that.   0:07:11.6 JD: And so what ends up happening is people go to the internet and go to various websites and they print off their preferred worksheets a lot of times. And so when I'm talking about variation in methods, what I'm mostly talking about is a high quality curriculum that's coherent and it's used in kindergarten, first grade, second grade, third grade, fourth grade and fifth grade. Now, within that, teachers have... Still have many, many, many, many decisions to make in terms of how that curriculum gets used, how they sort of adapt it to their students, how they design individual lessons, there's all kinds of room for sort of creativity, individual decision-making, responding to how your students are doing when you actually put it in front of them, but that's mainly what I'm talking about when I'm talking about variation in methods.   0:08:04.8 AS: Okay, got it.   0:08:07.5 JD: Yeah. So, I mean, I think we sort of recognized this as a school network here in Columbus, we have the two elementary schools, the two middle schools. We're a fairly young organization and our oldest building is 15 years old, our newest building is only five years old, and so because we're a relatively young organization, many of our teachers are very early in their careers. So this sort of training, having a set of methods, a set of curricula that we're training on was really important, and so we thought it was so important in fact that we actually have a three-week... It's three and a half weeks that we call a summer institute for teachers prior to the start of the school year. It's a little bit shorter for veteran teachers, but for new teachers, it's three and a half weeks and they actually just finished it 'cause this is our first day of school actually today, so we have the summer institute, and so that was important to us, we're gonna have this training program for our early career teachers, but then the question quickly becomes, what is it that we're doing during that summer institute time period?   0:09:22.4 JD: And so that's where I think this sort of deliberate thought about training comes in, so one of the things that we did is design a capacity matrix for teachers, and so we've talked about this, but just basically outlining what are the capacities that we want teachers to learn and develop during their time with us, not only as new teachers, but it's a sort of an ongoing development road map really, and we have this capacity matrix that outlines the skills, the mindsets, the knowledge that we want teachers to sort of gain over time, some of it through this summer institute, and it sort of defines, "Here's the capacities." It breaks those capacities down into things that we're then linking to specific training sessions throughout that summer institute. And it's not really an evaluation tool, it's more like a road map for, "Here are the things I wanna be working on, here's how I'm doing, here's some areas where I can go learn this even, outside the training because the capacity matrix also has readings linked, it also has podcasts or videos or books that are linked, that if there's an area that a teacher is particularly interested in, they can do a deeper dive in it, and then there's also a way to sort of track their learning over time. So that's a way to sort of add some structure to this idea of instituting training on the job.   0:10:55.6 AS: It sounds like I would be excited to sit into that 3.5 week... Three and a half week summer institute. Like just the excitement of new teachers and of prior teachers sharing their experience. I imagine that they don't get that much time to do that during the school year.   0:11:15.7 JD: Yeah, it gets tough, I mean, unless you're really deliberate about building that into your schedule because most teachers are with students obviously the majority of the day, so we have this three and a half week summer institute for new teachers, and then we also built in at least an hour a week of PD on an ongoing basis, and then we also have eight days that are so...   0:11:35.1 AS: To the listeners out there, PD means Professional Development.   0:11:38.9 JD: Oh, right. Professional Development. Yep, Professional Development.   0:11:41.4 AS: Okay. Got it.   0:11:41.9 JD: Cheers. But you mentioned teachers are excited to share what they learn, and so this summer institute has a deliberate design on that front as well. So all teachers that are in their first and second year with United Schools Network go to this three and a half week training, and then it's about half that for more experienced teachers. But the reason we do that is because early on we got this feedback that for new teachers and the amount of stuff they're trying to download on the curriculum front, on the classroom management front and other areas is basically a blur. And then they come back after living it for a year now, they're going through that full summer institute as a second year teacher, they say, "Oh, I actually can sit at a table with the new teachers and they're actually a second teacher within the training." And that's a part of the deliberate design is you've kind of lived it, you've learned it, you've applied what you learned, and now I can come back, I'm still learning as a second year teacher, obviously, early in my career, but now I have a lot to sort of pass on during each of those trainings in addition to what they're getting from who the actual trainer is up in front of the room.   0:13:03.1 AS: Well, it's interesting because I was also thinking about a production line, like a worker on a production line doesn't say, "Okay, on my shift, we're gonna do this differently." A worker on a production line learns how that process works, how it's measured, why it's important to do it this way, so that it... How it impacts the next part of the process. So whether we talk about a worker on a production line, whether we talk about a worker in an office doing software development, the fact is is that ultimately what we really want is to standardize what we're doing and then innovate over time. It's not that we don't want an employee or a teacher to stand up and say, "Okay, I think we can improve this now. Yeah, we've been doing this for a year this way, but I see more improvements that could be done." And that's where you get into this process of PDSA and thinking about how do we improve this in a methodical way.   0:14:06.7 JD: Yeah. Well, and there's two things that come to mind. So I used to be the point person on curriculum development training. I led that training in our network for I think a dozen years. And so what I would tell the first year teachers... So I had first and second year teachers in my training every year. I would tell the first year teachers, you're gonna get a curriculum that's been built and tested over a number of years. Do not touch it across the school year. And here's the reason why. One, you're learning all these new procedures and processes, you're learning this new curriculum, and you're sort of learning it just in time to teach it to students in terms of the curriculum that you're gonna put in front of students. And all of these different stages are linked.   0:14:50.1 JD: And if you start making changes in an early stage, there's sort of this waterfall that happens throughout the entire process that you're not gonna be aware of initially. And so I tell them, wait till your second year that you have the full sort of system picture in your head of your curriculum before you start making changes. And that works pretty well, and and then you'd have the second year teachers there saying, "Yes, yes, do that, do that." [chuckle] 'Cause what he is saying is, "Basically, I learned this the hard way, or you know, I thought I could do this and what happens is, I had to... I thought I was changing a lesson and that ended up meaning I had to change a unit and then I had to change an assessment that's tied to this unit and so I didn't have that full picture." So that was one thing I'm thinking of. And another thing is, you know, we want feedback on this summer institute delivery. So many of the people that are delivering this training are senior leaders.   0:15:46.3 JD: Many have been with us for more than a decade. But even just this week we got this long feedback from a first year staff member on summer institute. And an organization can respond to that in different ways. It could be, well, "Who do you think you are sending me this feedback? You just got here." But the response to that staff member was, "This is great. School starts soon, let's... We'll wait a few weeks, schedule a time so this is still fresh in our heads, and we're gonna sort of take notes on this and think about how we could incorporate this feedback into the design of summer institute next summer." And so that's sort of the continual improvement mindset, be it... Could be at the individual teacher level, or in this case it's the whole network's summer institute that we're taking a look at, but everything is on the table for continual improvement, yeah.   0:16:35.9 AS: Well, and it raises another point, which Dr. Deming talks about. I know Toyota talks about too, in the stuff that they talk about, about being a learning organization. And what does it mean to be a learning organization? The most important thing about being a learning organization, to me, is the cumulative learning. It's not the training and we do this and we have this training and we support learning and all that, it's the cumulative learning. Like you said, we've been improving this, this process, this curriculum, this teaching process over many iterations and we've gotten it to here.   0:17:14.3 JD: Yep.   0:17:15.1 AS: The objective is to bring it to the next level.   0:17:17.3 JD: Yeah.   0:17:17.7 AS: Now, you can imagine, a way to think about that is, imagine you're a new CEO, you go in and you say, "We're throwing all that out and we're going with this." And it's like all that cumulative learning is gone.   0:17:30.5 JD: Yep. Yep.   0:17:31.3 AS: Now, it's not to say that that cumulative learning ended up in the right place. That's a whole another discussion about being in touch with the customer.   0:17:40.3 JD: Yep.   0:17:41.2 AS: And making sure that you're delivering with your cumulative learning.   0:17:44.5 JD: Yep.   0:17:44.8 AS: But if you are delivering what you're supposed to be delivering to your, you know, what your customer wants, then, then it really is a matter of how do you keep that learning in your organization? And I think that's... So your three and a half week summer institute is a great example of a training method and the response about, "Hey, that's a... We are going to get all this feedback of lots of improvements, but we're not gonna do it right now, we're gonna put that together, think about it, observe, and then try to figure out, okay, one of these is particularly good." For instance, in my case with my valuation masterclass bootcamp, I'm just about to launch my 11th bootcamp.   0:18:23.9 AS: So, and I can do my iterations in about eight weeks. Bootcamp lasts six weeks, I take two weeks off, then we do it again. And I'm trying to do as many iterations as I can. And the newest iteration, after many great iterations is we are gonna test a buddy system. And we've been designing it, discussing it, looking at how do we build this into the program with the objective that the buddy system basically helps our pass rate. In other words, the people that feel like dropping out don't drop out because they've made a connection with one individual, they're already on a team, so they got a team feedback. So that is a new, just one new learning piece that we're gonna test and then see where it ends up at the end of the, you know, of the, of the six weeks. So that's an example.   0:19:11.0 JD: Yeah, that's a really good example. And I know we talked about the, that class prior, that eight-week class and... Sorry, the six week class and how it's sort of a natural sort of PDSA cycle that you're running through each of those. So you have a lot of those cycles. You just kind of keep making it better and better, you know?   0:19:28.7 AS: Well, that's what... When I heard you talk about, we'll look at that at the next three and a half week summer institute I thought, "Gosh, does it, is that," I mean, I guess that you've got improvements that you're doing throughout the school year, that you're already determined this is the things we're gonna work on, but also you have to accept the fact that everybody's probably overloaded. And so it isn't that easy to say we're gonna improve a zillion things. And that's for the listeners out there, you know, it's an important thing to understand your own capacities in your organization and to understand the cycles that you're doing through your process. If you can speed up the cycles, then you can speed up your testing and your learning. And that's something that most of the time we'll just say, well, my cycle is my cycle, but maybe not. Maybe there's some way to speed it up, 'cause I know we used to teach the valuation masterclass bootcamp every six months, and I'm like, no, it's not enough cycles.   0:20:25.0 JD: Yeah. Yeah. No, that's, I mean, being able to do those sprints like that on a repeated basis is definitely an advantage, you know. I think when I was leading that curriculum development training, so there was, it was usually a two day training, the one I was doing. And, you know, I would get some on the spot feedback. I'd say if there's something that's, I can improve to make this a better experience tell me, just write, you know, if it's something I can fix quick. That's how I handled that in the moment. And then I would have some more formal surveys and, you know, some of that feedback I could take and apply to other things that were similar workshops I was doing, you know, throughout the professional development I was leading throughout the year. And then the first thing that I did as I started making that two day session better for the next summer institute was go back through that more formal feedback that folks had left. Then I have, I have those boxes of trainings going back that dozen years, including all the feedback that I got over the dozen years. So, yeah.   0:21:25.5 AS: So let's, I think that wraps up a great discussion on principle six. And I'll just summarize a couple things from it before we move on to principle seven, which is, principle six is institute training on the job. The point is, you want to get everybody to make better contributions to the system. And training is for skills as you've talked to us about. Whereas education is maybe for the acquisition of knowledge. And training is about learning how to do a job with a particular set of tools. And the aim is to reduce variation in methods. And you talked about classroom management, you talked about instruction and you talked about the same high quality curriculum in front of the students. We also talked about your three and a half week summer institute, which is happening before the school term starts. And the value of that. And you talked about the capacity matrix where you're looking at, you know, a roadmap and trying to link specific training sessions to activities and stuff. Is there anything you would add to wrap up principle six?   0:22:26.3 JD: Yeah, it's just in that capacity matrix is, sort of begin with the end. It's, that's where we started with the roadmap and sort of then worked our way backwards to the training from that, what was the end goal, these things in the capacity matrix. And then we sort of plan backwards from there, map that back to the summer institute.   0:22:44.6 AS: Got it. And now, principle seven, leadership.   0:22:48.6 JD: Yeah, principle seven is adopt and institute leadership. And basically the aim of the leadership is to help people that are working in a system do a better job. And that's management's responsibility. And Deming here is specifically talking about shifting from that focus on outcomes or solely focusing on outcomes to focusing on the quality of learning experiences or other types of services that are being produced by the education system. I think in Deming's language, he was talking about the transformation and he was talking about this, including in the transition of managers and supervisors to become leaders. And so he was I think looking at abolishing this focus on outcome, the management by numbers, the numerical goals, performance appraisal, merit pay, and installing what he called leadership. And then, you know, he sort of operationally defined what he meant by that.   0:23:52.8 JD: But basically, you know, leadership following Deming philosophy, I think the most important thing is that leaders are responsible for creating this environment, in our case, where educators and students can have sort of genuine interest in their work and that, you know, they're supported to do it well. And I think, you know, this becomes like a mutually reinforcing activity. Meaning that if people are interested in their work and learning, then they'll wanna do it well, they're gonna accept help to do that. You know, and if we set up the conditions to help them do that well, then their interest will increase and this sort of virtuous cycle is created. But then I think in many cases we have the opposite that occurs, sort of, when we don't have this type of leadership, get this vicious cycle where people just aren't, they don't feel like they're doing a good job, their interest in work or learning plummets, and then this causes them to in turn do a poorer job, which in turn lessens interest further.   0:24:58.6 JD: And I think one of the things I think of is education sort of broadly in the United States is sort of in one of these vicious cycles. We talked about the number of new teachers that are coming into the system and then being spat out of the system each year. There's this constant churn, we're sort of in this vicious cycle where we get all these new teachers across the United States, and many of those new teachers are leaving because of dissatisfaction, not feeling like they're doing a good job, not feeling like they have been set up for success. Those types of things. And I'm convinced and that's why I wrote the book and talk about these things. I'm convinced that the virtuous cycle is more likely to occur when we transform following the System of Profound Knowledge. I think when you truly appreciate your organization as a system, you have sort of logical theories of variation and knowledge and at least a basic understanding of psychological concepts like intrinsic motivation. I think that's when you truly have a chance to transform your organization.   0:26:11.2 JD: And I talked about Dr. Deming operationally defining leadership. What was he talking, cause there's many different sort of, probably we'd have many different definitions if we surveyed a hundred people about what it means to be a leader. And there's this great resource that Dr. Deming distributed at many of his four day seminars, especially the ones closer to the end of his life called Some Attributes of a Leader. And there's sort of nine points to that really, when I go through those, they really paint a clear picture, okay, this is really what leadership means when you're following the Deming philosophy. So I think it's worth unpacking those a little bit.   0:26:56.7 AS: And do you think... I mean, where do people fall down? Where they're supposed to be bringing leadership to an organization and instead they're bringing, I don't know, something else.   0:27:11.7 JD: Yeah, something else. And maybe even people that would um, maybe sometimes display some of these attributes, I think where we often fall down as leaders is when things get tough. And that's when we actually need to double down on these attributes, these leadership attributes. And when oftentimes we sort of revert back to the prevailing system of management, 'cause it's easier, maybe maybe even get some short-term impact, but it's always worse in the long-term, and that's the problem. And these things are hard. Some people probably could pinpoint some on this list of nine that they do well and others that maybe where they struggle. And I think that's fine, but I think having this list that explicitly defines leadership within the Deming philosophy is important. So I just go through these?   0:28:11.4 AS: Yeah. Go ahead.   0:28:11.9 JD: And we can talk about... I think the first one, and we've talked about elements of all of these things, but the first one is just really whatever I'm a leader of, whether it's a department or a school or whatever, whatever business unit that I'm a leader of, I think understanding how that fits into the overall aim of the system is really, really important. How does my grade level, or how does my classroom, or how is my school, how is my school system, how does it fit into the larger system? And I think you have to know that. That's key. A second attribute would be in that recognition of where you fit in the system is that you have a responsibility to work with preceding and following stages.   0:29:02.0 JD: This is pretty easy to sort of identify in a school system. If I'm a third grade teacher, I need to work with second grade teachers. I need to work with the fourth grade teachers. And that doesn't... That type of vertical sort of work doesn't often happen in a school system. But, you know, that focus has to be on our customer, both internal and external. And if I'm a third grade teacher, one of my customers is the second grade teacher, and one of my customers is also the fourth grade teacher. I think many managers, I think sort of see as one of their primary responsibilities to motivate the people that work on their team. And I think a sort of a better frame, and this is attribute three, is that leaders should work to remove barriers to joy in work and learning.   0:29:58.4 JD: And that's a slightly different conception. Maybe it's a very different conception than, you're not trying to motivate folks. You're trying to remove things that would lead to joy in work and learning, removing those barriers, that's what your job is as a leader. I think attribute four is, you are really there when you're a leader to act as a coach and counsel, not a judge. So I think that's an easy one to default to acting like a judge when things aren't going well. And one of the things about being a leader is knowing when someone is truly outside of the system and in need of special help. And that could be an employee, a teacher, a principal, or it could be a student.   0:30:53.2 JD: It's not, when we understand variation using the sort of Deming philosophy, we're not asking are our students or our employees different, but rather are they significantly different? And that's where some of these statistical methods come in. And when you have this in your leadership toolkit, then you know what questions to ask and you also know what action to take. Sure, some students might be performing lower than others, but are they statistically significant differences? And if they are, I'm gonna react to that. I think of, there is this really great figure that demonstrate this, where you have like a bell curve and you're trying to shrink the variation of that bell curve.   0:31:44.8 JD: You're trying to move it to the right, assuming right is better performance. And then you're sort of looking, is there anybody that requires special help 'cause they're outside of that system. And then if they are, then you have to provide that. That's a responsibility of leadership. But something like a process behavior chart or a control chart can help point you toward those data points that you should be paying attention to. I think another sort of key attribute of a leader is you're obviously always working to improve teaching and learning processes. Everybody's gonna say that. But what you're doing is trying to improve those processes instead of doing the sorting, the tracking, the ranking, the grading, those types of things. So that's what I was talking about when things get hard, yout know that's what people default to because it's sort of known.   0:32:46.4 JD: Attribute seven is creating trust, which, I think that, it goes without saying, whether people do that I think is another thing. I think there's lots of different ways to do that. But a key thing when you're a manager I think is follow through. I think you don't follow through on plans, if you don't follow through on commitments, I think that's where I see a lot of leaders sort of drop the ball and people stop trusting.   0:33:17.5 AS: Let me ask you about, number four I believe was act as a coach, not a judge. What was number five?   0:33:23.7 JD: Number five was, was, I don't think I stated it really explicitly, but basically, basically using data to help them understand people and themselves. So basically using knowledge about variation to understand who, if anybody, is in need of special help.   0:33:43.0 AS: Yeah. And six?   0:33:44.4 JD: Six was, working to improve the teaching and learning processes versus relying on the sorting, the tracking, the grading, the ranking. And that could be students or rating and ranking employees too. Seven was create trust.   0:34:00.2 AS: And then seven is creating trust.   0:34:03.5 JD: Yep. I think eight is, don't expect perfection. Forgive a mistake. People are gonna make mistakes. And in fact, you wanna, part of our capacity matrix for new teachers is how do you create a culture of error with students in your classroom? And that means instead of hiding mistakes, students are comfortable, when they make a mistake, highlighting that so that we can give feedback and fix it basically. Yeah.   0:34:34.2 AS: Yep.   0:34:34.2 JD: That's learning is, you get it wrong, then you get it right. Right? But you can't do that if people are always trying to sort of protect their mistakes, that type of thing. And then nine I think is, you know, listening and learning without passing judgment on the folks that they're listening to. I think that's... Again, a lot of these things are, you know, people have heard them before. I think many people would say they do them. I think, again, in reality, [chuckle] if you got that feedback from the folks that are in your department or in your school or in your school system, you might not be doing as well on those things as you may have thought.   0:35:16.7 AS: Let me summarize this a little bit for all of us. So we're talking about principle seven, adopt and institute leadership. The idea is help people in the system to do a better job and shifting from focusing on outcomes to quality of services. And I remember when I was in university, MBO was the big thing. Now it's KPI, but MBO was management by objective. And a lot of what he, Dr. Deming was talking about is by what method? It's not just, hey, let's just agree on, what, you get the result. I don't care how you get it.   0:35:50.2 JD: Right.   0:35:50.3 AS: And then you also talked about how leaders are responsible for creating the environment. You also talked about without leadership, there's like a downward spiral. And that maybe the US is in that downward spiral. And you see that when leaders really fail is when times get tough and they gotta make tough decisions. And then finally on that, you talked about how the System of Profound Knowledge could possibly be a way out of this downward spiral and into a cycle of learning. You talked about the nine principles, number one, understand how my area fits into the larger system. Two, you need to work with the preceding and following stages. You need to understand that. Number three, work to remove barriers to joy in work. I love that. Number four, act as a coach, not a judge. Number five, use data and knowledge of variation to help people better understand. Number six, work to improve the process rather than spending your time on rating and ranking. Number seven is create trust. Number eight is don't expect perfection. And number nine is listen and learn without passing judgment. Is there anything you would add to wrap up this awesome discussion?   0:37:02.0 JD: Yeah, I mean, I think just being really deliberate with the language instead of principles so we don't confuse people. I would call those, those are attributes of a leader.   0:37:11.5 AS: Okay.   0:37:11.8 JD: Just to kind of keep that clear, and, you know, a common question for Dr. Deming, I think at his seminars, because since he railed against performance appraisal, you know, a typical audience sort of follow up question then is: "Well, how do you choose candidates for promotion?" And his typical answer was, "What better than the ability to be a leader?" And then, so what he was talking about were those nine attributes. You identify those nine attributes, those are the people that you wanna be promoting in your organization. Folks that possess those.   0:37:44.7 AS: Yes. And I would just add to that in wrapping up that, part of what you realize as you get more mature, and I think most people understand it even at a low level or starting out in a business or their career, is that no measure captures what you need. You need to make a judgment about a person as a potential leader. There's no measure that could have determined Steve Jobs' ability to create Apple. In fact, if you had measured it, you probably would've kicked him out, which they did. And then eventually he came back.   [laughter]   0:38:21.6 AS: And so...   0:38:22.2 JD: Yeah.   0:38:22.6 AS: Go ahead.   0:38:23.3 JD: It'd be a hard thing. Well, I was just gonna say, as a principal, one of the types of leaders I was choosing, it was who was gonna be the grade level chair. So that was like a teacher leader position in our building. And I knew when I worked through that process, people applied for it. And I would sort of name the grade level chair. When I didn't hear a single piece of feedback, I knew I picked the right person, because people were like, yeah, that's the person. Right? And when you get a lot of pushback, [chuckle] that's when you just sort of need to go reevaluate, does this person actually have these nine attributes?   0:38:57.3 AS: Beautiful. Well, John, on behalf of everyone at the Deming Institute, I want to thank you again for another awesome discussion. For listeners, remember to go to deming.org to continue your journey, and of course, you can find John's book Win-Win: W. Edwards Deming, the System of Profound Knowledge and the Science of Improving Schools on amazon.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work and learning," I'm gonna add in.

How do we motivate employees? Traditionally, we offer merit pay, focus on accountability, and use other extrinsic motivators tied to performance. The ideas sound good on the surface, but John and Andrew discuss the many pitfalls and unintended consequences - and what to do instead. TRANSCRIPT 0:00:02.4 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is...well, in fact, we are continuing our discussions about management myths that keep fooling us. And today, we're talking about merit pay, accountability, and extrinsic motivators. John, take it away. 0:00:37.7 John Dues: Yeah, thanks for having me back, Andrew. We've sort of been on this sort of mini-series talking about some of these myths that Dr. Deming talked about. So two episodes ago we sort of introduced the idea that Deming said we're living in this sort of age of mythology. We talked about two myths: the myth of best practices, and the myth of the hero educator. And then last time we talked about the myth of performance appraisal, and really talked about sort of this failure to consider the role of the system on individual performance. And really what we're gonna do is kind of wrap up those myths with the three you mentioned today. I think when I think of the myth, I'm thinking about sort of management dos and don'ts, and the myths are the don'ts. And then sort of the idea would be after we cover the myths, we can turn to some guiding principles, and those would be sort of the dos, the things that management leaders should do, that sort of Dr. Deming talked about. 0:01:38.7 JD: So we can dive into the first one, which is sort of a continuation of last time, this idea of rating and ranking. Last time we talked about performance appraisal, and now it's sort of the merit pay side of rating and ranking. And it something...merit pay is a practice that has been sort of tried over time in education. What I can tell, it goes...the idea in education goes back at least to the Reagan administration. So at least to the '80s. So since that time, this sort of merit pay idea for teachers or other educators in the system has been taken up by various governors and presidents in the United States. I think most recently during President Obama's administration, there was the Race to the Top program. And sort of as a part of that program, there were teacher and principal evaluations where merit pay was sort of a key part of those evaluation systems. 0:02:36.1 JD: And so the basic theory is that if you pay people based on results, that motivator to make money will drive improvement of outcomes in schools. And I think one sort of key differentiation, because pay in all sectors, but especially in education, is a hot button topic. I'm not talking about sort of the core salary, whether or not teachers are paid enough or not. Those sort of base salary levels are sort of a separate discussion topic altogether. I'm just talking about sort of merit pay, bonus pay, performance pay, that type of thing. And when I think of merit pay, I mean a lot of these ideas, I think, sort of sound good before you really dig in and start to think about them. 0:03:34.0 AS: And that's, Dr. Deming would say pay for performance makes sense. Seems like you're gonna get a good outcome, but in fact it's a little different or a little bit more complex than that. 0:03:44.9 JD: It's a lot, yeah. A lot more complex, I think that's exactly right. When I was thinking about merit pay and the theory behind it, what are the problems, especially in education? So for me, problem number one is paramount, and that's how do you define a meaningful measure of performance by which to judge individual educators? That's a pretty thorny problem. I think problem two is that the basic theory suggests that additional money will incentivize these...improves teaching and in turn improve student outcomes. But for that to be true, that means that teachers were previously withholding their best efforts and if you just paid them this bonus, that they would then sort of unleash this previously withheld power. And then another really thorny problem is this idea, if you sort of create this environment where you have a merit pay system, it sort of disincentivizes the behaviors that are important to improving any complex system. 0:05:00.2 JD: Things like, cooperation and teamwork. And so, especially in a merit pay system, the ones that I've sort of been aware of, the merit pay calculation is often sort of viewed as sort of opaque. How is this calculated? Often sort of the algorithms are proprietary, they're viewed as unfair, and then they can lead to these undesirable behaviors like unwillingness to share ideas or, just as problematic, unwillingness to take on certain teaching assignments, the tougher assignments. The very kids that you want to have the best teachers are often the toughest to get results with. And so you're sort of disincentivizing people taking those assignments because of the differential pay or the poor rating. 0:05:57.9 AS: Yeah, it's interesting too - that the point that people are withholding their best work. If we just give them merit pay, then...and I just had a vision in my mind. Imagine that we had a peaceful cage of tigers, and they're all chilling out and these tigers consume, at every meal, they consume, let's say all of them consume a hundred kilos of meat. [laughter] And we end up putting in 50 kilos in there and say, "okay, you gotta fight for this." 0:06:44.9 JD: Yeah. 0:06:47.4 AS: What's it gonna look like? 0:06:48.8 JD: What's it gonna look like? Yeah. 0:06:50.2 AS: And in a way, like what we're doing with merit pay is saying there's a limited pool. We've allocated a pool that's available to you. Yes, you've got your survival pay, but here is this pool of additional merit pay. And then...yeah, some people, some of them may just some people may sit back and go, "I'm not doing the work for that. I'll stick with my monthly pay." Whereas others will be extremely competitive to get that pay. 0:07:19.8 JD: Yeah. Yeah. But all of it assumes that, let's say, today I don't have the merit pay system. I get certain results. Tomorrow, I have this merit pay system. It assumes I'd know what to do tomorrow to get the outcomes, right? And I think that's a huge problematic assumption. 0:07:42.7 AS: So is that's part... If you think about what you're saying, that's part of the myth that, you know, you just think... 0:07:47.8 JD: It's part of the the myth. Yeah. 0:07:49.3 AS: It's like "just put this in place." I mean, come on. It's internal competition. We want everybody to...well, wait a minute. Internal competition in the company? 0:08:00.4 JD: Yeah. I mean, I could work, potentially, work harder for some period of time, but if I don't have any different methods for bringing about these outcomes, then the merit pay itself is...assuming everything else went well, assuming it was seen as fair and transparent, the fact that you don't have any new methods with which to bring about this improvement is a serious impediment to just thinking that merit pay in and of itself is gonna be an effective system. Putting aside all the other issues like disincentivizing the very behaviors or taking on the various assignments that you want the sort of top-notch teachers to do. 0:08:36.5 AS: Yeah. I guess that's another way of thinking about it too, is that it's like you have a certain set of tools on the tool floor, on the factory floor or in the classroom or whatever. There's a certain set, and you're not adding to any of that. You're just saying, "we're gonna pay you to get more out of that," and it's just...there's a limit as to what you can get on that. All right. 0:09:01.9 JD: Yeah, and I think the most typical way this has showed up in, say, the last 15 years or so, are these value-added models, that instead of just focusing on the absolute test scores of individual students, what percentage are hitting that proficiency standard? The value-added models did allow you to sort of attempt to measure the progress of individual students. So even if they didn't hit proficiency, you could look at, well, did they grow a lot? And a lot of the sort of merit pay schemes, during the Race to the Top era, were based on these value-added models. But I was...just as an example, I was reading a working paper from a Cal Berkeley economics professor who looked at some of these models. And one of the things that he said really stood out, he said, Teachers gain... "Value-added model scores are evidently inflated or depressed, in part due to the students who they teach, who differ in unobserved ways that are stable over time. 0:10:04.5 JD: This bias accounts for as much as one third of the variation in teachers value-added scores, enough to create a great deal of misclassification in value-added model based evaluations of teacher effectiveness." So I think that that type of finding is exactly the thing that I'm talking about. Creating these models is very, very difficult. And according to at least that one research study, up to a third of the variance in the results of teachers value-added gains for their students was not attributable to the teacher themselves. It was for...to these other things. 0:10:41.5 AS: And so... Go ahead. 0:10:43.7 JD: Oh, go ahead. Yeah. 0:10:45.1 AS: I was just gonna say that one of the takeaways that people take from this type of discussion is, oh, I see, but okay, so merit pay needs to be better implemented. [laughter] 0:10:56.0 AS: Right? Like, and I had...there was a LinkedIn discussion where someone posted something about KPIs, and I said the damage caused by KPIs is almost immeasurable. And I mentioned something about that and pretty much every post said it's not KPIs that are bad, it's just that we didn't train people well or they weren't explained well or they weren't implemented well. And that's a cover that can keep you doing merit pay or that type of thing for a decade - trying to create something that's fair and all of that. And I think that is part of the myth, part of the...where people get lost for years. 0:11:39.5 JD: Yeah. Yeah. And even in those systems, they were heavily focused on reading and math, because those were the heavy focus areas of No Child Left Behind, which was the key legislation at that time. Race to the Top was sort of a supplemental sort of grant-making process that sort of layered on top of No Child Left Behind. So even the models in reading and math weren't great at pinpointing where results were coming from. But then you also had this whole other problem where reading and math teachers make up a fairly small percentage of any staff. I mean, there's social studies teachers, science teachers, teachers in the arts, the physical education teacher, the administrators, the support staff and so you really have to finagle just the reading and math scores, to sort of make them applicable to all those other people, that have much less of a sort of direct impact on reading and math score. So that's just a sort of another problem with those systems, is how do you include the vast majority of school staff? 0:12:41.6 AS: And so I would say, let's wrap up this particular one by also saying that it's not about doing merit pay better. 0:12:50.9 JD: No, it's not. Nope. I think the practices themselves, whether it's performance appraisal or merit pay, they lead to sub optimization of the system as a whole. But I think what happens when you don't have profound knowledge, and this definitely happened to me with all of these myths, and I sort of latched onto them, when you don't have profound knowledge, these practices are continually recycled by education policy and political leaders, which is why I think you see them in the '80s during the Reagan administration, then you see 'em about 20 years later [chuckle] with the Obama administration. They get recycled, these bad ideas. When you don't have that solid philosophical foundation, you get latching onto these sort of policy implications or policies that have been tried before. You sort of forget that they didn't work the first time. 0:13:44.4 AS: Yeah, I think about Dr. Deming saying, how could they know? 0:13:47.8 JD: Right. 0:13:48.7 AS: And that there's just so many people that are kind of misguided by - just because something is done, that there's actually a foundational evidence that this is really the way that we optimize. So, all right, what's.... 0:14:08.9 JD: And that was exactly what he said when he found out that President Reagan had, or his advisors, had proposed this merit pay system for schools. He said, "the problem lies in the difficulty to define a meaningful measure of performance. The only verifiable measure is a short term count of some kind, where were the President's economic advisors? He was only doing his best." So basically he was saying to the President exactly what you said. So I think the real key here is things like joy in work, intrinsic motivation, cooperation, are key to a healthy organizational culture. And these things sort of upend that. I think what we should have what Deming is telling us to do: just work to optimize the system, rather to try to incentivize those individuals working within the systems, the system as a whole that you want to work on. 0:15:00.7 AS: Okay. So accountability. 0:15:03.9 JD: Accountability. Yeah. So when we say "accountability" in school systems, what we're typically talking about is state education department accountability systems, so basically all 50 states have some type of district and school report cards. School system gets it, individual school within the school system, get them. And they're typically based on performance metrics, like proficiency rates on standardized tests, absenteeism rates, college and career readiness indicators - which on their face seem like sort of noble things to keep track of. In my home state where I am in Ohio, that sort of system trickles down to not only individual schools, but in the teacher rating system, those ratings are applied to individual educators at many traditional public schools as well. I think when we're talking about accountability systems, if you're reading Deming, he often labeled them something like "management by objective" or "management by the numbers." But really those are all the same thing. It's some type of practice where you're focused heavily on outcomes. But I think like the merit pay, several problems with the myth of accountability. 0:16:26.3 JD: So one we've talked about before, but I think a key one is that too often goals for accountability and goals for improvement get conflated as if they're one and the same. But accountability goals, they're sort of like inspection. They come after the fact, they don't improve the processes that produce the defective results in the first place. So when you get these results and you haven't been sort of getting sort of local data that tells you how your practices are doing, the idea is that you're supposed to then take this once a year data and then figure out what to do when it doesn't look like you want it to. And that data is not very good at that. So those two things, improvement goals and accountability goals get conflated. The sort of second problem is we talked before about how you can react to data. 0:17:20.9 JD: You can take it and try to improve your system, or you can distort the system itself or distort the data that's coming from the system. So a second problem, that I saw up close when No Child Left Behind was launched in the early 2000s, I was teaching in Atlanta, the legislation comes out. And if you ask teachers, what did you experience? Very often, they're gonna tell you some version of what I experienced, where as a teacher in Atlanta, we were required to spend an inordinate amount of the day on reading and math, recess got cut from an elementary schedule. I taught in an elementary school at first, and gym and the arts, while we had them, they were for very, very short periods of time and a couple times a week. Big chunks of the day on reading and math. 0:18:14.4 JD: And so that's a good example of distortion of the system because the legislation focused on math and reading results, to the exclusion of science and social studies and the arts and these other things. Well, that's where the school schedule then focused. And I don't think if you asked anybody that was sort of delivering schooling in that way, that that was in the best interest of kids in terms of giving them a well-rounded educational experience. The third problem is the distortion of the data. And this is something that happened many places, especially during Bush two and Obama's administrations, when No Child Left Behind was in full swing. So if you ask any educator and even many people outside of education, can you remember some major cheating scandals that happen with state test scores? Everybody can remember a few. There's a big one in Atlanta a few years after I left. I know there was a major one in DC. 0:19:13.1 JD: There was a major one here in Columbus in the Columbus City schools in like the 2013-2012 range, and they happened all over the country. I mean, even the one in Atlanta, the superintendent of the schools was charged with running a corrupt organization. They used the RICO statute because they were actually giving bonuses based on test scores that were - I forget how they were cheating exactly. And obviously, this isn't the majority of people. But it is sort of a product of a system that's putting so much focus on these test scores, and then you're layering the merit pay on top of it, and this is sort of what you get. 0:20:01.3 AS: That's the problem around here. We don't have enough accountability. 0:20:04.2 JD: Right, right. 0:20:05.4 AS: So, we're getting everybody accountable, everybody's gonna be... And we are gonna get tough on accountability. 0:20:12.5 JD: Yeah, yeah. 0:20:13.1 AS: Squeeze. 0:20:14.0 JD: I think that's the Deming sort of point with management by objective accountability system, is stop holding people accountable in lieu of improving processes. Of course accountable to our teammates, Deming talks about a system, where do you fall in the system? Understanding the system's view versus the organizational chart. Who's relying on me? Who do I rely on? Those are important...that's accountability. But what he's talking about is when all of this focuses on accountability by inspection rather than sort of working together to improve the processes that ultimately lead to the outcome. 0:20:54.1 AS: Yeah, and seeing the data as a tool, a feedback mechanism that helps us understand, and test what we're doing with the system. So, yeah. 0:21:05.2 JD: I think another thing that's really underappreciated is that one, numerical goals don't produce quality especially when those goals are outside the capability of the system as it's currently designed. So, if you remember back when we looked at those third grade reading test scores, they were sort of bouncing around about a 60% average, if I remember right. They were like 58% then up to 62% and down to 60% and up to 61% and down to 59%. And so, they're bouncing around about a 60% average, the goal is 80%. That goal is outside of the capability of the system. 0:21:40.6 JD: And so, if people over time, depending on what sanctions are being issued, realize that there is literally almost no chance that they're gonna hit that mark within the current system, what are they gonna do? Again, they can work to improve the system, which is hopefully what happens. But you're very likely to see some type of distortion of the system or distortion of the data, even if it doesn't rise to cheating on state tests. I only report out on certain data results that make my organization look good or whatever. I spend all my time trying to write this fiction instead of actually improving the system. And I think that's something that happens all the time, and we don't understand what's the current system capable of. 0:22:23.7 AS: And how do you counter the argument that some people say is that: some of your employees, some of your teachers or administrators, just they don't care that much, and they need accountability. If you don't have accountability, they're not gonna step up and try to improve the system and all that stuff. How do you handle somebody who says, "You're living in a fantasy world, John. And the fact is that we need to crack the whip around here." [laughter] 0:22:50.4 JD: Yeah. Yeah. I can appreciate that, I think I grew up with, show up on time and do your job. That was a part of my upbringing. However, it just hasn't been my experience that most people are slackers. Sure, have there been a handful of people across my 20 years in various cities and states that probably shouldn't be teaching or leading a school? Yeah. I've definitely come across some people like that. 0:23:18.1 AS: And I guess the answer to that is really, that's a management job, to assess a person and try to make a decision, coach them, help them, move them, whatever. 0:23:27.1 JD: It's a management decision or a management sort of responsibility. And I think a key thing is, when I have seen teachers that maybe would have the attitude that you're describing. If you unpack why that is, it's often in education because let's say there are a 15-year teacher... I saw this a little bit in Atlanta. I was a newer teacher, there were some 15-year teachers on my team. They were gonna do their own thing, but if you unpack why that is, it's because, "look, I've been through four or five superintendents in my 15 years, each one brought a new set of reform ideas. I had to get trained on all these new things, and then those things were gone in two or three years. And I've been through that cycle three or four or five times." Of course, you're gonna have that attitude, who's not gonna have that attitude? You sort of have initiative fatigue. 0:24:18.4 AS: Yeah. And I'm sure as those cycles went through, there was times that those people were beaten down on a particular thing that they didn't get right, and then it's like, "Sorry, I'm not taking the risk." 0:24:30.3 JD: Yeah, yeah. 0:24:31.1 AS: Alright. 0:24:31.3 JD: So that just goes back to, the problematic employee is a very small percentage. And generally what we're talking about are systems problems that require leadership to fix. Yeah. 0:24:44.3 AS: So: extrinsic motivators. 0:24:48.7 JD: Yeah. I think the things we've been talking about are extrinsic motivators too. Performance pay, performance appraisal systems, those are all sort of forms of extrinsic motivators. But I think the basic premise of this myth is that you can improve performance by putting the right extrinsic motivators into place. So, the basic theory or supposition is that if you just get the right balance between reward and punishment, then that's gonna improve your system. And I think it's definitely true that people are differentialy motivated by extrinsic and intrinsic factors. 0:25:31.9 JD: Some people require far less of the other, or one or the other than other people. But I think it is a false premise that you can improve performance using carrots and sticks. Just sort of full stop. And I think what I've seen when I've read about this is that, one, in most contexts within complex systems like schools, extrinsic motivators don't work to improve performance like some people might think they do. They typically only work in the short term, and even in those short term settings, they typically only work for simple and repetitive tasks. And those don't sound like what teachers or principals do on a daily basis, basically. 0:26:24.6 JD: I think there's also these unintended consequences that stem from practices like teacher evaluations and merit pay that heavily rely on extrinsic motivation, because they do lead to these distortions in the data or the data within the system. Distortions of the system or data within the system. Because again, they're optimizing competition within the organization versus cooperation. They actually make it harder to achieve your goals. And then I think that this all brings us to the primary issue when you try to use extrinsic motivators targeted at individuals, is that individual performance only accounts for a tiny fraction of organizational performance. 0:27:18.2 JD: And I think Deming pegged that number depending on the exact situation, that 94% to 97% of the troubles and possibilities for improvement in any given organization actually belong to the system, and are the responsibility of management. So, if you do the opposite and try to incentivize individuals who have little control over the system in the first place, at best it's pointless. And at worst, these incentive systems have the exact opposite effect and actually decrease organizational performance. [laughter] I think that's really what is behind the Deming philosophy. The common thread is that these things work to sub-optimize the system as a whole, all of them. So yeah, when you fail to appreciate the organization as a system, you're actually making the improvement of that system much, much, much harder. The Deming philosophy does the opposite of that. 0:28:20.4 AS: Yeah. I'm thinking about taking like a test tube and putting some things in it and then shaking it up, [laughter] agitating it, and really putting pressure on it and all that. And then when you open the container, it goes, pop, and it explodes because you've agitated. And you're agitating a small part of the overall, that's a part that has probably the smallest impact on the overall system, of the overall output of the system. So, yeah. Interesting. [laughter] 0:29:00.0 JD: Well, and I think a key part of this mentally is that even for people that have at least a moderate grasp of the Deming philosophy, when you're actually a leader and you're in a high pressure situation: I just got my state test scores, well, how did we do last year? We have to have done better than last year, and we have to do better than these three competitors. As long as that's okay, I'm okay, I'm okay. But then you sort of have forgotten in the moment of stress all of the things you've learned about this philosophy. Like, well, how does this data look over time? Is it really just bouncing around? It's not really improvement. But the trick is assuming that you know the philosophy in the first place, that you can then step back and employ it or fully use it in those times of stress when community members or board members, your boss, is asking you for these results and you're trying to figure out a way to sort of paint them in a positive light. 0:30:00.0 JD: And so, even if you're a believer in this, you can see how people start to distort that system or distort the data. Again, not rising to the level of the cheating scandals that I talked about in Atlanta and Columbus, but in these everyday and in these everyday ways. So, I think that's why you have to explicitly say the Deming philosophy - it's how you manage your organization. It's why you have to get top leaders an understanding of the philosophy. And then you have to live it day in and day out, not only when it's easy, but especially in those times of high pressure when you wanna revert back to the myths. 0:30:42.9 AS: And the exam results come out. 0:30:43.8 JD: When the exam results come out, and someone's calling, you have to be ready to talk about it in this way, even in those high pressure, those pressure time periods, yeah. Yeah. 0:30:53.6 AS: So, let's wrap this up. We're talking about the management myths that keep fooling us, and we're talking about merit pay, accountability, and extrinsic motivators. What we were saying about merit pay, you were saying that it assumes that additional money is what's going to get a better output from teachers as if maybe they're holding something back right now. And also, you mentioned that it disincentivizes teamwork, and it's not clear how it's calculated, and it leads to sub-optimization of the system. About accountability, you were talking about how Dr. Deming talked about management by objective or management by numbers and the problems that you face with that. You also talked about the accountability versus improvement goals. I think that was a really helpful discussion to kind of understand that improvement and accountability are two separate things. And then also, you talked about distortions of the data, distortions of the systems and that type of things. 0:32:01.5 AS: And that only also you mentioned finally on the accountability is that, if you're holding people accountable to numerical goals that are outside of the system's capability, it's not reasonable at all. And then extrinsic motivators, you talked about that there's a myth that we can improve performance with the right balance between reward and punishment. But you mentioned about unintended consequences of that and causing distortions of the system. And in a sense, you're optimizing for competition within the system rather than cooperation and coordination. And then finally you wrap that up, which probably applies to all of it, with the idea that Dr. Deming clearly stated that the output of a system, maybe, 95%, 96% or so of the output of a system is actually attributable to the system, not the individuals running about doing the best that they can within that system. And so therefore, it doesn't make so much sense to overly focus on these things when they really are not the key to getting the output that you want. Is there anything you would add to that? 0:33:18.6 JD: Yeah, no, that's exactly right. I think systems leaders have to understand the management myths, so they can avoid them. And then sort of the next step beyond avoiding the management myths is, well, what do you do? What are the things that you do? And that's informed by the system of profound knowledge. And I think it's also informed by that set of guiding principles that I alluded to at the beginning. And I think that's sort of where to go next. Those are the dos of the Deming management philosophy. So, you have some principles to operate by, so you don't get caught up in these myths when things get tough. 0:33:54.3 AS: Beautiful. Well, John, on behalf of everyone at the Deming Institute, I wanna thank you again for this discussion. For listeners, remember to go to deming.org to continue your journey. This is your host, Andrew Stotz saying, I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work."

In this episode, John and Andrew discuss what "transformation" means in education. John juxtaposes two reports, conducted a decade apart, that have influenced education for the last 40 years: A Nation at Risk and the Sandia Report. TRANSCRIPT 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is, Do we really need to transform our education system? [chuckle] John, take it away.   0:00:26.7 John Dues: Andrew, it's good to be back with you. Yeah, I thought... Sort of as a jumping off point from our other conversations, I remember, I think in our first conversation, you mentioned you graduated from high school, 1983 in Cleveland area, went to a solid...   0:00:44.9 AS: Hudson High.   0:00:45.2 JD: Hudson High, good traditional public school in Northeast Ohio. And your question was, if I went back to the high school 40 years later, would it look and sound the same, would it have gotten better? Would it have gotten worse? What's going on with our schools in United States, I think was the basic question, I think... When I answered you, I said two parts, there's the question about what most people probably focus on when you think about that question about Did a school get better? Did the test scores improve or decline over time? And then there was a secondary question of, Did the school transform along the lines of the Deming philosophy? And I think that those two questions would have different answers depending on which schools you're looking at, but I thought it would be interesting to sort of think about this question, Do we really need to transform our education system through the lens of a couple reports...   0:01:48.5 JD: Education reports, one that's well known in our world, one that's lesser known, that took a look at the... At least the test results question in the education sector, and then build from there this idea of whether or not we need to transform our schools. One thing, there's no shortage of calls to transform or some people would use the word reform our schools, and those two words probably in and of themselves, probably have different applications, but we'll use them interchangeably as we go through that question and attempt to maybe answer that over this episode and maybe a couple additional episodes.   0:02:36.7 AS: I find that fascinating as I observe education around the world from my own experience outside of the US, and I look at the US, and I think about the importance of education, the role of education. There's a part of education that you could say is kind of indoctrination in the way a country educates its youth to be a certain way or to understand things a certain way, so I didn't see that part of education when I was young, but now I see every country's got their indoctrination that they do within their school system, so I see it kind of broadly, but I'm just curious, really take us through what you'd like to explain about that.   0:03:20.4 JD: Yeah, I think the sort of start... I think there's this quote in The New Economics where Dr. Deming says that people are asking for better schools with no clear idea how to improve education, nor even how to define improvement in education, and I think if that's... And he's saying this roughly the same time that these reports are coming out, and if that's true, I think what happens is when reports come out about the state of our education sector, it's pretty easy to get pulled this way and that. When you don't have a clear picture in your mind for what schools should look like or how to improve schools, these reports have large impacts. And so the first report is well known. It came out about the same time you were graduating from high school, in 1983 in the first Reagan administration, called A Nation at Risk. It's pretty well known in the education sector, and it's had a lot of far-reaching impact in both time and place, where even today, 40 years later, we still... Some of the roots of the various reforms that we've undergone in our sector, it's still playing a role.   0:04:40.6 JD: The second report is, that I'll sort of juxtapose against The Nation at Risk is a report that came out about a decade later called the Sandia Report, and I think it's really interesting just to look at those two reports and the impact or lack of impact they've had over the last 30 or 40 years in the world of education. So I think I would start with, when A Nation at Risk came out, and it was commissioned by the Reagan Administration, the National Commission on Excellence in Education is the group that released the report and one of the leading statistics that's in the report is that the SAT, the college entrance exam that high school students take demonstrates a virtually unbroken decline from 1963 to 1980, where average verbal scores fell over 50 points, and average mathematic scores dropped nearly 40 points in that roughly 20 year time period. And there's these really memorable quotes that are clearly meant to awaken the public to the state of its schools that people still remember to this day, and I'll read one. It says, "We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people."   0:06:24.0 JD: You couldn't get much more of wake up type people language, it's really, really interesting. Like I said, this report over the last four decades has been that foundation or bedrock for the various federal reforms that people are probably familiar with, starting with...   0:06:41.0 AS: And to put it into context, that's the kind of talk that was coming out of the Reagan administration, like government's not helping and government can be a problem and we need to pull ourselves up by our bootstraps and you need to take personal responsibility, so it's very... It makes sense that that type of language was coming out of the Reagan administration.   0:07:05.4 JD: Yeah, and I think... So this report is floating around, there's a convening of all the governors in the United States in about 1989, and some pretty strong federal education legislation starts getting put together, it starts with the first Bush and then it ends up being passed during Bill Clinton's years called Goals 2000. And has various goals around increasing graduation rates and test scores and things like that, and then that transitions to No Child Left Behind with many people are familiar with that. Came out in the early Bush years and had a lot of impact on schools when my career was first getting started down in Atlanta, but it was federal legislation, so it covered the entire country, and then it even played a role even into the Obama years when he released the Race to the Top legislation, and that was more of a competitive grant program federally that was lots of strings attached a lot of focus on test scores, a lot of focus on teacher evaluations and principal evaluations and using test scores in those evaluations.   0:08:21.3 JD: And so you can see this, I think, direct linkage between A Nation at Risk, to Goals 2000, to No Child Left Behind, to Race to the Top, and even to the stuff that you see at the federal level to this day. So when a report like this comes out, it's called A Nation at Risk, the thesis of the report is right in the title. A nation is at risk because of its education sector, and so it's like... Most people say, Well, we gotta do something about this. We need to take action. There's some serious implications. And so about a decade after this report comes out, the Department of Energy sort of commissions its own report. The point of this report, as you might expect, is the department of energy, they're actually looking to do some economic forecasting, so it's not directly about our schools, but they wanna take the same data set that The Nation at Risk authors looked at and analyze it.   0:09:32.3 JD: And interestingly, they entered this analysis thinking that they are going to verify the results from a Nation at Risk, but what actually happened is that on nearly every measure of achievement, the Sandia analysts found actually steady or slightly improving trends in the test data. So they were...   0:10:02.1 AS: And in the same test data or in new test data that was coming out?   0:10:04.7 JD: Same exact data. They actually didn't look just at test data, they were actually looking at graduation rates, dropout rate, college-going rates so on just about every one of those measures, it was either steadily improving or slightly improving. And so you go back to A Nation at Risk and you have this absolute decline in SAT scores from the early '60s to the early '80s, and the Sandia authors aren't disputing that, but they're looking at their analysis and they're saying, wait a second, this decline in average scores, actually doesn't mean that the high school students of the early '80s or early '90s, weren't as capable as their 1960s peers. And so then you start to think, Well, how could this be? It's really, really interesting. And what the Sandia report authors go on to say is that when they broke out the test scores and these other measures like I said, graduation rates and other things like that, they broke them out by race and socioeconomic status, class rank, gender, they found these steady or improving rates in all of these groups, and they chalked it up to this statistical phenomenon called Simpson's Paradox, and basically what that is, is when trends that appear in this aggregated data set, which is sort of A Nation At Risk analysis, that reverses when the data is separated into sub-groups, like it was in the Sandia report.   0:11:45.6 JD: So basically what they're saying is that there are a more diverse mix of students on any number of measure, socioeconomic status, gender, race, those types of things, class rank, that there's a more diverse mix of students taking this test, and that is what causes this sort of change in average test scores and other similar measures.   0:12:10.6 AS: Which I guess A Nation at Risk should have controlled for?   0:12:17.6 JD: At least... I think breaking the scores out in the way that the desegregating the data like Sandia did would have been an important step given that the population of test takers was very different in 1963 than it was in 1983 or 1993. So the Sandia researchers basically found these improving trends on dropout statistics, standardized tests, post-secondary studies, educational funding even, international assessment comparison, so all these different measures that... This sort of earlier report is raising serious alarm bells about. This new report is saying, Well, wait a second, if we look at this data and we drill down in a little bit different way, we get the opposite results, but hardly anybody knows about the Sandia report, and just about everybody in my sector, my age and older knows about the A Nation at Risk Report, it's cited all the time. Even to this day, I just heard someone on a podcast a week or two ago talking about A Nation at Risk.   0:13:24.7 AS: So I guess one of the lessons is be careful with how you handle data.   0:13:30.6 JD: Be very careful. I think one of the principless we use here is data has no meaning apart from its context, and this is a very good example of data taken out of context. I think one of the lessons for me is that when you look at our schools, and I think this is maybe what happened with A Nation at Risk, is that for most people, what you see in educational data that comes out of our schools depends, in large part, on what you thought about our schools before we looked. I think they kind of drew a conclusion and then they sort of found evidence to support that.   0:14:14.2 AS: Supposed to be the opposite way. Good research.   0:14:16.8 JD: Yeah, I think so. I think so, should have been an open question, and the Sandia Report had... I think maybe their eyes were a little more open or their willingness to consider alternative explanations was a little bit more because they were not inside the Education Sector, they were outsiders, they were physicists and economists in the Department of Energy, and so they didn't really have a dog in the fight. I guess you'd say.   0:14:41.5 AS: Well, I guess you could probably say we actually don't really know, but the assumption is because they're outside in the department of energy, they're completely neutral, but they may have had their own biases that they brought into that too, but still...   0:14:56.3 JD: Yeah, for sure. For sure.   0:14:58.2 AS: It's a great lesson on... What was it you said, data has no meaning without...   0:15:02.3 JD: Apart from its context. Yeah. Apart from its context. Yeah, I think that's a good example. Yeah.   0:15:06.6 AS: Yeah, and what it also makes me think about. One of the things that's so interesting about the stock market is that you can take a lot of data, you can analyze it and come up with your opinion, and let's just say that you're not that good at analyzing and you've missed some very key things in that data, and then you put your money down and the market will take it away from you, boom like that. Like as an immediate punishment for poor logic and reason, and I'd say that it's kind of one of the last places where that's kind of allowed and where it's kind of supposed to happen, but I think that the immediate punishment for bad logic and reason is not that common any place anymore.   0:15:53.6 JD: Yeah, I would agree. And the troubling thing is the, like I said, the wide-ranging implications that reports like A Nation at Risk can have even 40 years later.   0:16:11.9 AS: Yeah, and I guess that's another lesson from this, so first lesson is about understanding the data and being very careful of how you're interpreting that, the second one is that I like to say first to the mind wins. It's just... I have a funny story where I moved to Thailand and I didn't have a girlfriend and I lived with my best friend, and basically there was people at that time that took that circumstantial evidence and they said, Andrew is gay. Okay, that circumstantial evidence could point to that, and I didn't make any attempt to answer that question, so 20 years, 25 years later, a friend of mine was at a bar, and he said that he overheard two people talking about me, and they were talking about how I'm gay. And my friend went up and said, Well, actually do you guys know Andrew? And they're like, No, we've never met him. And he said, Well, I'm friends with him, and I can put this to rest that Andrew is in fact not gay. They refused to accept that. And I just thought, first of all, first opinions are very difficult to reverse. It takes a lot of emotional and intellectual energy for somebody to do that, and therefore that partially explains...   0:17:46.9 AS: Now, the second part that explains it, is that when you attach emotion to something, it also emboldens it or it makes it in your mind much more so if you think... If you ask an older person, Where were you when you heard that John F. Kennedy was shot? They know exactly where they were because that scary negative painful motion was attached to that particular event. So that's another lesson. But really, John, I wanna know. So my iPhones improve. The car I drive has improved. The TV I use is improved. Everything around me, the medical advancements have improved. Has education improved?   0:18:35.0 JD: Yeah, that's a great question because, What is education? I think probably in some places, and in some times it has and in other places, in other times it hasn't. And in the same place, in different times, the answer would probably be different and depend a lot on what it means to improve, going back to that original quote from Deming, What does improvement mean?   0:19:01.0 AS: So I'm asking a very non-specific general question, it sounds like what you're saying.   0:19:07.8 JD: Yeah. Well, and...   0:19:10.2 AS: Can I ask it in a little bit different way?   0:19:12.4 JD: Sure, because I was gonna say, before we move on from your story of the bar story, I think somewhere... There's a researcher named Zeynep Tulfekci, and I was listening to her on a podcast, I think she's some type of researcher. She said, I can't remember what they were talking about, maybe it was something COVID-related or something from a few years ago, and she said, "Whatever thing is that you're researching or just hearing about, go to the primary source and read the entire thing." And I wrote that down on a post it note.   0:19:45.7 AS: Nobody does that.   0:19:46.8 JD: 'Cause nobody does it. Now, in fact, I talk about being first to mind in some training or conversation or a book, I am sure that I heard or read about A Nation at Risk, and then I just repeated a few things over and over as if it was truth in fact, for probably 15 years before I went and read the thing myself, and my first impression reading it was, Whoa, this is all that's in here. I forget if it's 30 or 40 pages. There's not a lot of data in it. There are some compelling statistics like the SAT thing and some quotes that jump off the page, but I was struck when I actually read it for myself. There wasn't a lot there, certainly not enough to base 40 years of education reform work. That's for sure.   0:20:31.2 AS: And I think that's another lesson too, related to Dr. Deming's teaching. And let's say sometimes the Japanese were kind of famous about go to the location where the problem is coming from, get out of your office and go out. I think that Dr. Deming really highlighted the importance of valuing the workers and their inputs 'cause they know what's going on, and so that's something that I think if people aren't reading some of the basic research or originations of ideas, they're also probably not going down and checking out what's actually happening and you could find a very different story.   0:21:10.0 JD: Yeah, go to the Gemba, go to the factory floor, in our case, it's go to the classroom to see what's actually happening. Yeah. And you're gonna ask that question.   0:21:17.7 AS: So I wanna break my question then... I'm gonna break it down and make it a little bit more specific in hopes that you...   0:21:26.7 JD: You pin me down.   0:21:28.3 AS: Could answer it. The first question I have is that, If we go back 40 years, and I can remember, I had to take a French class and I wasn't particularly interested in France and French language, and I had no interest in that really at the time. And now, let's say it's 40 years later and a young kid like me has to take a French class: Have we come up with a better methodology for learning a language like, Okay, we've advanced, we've been teaching French for 40 years from that time to now, and now we know that there is a better way to acquire a language that cuts the language acquisition time from 40 hours to proficiency, or let's say, I don't know, 400 hours to proficiency to 300 hours to proficiency, this has nothing to do with education or the system of education, but: Have we come upon methodologies that can allow us to acquire knowledge any better or faster than what we did 40 years ago?   0:22:36.9 JD: That's a good question. I think... how would I answer that? I would say that in many areas of education there have been significant advances in the understanding of cognitive science or the application of cognitive science to improve teaching methods. In many areas, I think over the last 40 years, there have been advances, but like in other areas, whether or not those advances make it into the hands and the practices of the front line people is a different question.   0:23:23.6 AS: Which is separate. That's a separate point.   0:23:27.5 JD: When there's two things too, and let's take medicine for example. In medicine, there are a series of landmark trials that led to standard practices in medicine, so in education, I think in most areas, there's actually fewer of the landmark trials and key areas that everybody knows about.   0:23:52.4 AS: So I guess part of what I'm thinking about is one of the arguments I read in a great book called Future Hype, where the guy talked about how everybody hypes how things are moving so fast, but in fact, most of the progress that we've made in this world was made a long time ago. And he uses one example is jet airplanes, basically, we're flying at the same speed today as we did in 1950.   0:24:15.7 JD: 1950, yeah.   0:24:17.7 AS: There's been no advancement, and I can say flying back and forth from seeing Thailand and the US, there was a slight advancement where we had a plane that could fly from New York to Bangkok, but eventually they cancelled that because it was just too expensive and stuff, so it's like there really has been no... Maybe we hit the limit. And you could argue that when it comes to education, it should be quickly adopted if there's a new technology or a new way of acquiring knowledge, repetition or whatever that is, it's pretty quickly adopted, so it could be that we're at the... There's just so much that the human mind can take in.   0:24:55.2 JD: Well, yeah, I've heard that argument, and the second part too would be, to finish off that landmark trial thing is, in medicine where there have been landmark trials that it takes on average like 16 or 17 years for that landmark trial to then be sort of standard practice in practice by doctors and actual hospitals and clinics and even in that... In those sort of... Even when it hits that tipping point, that's far from majority...   0:25:23.3 AS: So you can tell the parents just wait 17 years.   0:25:28.6 JD: [laughter] And then we'll have this best practice for...   0:25:31.3 AS: I listened to somebody say that, We want you to make an investment in our education system, and the investment is your child. We'll do the best we can, but it's an investment, we're still learning and all that. So that brings me to the second part of the question is... And let's just say that education is mainly done through government in Thailand, in Asia, in Europe, in the US, I guess it's mainly done by government, but let's just say generally: Have we improved the way that we educate? Is there... I'm trying to ask it in a way that would be maybe a better way like... Okay. I don't know how to ask it, but I'll just say, like I said, my iPhone's improved tremendously. The camera that we're using on this, the microphone, the internet service that we're using to do this, all of these things have incrementally improved and at times made a major jump in improvement. And my question is, Has our ability to educate young people improved at the pace of other things or at a certain good pace?   0:26:50.2 JD: The way I would answer that is two parts, one, Have you ever heard of the Flynn effect?   0:26:56.9 AS: The what?   0:27:00.1 JD: The Flynn effect.   0:27:00.6 AS: No.   0:27:00.9 JD: Its name for the psychologist that discovered it. Flynn, F-L-Y-N-N. The fun fact is basically, this idea that IQs rose about three points per decade over the last century or so, I think I have that roughly right, in every population. So because of the modern world over the last 100 years has gotten more complex and there's sort of more to life that's like taking a standardized test. We've gotten better at that type of thinking over the last 100 years, so IQ has risen. So in that respect, we have gotten better, I guess, at least measures that purport to approximate whatever intelligence is. However, I don't think that we've closed gaps between groups. Those gaps that exist between different groups, performance wise, I think those... And that's sort of a key area of work for education reform movement that came out of A Nation at Risk. One of the things that people are working on is closing the achievement gaps between different groups, especially kids that are living in poverty, and their more affluent peers. I think those gaps, I think over time have been stubborn, because if you consider the Flynn effect, and that's not what's being measured on state exams, but when one group is going up and the other group is going up too, right.   0:28:45.7 JD: So both are relatively higher than, let's say, IQ scores were 50 years ago, but there's still this gap between groups. So again, it depends on exactly what you're talking about and determined what happened.   0:29:02.4 AS: And when I look at Asia, knowing the education system in Asia, first of all, over the last, let's say, 20 to 30 years, you have many, many families that have finally gotten their first kids into college, and you could argue that that's real advancement for that particular family and maybe for that society. The second thing is, you can see the culture in Asia still remains that education is very important, and so there's pressure from family and all of that in society, that it still is there, so whether American education is declining or improving, also you have to think of it in context of what's happening globally. And I think there's two ways to think about it. First is the quality of a country, ultimately the education of the people should have some effect on the quality of the country and the quality of life in that country. And then the second thing is that the position of that country in a global context should have some relationship to the level of education of that country. Those are just my ideas, it's not necessary something proven, but I feel like that could be true. So I wanna wrap this up a little bit, but how would you summarize what you want people to take away from this?   0:30:37.9 JD: Well, a lot of this stuff, there's sort of two counter-intuitive ideas here. When you look at these two reports that we were talking about, so on one hand, I don't think there's clear evidence that schools have been on a steady decline for the last, let's say 50 or 60 years going back to that, the early '60s that a Nation at Risk is talking about. However, on the other hand, I think that to achieve equitable outcomes for all students, that schools must undergo this transformation on an order of magnitude that's never really been seen or seldom seen in the history of organizations. And I think both reports are mostly looking at test scores and that's a pretty narrow definition of success, or there may be some uses there because we don't know how groups are doing and maybe where to allocate resources without some of those results, but they're definitely more of an inspection and in sorting mechanism than they are an improvement tool. So I think the other problem is, is that if there's this narrative that the nation is at risk, and then... Well, then you... You're saying that things are on the decline and then, Who do you blame for that decline?   0:32:12.9 JD: And I think what happened a lot in the last 40 years of the educational reform movement, deliberately non-deliberately, what happened was a lot of a brunt of that blame was placed on teachers and principals, the people that are working in schools. By the time Race to the Top comes out, using student test results in teacher and principal evaluations is sort of like part of getting the money that was there available through Race to the Top. And so I think my whole point with these types of reports is that, something like the Sandia report can have useful insights that maybe can facilitate some sound database decision-making, but so many times these reports come with these preconceived notions, political agendas, those types of things and the only way to make...   0:33:11.8 JD: To have a sound decision-making is if our education system sits on this solid philosophical foundation, and that's where I think Deming comes in, because if you have that foundation, you're not gonna make changes simply because of changes in test scores, you're gonna make changes based on whether or not something is principled and need to change according to the philosophy, and that's where I really see Deming coming in as this solid philosophical foundation, so it doesn't allow you to get swayed by a political agenda, it's a foundation that's grounded in principles, and so that's what I was thinking, we talk about in the next episode is: When you don't have those principles, what are some of the myths that emerge? And then when you identify those myths and can set those to the side, what are the principles that come in that then drive that transformation going forward. And I think Deming's work is at the center of that.   0:34:16.3 AS: And one of the things that makes me think about is: Can the system transform itself? And one of the ways to try to answer this question, it could be right, it could be wrong is, Is there an alternative solution for educating young people? And if there is, has there been an increase or decrease in people turning to that alternative? You could imagine that if there was a competing system and there was a huge outflow of people from one to another, then parents may say, Well, yeah, you guys can't measure what it is that is great output, but I can. That my student has homework that my child is learning, that my child is... Whatever their assessment is, and so there's someone outside, you could say the customer or the outside interested party just says, I vote with my feet. And I'm just curious, as we wrap up, Is there any knowledge that you have on what... Is there an alternative for government education in America? And has that been more or less popular over the last I don't know 10, 20 years?   0:35:31.0 JD: Yeah. Well, I'm gonna say the first part of your answer, I think your hypothesis, your instinct is right, is that you focused on the system. It's that focus on the system versus the focus on the individual, solely on the individuals within the system, like what was happening with the teacher and the principal evaluations and using the test data in those evaluations. So I think Deming said something like: He estimated that 94% of the problems in organization was due to the system, 6% special, and he meant 6% was maybe attributed to issues at the individual level. So the vast majority of the potential for improvement lies with the system. So I think that's what we're talking about here, the redesign of the system.   0:36:17.5 AS: And that also goes back to constancy of purpose, it also goes back to leadership. And is it possible that the system simply can't have constancy of purpose for political reasons or other reasons, and that... It's just a question I've never even thought about, but it is a challenge to think about, Is there constancy of purpose? Is there strong leadership without leadership...   0:36:45.5 JD: Yeah. There has to be fortitude there. Intestinal fortitude for sure. A strong leadership is a prerequisite. One of the things that Deming railed against was the transition, the frequent transitions amongst management leadership in the United States, because you do need that stability of leadership to maintain that focus on the aim that's guiding the system. So I think that is... That's sort of a part of the formula for success, for sure.   0:37:13.0 AS: I kind of interrupted you and you're, I think may be attempting to answer the question, Is there an alternative and has it grown or contracted?   0:37:22.0 JD: Well, so there's government-funded schools, that's traditional public schools, certainly where I am sitting in public charters, that's a government-funded school that has a slightly different governance structure. So that sector didn't exist 35 years ago, and so that now is maybe six or seven percent of the kids in the United States, something like that, attend a public charter school, and then the other component would be kids that attend a private school or are home schooled, now both of those, as I understand it, both of those populations of students rose sort of coming out of the pandemic, for sure. Yeah.   0:38:03.3 AS: Well, an interesting topic, and the original question is, Do we really need to transform our education system and maybe before... As we wrap up here. How would you answer that?   0:38:18.7 JD: So, yes, I think yes, but it's not for the reasons outlined in A Nation at Risk.   0:38:27.7 AS: Got it. John, on behalf of everyone at The Deming Institute, I wanna thank you again for this discussion. For listeners remember to go to Deming.org to continue your journey. This is your host Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming, "People are entitled to joy in work."

Is there a secret weapon for improvement? Yes! John and Andrew discuss how students fit into improvement projects - and how that translates to businesses. TRANSCRIPT 0:00:02.0 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is "Engaging Students is the Secret Weapon for Improvement". John, take it away.   0:00:28.0 John Dues: Andrew, it's great to be back with you on the podcast. Yeah, this is sort of a revelation to me when I was working with... It's actually working with David Langford, and we were talking about, "How do you bring about improvement in schools," and at one point, he said to me, to kinda give it away at the top of the program here, "Students are sitting right in front of you, and they are the secret weapon when it comes to school improvement." Engaging them in those improvement processes is really the secret to improvement, because almost everything we want to improve in schools has to do with students, but we almost never directly engage them in this improvement process. It was so obvious they're sitting right there in front of me, but it wasn't until David said it that way that I said, "Oh, my gosh, all this time." Of course, as a classroom teacher or a principal, students were sometimes tangentially involved in improvement efforts, but how many times are they central to it, how many times do we put the data that we want to improve right in front of the students and elicit ideas for improvement as we watch that data move up and down over time? So it was a real sort of eye-opener for me to start thinking in that way.   0:01:50.8 AS: It's funny 'cause when I first started teaching many years ago, teaching finance, I was always worried that I would get a question that I couldn't answer. And what I came to learn from that was that a question that I couldn't answer is a great opportunity for a discussion. And then I would basically say, "Hmm, well, what do you think is the answer?" Now, in a way, I was playing a little bit of a trick 'cause I was deflecting the fact that I didn't have an answer. But I said, "What do you think? Okay, what do you think?" And then we started to construct and answer to that as best we could. And it took a lot of pressure off me because I realized that that discussion was a fine discussion to be had in the classroom around a topic that I wasn't exactly sure how to answer.   0:02:37.9 JD: Yeah, I think all of us try to hide our weaknesses, especially early on. We gain experience, it gets more comfortable to say, "I don't know," which is a fine thing to do as a experienced classroom teacher as well. And I'm thinking about in this context involving students, probably the best ideas for improvement are living right there with them, just like even if you didn't know the answer in your early classrooms, that sort of elicited a discussion that maybe was richer than it would have been otherwise. So I think, yeah in either case, involving students is a real sort of key to this improvement process, whether it's a single teacher in front of a classroom of college students in your case, or in my case, where we're trying to improve our system of schools.   0:03:30.7 AS: In my Valuation Master Class Boot Camp, which is like an online course, I have so much more flexibility than you have in high school. But I found one of the students was just really engaging and really supportive of the other students, so I hired him. And I said, "Why don't you become student experience? That's... Your job is about bringing that great student experience." And then whenever I kick off the Valuation Master Class Bootcamp, I ask prior graduates to come and speak and tell the students, give them some advice, and tell about the transformation that they went through in that course. So on the first day of class, they're inspired and encouraged, and then throughout the class, they've got a prior student guiding them and helping them get through where he knows are the most difficult parts. But you don't have that kind of flexibility, I would guess in your setting. Tell us more about that.   0:04:30.2 JD: Yeah, I think well, one I think that example that you just told is outstanding, and I actually think... I think it's a little bit of a misnomer. There are a lot of regulations, there are a lot of handcuffs on... To certain things in terms of what we can do and what we can't do. But actually we have fairly wide latitude. We're a small public charter school network, so we maybe even have more latitude than the typical traditional public school. We have the latitude of a district, so we're making decisions for district of schools, basically. And we're small, we're pretty nimble. We think innovation is pretty important. We think continual learning is important, and we put some processes in place to elicit that. Where there can be some roadblocks here and there, I think one of my jobs is actually find a way around those roadblocks, if they're in service of our mission and in service of helping students be educated at a higher level.   0:05:29.4 AS: So what I do is I ask the students at the end of the whole course, I say, "Tell me what you learned. What is the number-one thing that you took away," that type of thing. And I'm putting them in a pretty intense situation for six intense weeks, but then they've got a record of that, they've thought through that. And then when they come back, then they can share, "Here's what I went through, and here's my advice on how to get through it." And it is an idea in a school to say, having a list of the people who made it through the class on the wall.   0:06:03.4 AS: And then another idea is to find one or two students that would say... Come back and talk to the students to say, "Okay, this class is about American history, and the one thing that just lit me on fire is the story of Philip Sheridan when he was attacking... The US cavalry, was attacking the southern cavalry, and how he knocked out Jeb Stuart, and it just got me reading all this stuff from blah, blah, blah, blah, and then... " So, of course, that's big brainstorming, but that's an idea.   0:06:33.5 JD: Yeah, I think that... You said a six-week course. What you're describing is essentially that Plan-Do-Study-Act cycle, so I could see a scenario where in your six-week course where you run a PDSA on how are we gonna improve the class. And at the end, when you get to that act, you sort of decide with the class... What should I focus on for the next PDSA with the next class. And so in that way, you'd sort of be... Assuming you're re-teaching this class on an ongoing basis, you'd be sort of continually improving, and that's really the sort of... We talked about the Plan-Do-Study-Act cycle, the PDSA cycle, the last couple sessions, that's really what it is. It's where you leave off at the end of that cycle and you decide what you're gonna do next, feeds into that second cycle of improvement. So whether you called it that or not, it sounds like you're basically running PDSAs with the finance classes that you're teaching.   0:07:34.6 AS: Yeah. In fact, at the end of the class, I ask them another question, which is, what could we do to improve? And...   [chuckle]   0:07:43.3 JD: It's perfect.   0:07:45.5 AS: So the question... The problem that I faced was that the students said I want more one-on-one feedback, that they submit their assignment and they just get pass/fail or a grade and they don't get the feedback that they wanted. And really, I have to say, I was kind of upset about this reply because I felt like, "I can't do it, it's too many students," and my goal is to grow it so that I've got 100 or 500 students. How am I gonna scale it if it's about personal feedback? So we talked about it a lot for the next Boot Camp that came up, because we had seen this complaint coming up, and we came up with this idea. And I said, "Maybe... " And this... Part of this is talking to people like you and David Langford and others, maybe we need to do more work on clarifying the assignment. And so we went back and I said, "Look, every week we need to make it super clear on Monday what's the assignment for the week."   0:08:48.3 AS: And we even provided them kind of a score card of the way we're gonna look at it. "Did you do this? If you did that, you get a point. Did you do that? Did you check your grammar," whatever. And so we got much more clear, and then what we decided to do was to say, "Look, the teams will meet in the week, they always meet once a week, and they need to pick one or two people to present that on Friday." And then what we had is, we had the students present their work, just the best of the best, and I would say not the best of the best, but the ones that shows... Said, "I'm ready and I can do that," and then myself and my team gave them feedback after they presented, and said, "Okay, see that? Try to fix that. Make sure that you don't... " And then once we did that, what I then did is I took notes throughout those and recorded those, and then I improved again the description of the assignments and the common mistakes that people made. And so the next time that we did it, the next launch of the Valuation Master Class Bootcamp, we now had an even more clear focus on what you've got to do by the end of this week.   0:10:00.1 AS: And then finally, what I did is I called it Feedback Friday. And I said, "A whole week, we're working on a bunch of stuff but the end result is on Feedback Friday. One person, two people from your team is gonna present and you're gonna get critiqued and see how you do, and everybody's gonna watch that, it's gonna be recorded. Anybody can go through that." So we've been doing Feedback Friday now for three bootcamps and I would say all of the complaints related to feedback and not enough personal feedback are gone. And it wasn't through personal feedback that we resolved the issue of not getting enough personal feedback.   0:10:35.0 JD: Yeah. Well, that's a PDSA cycle for sure. Another thing I think of is what you... Sounds like you did over time as you iterated this class, and how you gave feedback, you actually found the actual root cause that was causing the problem. And the third thing I was thinking of, 'cause you talked about complaints, one thing we can do is overreact to complaints. So that's another thing that you could do is put the complaints on a process behavior chart, and if you get to a certain number, that might sort of signal that you have an issue. Otherwise, there may be an acceptable level... Number of complaints and... Or a third level analysis is, it's a stable number of complaints but the number is not acceptable to you as the instructor and so you wanna go about improving the whole system. It sounds like that's exactly what you did, sort of what we've talked about the last couple sessions, is you chart something, whether it's quantitative or qualitative data, you're keeping track of that, and then you're tagging it to this structured improvement process. And, yeah, it sounds like you're running the PDSA cycles for the class. It's pretty cool.   0:11:57.1 AS: That's a comforting message for the listeners and the viewers because what it tells you is that you don't have to be super official and have all of the tools that we learn from Dr. Deming's teachings that... First, is to start with the thought process. And my first thought process is, "I want my Valuation Master Class Bootcamp to be the best course in the world." That's all I want, just the best in the world, so I'm constantly wanting to improve. The second thing, I do not ever focus on competitors because my course is just so different, and all I focus on is the students. The third thing is I'm getting feedback on a consistent basis from the student about what they like and what it's worth to them. Because I also ask them, "Now that you understand exactly what's in the Valuation Master Class Bootcamp, what is the price that you think I should charge for this?" And my goal is that that price continues to rise as the perception of the value of the course rises. So I'm getting feedback, and then I'm looking at that feedback and I'm trying to identify what I think is the most important feedback that we've got to somehow resolve.   0:13:13.3 AS: And then I'm coming up with a theory that how, "Okay, wait a minute, if we clarify more about what we want, maybe that's gonna help, but even if we clarified our assignment, it wouldn't have helped the feedback. They still could have had the same problem of, "We're not getting any feedback." But then it was the idea of coming up with the Feedback Friday and really naming it. And that's what I've learned from the world of marketing and all that, is that you've got to name something and repeat it. And so all of that is... And then I keep wanting to repeat that process, which is why I love doing the bootcamp 'cause it's six weeks, every 10 weeks or so I do it again, and that gives us a perfect opportunity. And that's what teachers are doing, they're doing again and again, right?   0:13:53.9 JD: Yeah, yeah, and it makes me think... I'm obviously living in a different world than you in terms of who the students are and who the customer is. But we... In our network of schools, we have two elementary schools, two middle schools, and a lot of your description makes me think of this first ever PDSA cycle we ran a few years ago when we were working on an improvement project we called Eighth Grade On Track, which is just like what it sounds. How do we make sure that our eighth graders are on track to go to high school? We don't have a high school in our network, but we have a high school placement process. One of the things that parents expect of us is that their child is well-prepared to go to a good academically-oriented high school once they leave us, and, of course, high schools are also expecting that from us. So the parents are the customer expecting certain things from our schools. The high schools that we feed into are expecting certain things from our schools. So of course we can't fulfill our mission, we can't be an important part of that sort of education system, if we're not preparing our students to leave us as eighth graders and matriculate into a solid high school.   0:15:09.4 JD: And I remember working through, what does it mean to be on track in eighth grade to predict that you're gonna go on and be on track and do well in high school? One of the interesting things that, as I was reading some research out of the University of Chicago on this, was that when you look at students in middle school, you see grades start to drop that's actually a leading indicator of things to come in high school, which makes a lot of sense, 'cause if you start to experience academic issues in middle school, high school is a little harder, academically, plus some of the supports that are in place in elementary and middle school start to drop away so that makes perfect sense. Bs drop to Ds in middle school, and Ds drop to Fs in high school. And, man, if you're off track, even in your ninth grade year, students have a lot of trouble bouncing back from that. So I remember there was a student I was working with named James and this exact thing happened.   0:16:19.4 JD: I was looking at his grades, I was looking at his GPA, his attendance, his discipline record in sixth grade and everything was on track. In seventh grade, it was mostly on track. Things were looking pretty good. And then all of a sudden, here we are in the first trimester of eighth grade, and his reading grade dropped from a B in seventh grade all the way down to a D in that first trimester. In a lot of places, that's not gonna... Especially if the rest of his grades are pretty good, good attendance, he never was in trouble, he's not gonna get on a lot of people's radar. But we have this on-track system in place, so once we saw that data, our team, we said, "Wait a second, James was on track in sixth grade, on track in seventh grade, and now all of a sudden, he's off track in eighth grade," and we started asking why. So we're adults, we're sitting around the table in a conference room, "Why is James off track? Why is he off track in eighth grade? Well, his B in seventh grade dropped to a D."   0:17:25.8 JD: "Well, why is that? Why did that grade drop from B to D?" We're looking at his scores, and he's got pretty high reading test scores in his class. And then we look at his homework grade. His home grade's really low in his eighth grade reading class. And so then we asked this next question, "Why is James' eighth grade reading homework grade low?" And then we get stuck, and this goes back to this whole point of this episode, which is students are the improvement secret weapon. So we're sitting around this table and we say, "How do we figure this out? Why is his reading grade and homework grade, low? Let's go get it. Let's go get it." [chuckle]   0:18:10.5 AS: And for the people who are working in a manufacturing company listening to this, it's like sitting in your office above the factory...   0:18:19.1 JD: Exactly.   0:18:19.9 AS: And looking at the chart and thinking, "I wonder why this is happening."   0:18:24.0 JD: "Why this happening?" Yeah. So this is when the conversation gets really interesting. We had never done this before. We go get James on the spot from his eighth grade classroom and say, "Hey, we're doing this thing where we're just trying to figure out what's going on with your grades."   0:18:40.0 JD: We're asking some "why" questions. We're basically using the 5 why tool, we have a piece of chart paper and listing these things out, and so now we've invited him into the room, we just say, "Why is your reading homework grade low?" And he says, "Well, I really do the easier less-time-consuming homework first, math and science and history are fairly easy for me. So I do those first." A pretty typical answer from an eighth grade boy, and so what he's basically saying is he does his reading homework last, "Well, why do you do your reading homework last?"   0:19:28.9 JD: "Well, I don't like doing my reading homework, it's too much work." "Why do you dislike doing your reading homework?" "It's too much work. It takes too much time. I wait to the last possible moment." And we said, "Well, what is the last possible moment mean?" And he said, "Well, I usually not only do it last, I do it on the bus ride to school in the morning." It's dark. It's bumpy. That's the worst possible place to do the hardest homework, but that's what he's doing 'cause he does wanna get it done, he wants to turn in something, but he's not putting any type of effort, so now what we've uncovered is, why is it exactly that his homework grade is low?   0:20:02.9 JD: Now, if I was just an administrator sitting in my office, I could see that D and say, "James needs to go to after school tutoring," or "James needs to do this," or "James news to do that." But none of that, like what you were talking about with the student complaints in your class, none of that would have been the actual root cause of James' reading homework problem. So then we said, "Okay, now we know what the problem is, what are we gonna do about it?"   0:20:35.6 JD: And I had just learned about this Plan-Do-Study-Act cycle thing, and I said, "Well, let's sit down and write... Literally write out a simple PDSA with James." And the basic question was, if we could do reading homework first, could we raise that homework grade to at least a 70%? So we kinda looked at what his homework grade had been and what he needed to do to pass, and so that's what we settled on. We said, "James, what do you think about doing your reading Homework first?" And again, typical eighth grader here's where some of the psychology comes in, he says, "I don't know...   0:21:09.6 JD: I don't know if I really wanna do this. I don't think it's gonna work. I hate reading, I hate my reading homework," I said, "James, I hate getting up in the morning and running, but when I do it... When I get myself to do it, I feel better." He said, "Oh yeah okay, I could buy that." And I said, "Could you try this for just five days," and he looked at me, he kind of nods and I said, "No," I literally got up out of my chair, he got up out of his chair to go back to class and I said, "I need you to look me in the eye and shake my hand and tell me you can do this for five days." And he said, "Sure, I think I can do this."   0:21:54.1 JD: He said, "At the end of the day, when I'm sitting in my homeroom class, when we work on homework... Do you mind if I sort of sit in the back of the room so I can concentrate better?" "No problem. Great." So we write this down for the next five days, James is gonna work on is reading homework first, we tell the teacher that's in the homeroom so she can check to make sure he's actually doing that, and then we talked to the reading teacher and said, "Hey, can you give us James' last five assignments in reading and can you put the next five in this table to see if this is working." So just over the next five days, he does this, I check in with his homeroom teacher... Yep, he's working on his homework at the kidney table back in the back of the room.   0:22:33.5 JD: And then we start seeing the data come in, so whereas... Right before this intervention, it's one out of five, that's a 20%, three out of five, that's a 60%, three out of five... Those types of grades. First homework comes in five out of five, second homework comes in a three out of five. It's gonna take some time. Then it's 6.75 out of 10, it's five out of five, four out of five. And you start seeing this sort of momentum building, and after five days, he not only has a C on those assignments, he's very nearly got a B. And so we're studying this. And we're saying, "This seems like it's working pretty well." He sort of out-did even our predictions, and so we go to him and say, "What do you think about this sort of reading homework-first intervention?" And he says, "Yeah, it's going pretty well."   0:23:27.3 JD: "You're gonna keep doing it?" "Yeah, let's keep doing it." We design a second PDSA, We're gonna check in in two weeks now, so you can kinda see how this process goes, you create this very small plan, the student was hesitant, but he gave really great answers, insights into why his grade was low, he helped develop the plan, so now he's intrinsically motivated, 'cause this wasn't something that we did to him, we did it with him, and he's starting to get some momentum, he had some immediate success.   0:24:06.7 JD: And so you can see even just the small little change had this huge impact on this kid, and then he starts to build this momentum, and this has really changed a lot about how we approach changes, whereas before we'd sit in a room and plan, plan, plan, plan, plan, and then you go implement, you're like, "Oh man, I wasn't expecting this to happen, I wasn't expecting this to happen, I wasn't expecting this... " In five days, we went and saw "What would happen if we put this plan in place," and it worked pretty well, and all of a sudden we're gonna do it for 10 days instead of instead of five days.   0:24:40.3 AS: So let's just break it down for the... For the listeners to understand, we often talk about PDSA and all that, I think the first lesson that I would take from what you've said is that, yes, it can be a formal thing where we sit down and write down Plan-Do-Study-Act, and we go through it in a formal way, but it can also be just an informal process that we go through, but let's just break it down. They'll... Explain to us, P-D-S-A, how does that break down for this specific thing?   0:25:14.1 JD: Yeah, so the P would be the plan. And so I think the important thing to keep in mind here, is one... We wrote it down. You know, that sounds simple, but that's a big first step. We wrote the plan down, we made a prediction, we said, if James does this reading homework-first intervention, we predict that he'll have a 70% or higher on each of his homework assignments over the next five days, so we've quantified what we think is gonna happen. Then it's just the who, what, where, when, and of the plan. So it was literally like on March 22nd, 23rd, 26th, 27th and 28th.   0:25:54.7 JD: So on the next five school days, James is gonna work at the back kidney table, he's gonna work on his reading homework first, his homeroom teacher, Ms. Kramer, she knows that this plan is being put in place and she's just gonna check that he is working on his reading homework and then his reading teacher who is. Dr. Brennan, she said, "I'll record his homework scores as I get them over the course of each of those five days, so we can see if this is in fact having the sort of success that we think it is." So the plan is our hunch, it's really our theory about how we're gonna improve James' reading grade, but we don't know if that's actually connected to the real world in terms of if it's gonna be successful or not, until we actually put it in place. So we made a prediction, we made a plan that plan included who's doing what, when, and then it also included a plan for collecting just a little bit of data to see if this PDSA is on track so that's the P, the plan.   0:27:03.9 JD: In terms of the Do then after those five days, we just came back together as a team and just said, "What actually happened? Did James go and sit at the back kidney table? Did he do that each of the five days? Did he work on his reading homework first?" And it actually... This is a pretty simple plan and it's only over the course of five days, so in terms of implementation, the Do, everything matched exactly with what we put in the plan, and part of that is because the plan was simple, straight forward and on a really, really, really short time frame.   0:27:43.1 AS: So that is him doing the plan executing the plan.   0:27:44.4 JD: Us running the tests. Yeah us running the tests. Now on the study, the difference between the Do and the Study is the Study has... That the plan has been run, the test has been run, and now we have the data in and so we looked at what happened for the five days before we started the study, and over the course of those five days, he had gotten a 53% average on his homework on those five days pre-intervention, after the intervention began over those next five days, he earned a 79% average on his homework, and that 79% was 9% higher than what we had predicted, so the intervention actually went better than we thought at the outset, so that gives us evidence...   0:28:36.1 JD: That one, we know what we're doing in terms of creating the plan in the first place, and two, that the implementation can actually be put into effect in a real school, in real classrooms, with all the constraints that you have with time and all that, all that stuff. And I think another big thing besides writing it down, besides having the structure of this PDSA, we had James, we had James there, so I think it was a pretty good plan because of that. And so...   0:29:01.6 AS: And then, so what happened? Okay, so we've got the Study and what about Act? What does act mean in this case?   0:29:09.3 JD: Yeah, I think I mentioned this in one of the last two podcasts that when I think of Act, I'm gonna do one of three As, I'm gonna either Abandon the idea that we put in place 'cause it didn't go so well, I'm going to Adapt the idea 'cause some of it went pretty well, but maybe there are some things that need to be tweaked or iterated on, or I'm gonna Adopt it, this intervention went so well that it's gonna become a part of my system.   0:29:41.3 JD: So in this case, because we've only done this over five days and it was successful, but that's a pretty short time period, now we're gonna adapt it, we're gonna adapt it. And in this case, we're gonna... We call this thing reading homework first, that's the name of the intervention or change idea. Now, instead of five days, we're gonna do this for 10 days, and then one other piece of the Act is going back to the appreciation for a system component, that you can improve one part of a system and destroy the rest of it, that sort of idea. We're focused on reading. And everything else was pretty good when we started this focus, but we wanna look at James' whole system. In this case, we're talking about grades, so we're not gonna do sight of writing class and math class, and science and social studies, those types of things, because we're all focused only on reading, so we added that as a sort of a second component to the second cycle so we're gonna run a little longer. We're also gonna add his other grades to the data we're collecting just to make sure that those things stay on track.   0:30:53.4 AS: And one of the lessons I've learned, John, in the stock market where I basically spent most of my life is that you have to also double-check that your process didn't go wrong in some particular area or is biased, for instance, just the fact that we're paying attention to James... And maybe the teacher is gonna grade things slightly different now because they know that we're looking and we're trying for improvement, and so you also have to ask questions and try to understand where the biases are because you may come to a conclusion, "Wow, this is great." And then you wanna think, "I'm gonna apply this more across more students or across more systems," and then you find out that it starts to fail and why does it fail because there was some kind of fatal flaw in the process. Do you have any thoughts on that?   0:31:43.1 JD: Yeah, I think that goes back that I think... Something we've talked about very early-on in this series, maybe in episode one or two. This idea is there are goals for accountability and then there's goals for improvement, and I think... Now bias can happen at any point, for sure, because we are paying attention to this more, but when you're in a system and the goals are accountability-focused, you're much more likely to get that sort of nefarious or "I'm gonna change my behavior, maybe not in the best way, because I have to meet this goal - my job's at stake, or... "   0:32:30.2 AS: In other words, when you talk about goals for accountability, let's say that you went to that teacher and said, "You're gonna get a bonus if this one particular case is able to really improve." Okay, now you've brought in a whole another element into this thing.   0:32:41.1 JD: Yeah, that would be the carrot side or the stick side, you know, "If this kid's homework doesn't improve, you're gonna get a bad rating." Something like that, and that... Like I said, I think there's still always potential for bias or doing some things subconsciously in terms of how hard your grading him or something like that, but I think it's much less likely to happen if we're sitting down and saying as a group, "Hey, what can we do to improve James' approach to reading class?" Versus those things that we just talked about, whether it's a carrot or a stick, a ranking that could be impacted, those types of things.   0:33:20.1 JD: I think in focusing on improvement-oriented goals, you're much less likely to sort of see that... See that type of behavior. I think a lot of it goes back to what's the aim, what's the aim or objective of the PDSA, what's the aim of your system in general, what's the orientation you have in terms of how you manage as a principal, the teachers or the teachers managing the students, I think that's where you have to be careful. And this sort of improvement orientation, I think helps overall rating and ranking accountability-driven system.   0:33:58.4 AS: So let me try to summarize a little bit about what we've talked about, and for the listeners, this is kind of our way of trying to make sure that we all learn from what John's sharing here. So the first thing you were telling the story about how it's important when eighth graders leave because you're preparing them for high school, and you talked about the idea of being on track and when somebody starts to fall that it's hard to bounce back, and then you identified James.   0:34:26.8 AS: And then you said, "Okay, we saw something sliding there from a B to a D, and that was his reading grade," and you thought, "What could we do about this?" And your first reaction was to sit back in your offices looking at the data and thinking about it, but instead you say, "Well, let's just bring him in here and talk to him." So this is the secret weapon you're talking about is getting the student involved, then you went through a PDSA, so let's just try to review that briefly, so the plan is, you guys came up with an idea and you wrote it down, and you had...   0:34:58.6 AS: Like who, what, where, when? So that it was clear what was gonna be done, also you made a prediction, because if you don't make a prediction, you don't have some sort of theory, it's very difficult to really understand what happened, and as Dr Deming says, "Without a theory, there is no knowledge." And you also had a plan for collecting the data too, to make sure that you had that. Then Do, meaning that you ran the tests and James did what was planned... In this case, it went well, 'cause he actually did it, and then after that, you have to Study where...   0:35:36.1 AS: After the test was run, so the test has to be run first, the Do has to happen first, then you started to compare the outcome to your prediction, and as you said, it was slightly better than the prediction that you had made, and then you came to the Act section, where you had to think, "Well, do I abandon... " "Do we abandon this? Do we adapt it? Or do we adopt it?" And part of what you said was that it's about adapting a little bit, maybe and saying, "Okay, what we've... " "We've identified this as reading homework first, maybe now we're gonna test that on a 10-day basis," but you also had to think about it.   0:36:07.9 AS: This is a critical part, you had to think holistically, you had to think systems thinking, because your objective was not to increase the performance in one area at the cost of another, so you had to look at it holistically, and finally, we talked about the risks that something like, this can go wrong. And if you're tying goals to accountability to the people involved, and all of a sudden they're being punished or rewarded based upon the outcome of that result, it's gonna be much more risk that it's not gonna go properly compared to looking at goals for improvement, anything that you would add to that?   0:36:45.2 JD: I think that was a really perfect summary. I think it was spot on. Spot on and the only thing I'd say is not every PDSA is gonna work that smoothly, I think, but it illustrates the key points of what a PDSA is, how simple it can be, how to connect ideas that are sort of in the universe to reality, what actually happens in actual classrooms and schools when you try something. I think that's the power of the PDSA. I think you nailed it in your summary.   0:37:17.2 AS: So ladies and gentlemen, now it's your turn. What's something that you can do a PDSA on, just like John has described to us? And what improvements could that bring, and most importantly for the teachers and the administrators out there, my question to you is, do you realize that engaging students is the secret weapon for improvement? John, on behalf of everyone at the Deming Institute, I wanna thank you again for this discussion and for listeners remember to go to deming.org to continue your journey. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming, and that is people are entitled to joy in work.  

Hello, and welcome to Beauty and the Biz where we talk about the business and marketing side of plastic surgery and reputation management. I'm your host, Catherine Maley, author of Your Aesthetic Practice – What your patients are saying, as well as consultant to plastic surgeons, to get them more patients, more profits and stellar reputations. Now, today's episode is called "Reputation Management — with Jeffrey J. Segal, MD, JD". At the medical conferences I speak at, there's usually a talk about reputation management and how to keep %*@^ from hitting the fan and ruining your name.  So, I invited one of the country's leading authorities on medical malpractice and reputation management to update you on how to stay out of trouble and keep your reputation as stellar as possible.  Jeffrey Segal, MD, JD is a board-certified neurosurgeon, but he's also an attorney and partner at ByrdAdatto law firm. He's also a reputation management expert. Dr. Segal focuses on keeping doctors from being sued for frivolous reasons and to minimize the need for difficult reputation management. On this week's Beauty and the Biz Podcast on reputation management, Dr. Segal and I talked about: How to protect, preserve and manage your reputation online How to spot trouble early so your reputation management take far less effort How to handle patients with mental health issues who can cause havoc with your reputation management and a lot more… Every surgeon who has done enough surgery has or will experience patients who become problems, so this episode gives you strategies to help with your reputation management. Visit the website of Jeffrey J. Segal, MD, JD P.S. If you enjoy Beauty and the Biz, I would appreciate a 5-Star Review to grow the audience to help more surgeons.

Joshua ‘JD' Drake is the Founder and President of Command Prompt, the oldest Postgres company, and host of the podcast, More Than A Refresh. JD lives life way outside the traditional corporate norm, traveling with his family across the world and living as a digital nomad in their converted school bus. Today, Jeff and JD discuss Postgres and other database management systems work. JD expounds on the importance of creating innovative products and services that make people's lives better, his mantra, ‘Intrepidus Vita,' and how JD defines success.Episode SponsorSmall Fish, Big Pond – https://smallfishbigpond.com/ Use the promo code ‘SaaSFuel'Champion Leadership Group – https://championleadership.com/Key Takeaways01:18 – Jeff introduces today's guest, Joshua ‘JD' Drake, who joins the show to share his SaaS background and explains how Postgres works10:12 – Spotting trends years ahead of his time and balancing all different facets of running a business15:54 – Adding a service component to Postgres19:45 – Intrepidus Vita24:06 – JD speaks to his experience traveling the country with his family in their converted school bus28:36 – Jeff takes a moment to thank one of today's sponsors, Small Fish, Big Pond29:24 – The Cycle of Innovation35:13 – What JD attributes to his success and future trends he sees45:46 – Rethinking the concept of a ‘good job'50:01 – The most important lesson of JD's professional and personal life53:03 – Jeff thanks JD for joining the show and lets listeners know where to learn more about Command PromptTweetable Quotes“PostgreSQL is the fourth fastest growing database in the market. First one, obviously, is Oracle. Second one is MySQL and the third one is MicrosoftSQL. But the only one that's gaining market share is actually PostgreSQL because of the engineering prowess behind it. One of the mindsets of PostgreSQL is, ‘Do it correctly.' Instead of do it fast or get it done, or cut this corner. So, when we add features to this, they're very well thought out. And you have a braintrust that is unmatched by anybody, except maybe Oracle.” (08:49) (JD)“You could just see the writing on the wall if you were paying attention. If you educate yourself and you pay attention, it's not hard to see certain trends.” (12:55) (JD)“The slogan of Postgres Conference: Silicon Valley 2019 was ‘Come As You Are.' And the idea here is I'm not interested in your brochure because everybody's got a brochure, right? Your interview process, how you present yourself to sell a product, how you present yourself to your partner. Everyone's got that brochure. What I'm interested in is allowing you to be what's inside the brochure.” (20:49) (JD)“The thing about entrepreneurism, which you know of course, is that you have to have an idea. And successful entrepreneurism understands that the idea has to solve a problem. A lot of people have an idea that doesn't solve a problem.” (29:40) (JD)“Innovating in business is just about if you can identify a problem to solve and you can solve it in a way that is ethically good, you will innovate. And not only will you make money, but you'll make people's lives better.” (35:01) (JD)“If we should be moving forward so fast with technology and growing things in a lab and beyond burgers and things like that, why is it that the Amish have less cancer, less heart disease, less obesity than we do? It's not that the Amish

Talking Points: How could you become a successful developer Approaching mistakes Choosing a supportive environment Contributing to open-source Techniques to prevent mistakes Quotable Quotes: "Finding what you're great at" [to become successful] – JD "It's not all about just engineering" [but working with people, different teams] – JD "You're gonna fail and you're gonna screw up, sometimes big time" [Junior devs] – JD "From a management point of view, it really shouldn't be about the individual developer who makes the mistake and causes an outage, it should be more about the system that allows it to happen" – DG "Start contributing to open-source and get in some of your patches merged into the main branch and you'll be surprised how many recruiters try to hit you up on LinkedIn" – JD "Finding little tiny things that could be fixed so you get that adrenaline rush" [when starting to contribute to open-source projects] – JD "You gotta understand, maintainers are dealing with so much" [don't take things personal] – JD "You're able to move up because you learn from the past" – JD Notes: First Timers Onlywww.firsttimersonly.comStudy: A Simple Surgery Checklist Saves Livescontent.time.com/time/health/article/0,8599,1871759,00.htmlJustin Dorfman Websitewww.justindorfman.comJunior to Senior Communitycommunity.juniortosenior.io

Italy too has a vast Celtic heritage. We’re gonna explore a tiny sampling of music from Celtic Italy on the Irish & Celtic Music Podcast. FIMM, Franco Bordoni, Willos’, Deep Green Light, Poitin, Don Grieve, Francesca Romana Fabris, Mishaped Pearls, Seamus Kennedy, Oisin McAuley, Kyn, MaterDea, Connemara Stone Company, HEXPEROS, Doug Folkins I hope you enjoyed this week's show. If you did, please share the show with ONE friend. The Irish & Celtic Music Podcast is here to build our community and help the incredible artists who so generously share their music with you. If you hear music you love, buy the albums, shirts, and songbooks, follow the artists on Spotify, see their shows, and drop them an email to let them know you heard them on the Irish and Celtic Music Podcast. Remember also to Subscribe to the Celtic Music Magazine. Every week, you will get a few cool bits of Celtic music news. It's a quick and easy way to plug yourself into more great Celtic culture. Plus, you'll get 34 Celtic MP3s for Free, just for signing up today. VOTE IN THE CELTIC TOP 20 This is our way of finding the best songs and artists each year. Just list the show number, and the name of as many bands in the episode as you like. Your vote helps me create next year's Best Celtic music of 2020 episode.  Vote Now! THIS WEEK IN CELTIC MUSIC 0:04 - “November Reel - Wedding reel - Joe Tam's reel” by FIMM from Roiboos e Disappunti and Irish Celtic Music 7:32 - WELCOME 9:49 - “Saddle The Pony / When Sick Is The Tea You Want” by Franco Bordoni from Urgente (Rome, Italy) 13:01 - “Factory Girl” by Willos’ from 4th (Belfast - Ireland & Siena - Italy) 15:41 - “The Destitution” by Deep Green Light from L'uomo del caffè (Cava de' Tirreni/Salerno - Italy) 20:29 - “The Jolly Beggarman” by Poitin czech from Simple Pleasures 23:08 - CELTIC FEEDBACK 25:13 - “Ye Jacobites By Name” by Don Grieve from A Drop o' the Best 28:52 - “Everlasting dream” by Francesca Romana Fabris from Close to You (Rome - Italy) 33:14 - “Wind of the Air” by Mishaped Pearls from Le Puy en Velay 36:22 - “Farewell To Sicily” by Seamus Kennedy from Favorite Selections 39:44 - "Souvenir Of Venice (Hornpipe)/ Belle Of The Stage (Clog)" by Oisin McAuley from Far From the Hills of Donegal 43:15 - CELTIC PODCAST NEWS 45:28 - "Sang Til Jomfru Maria" by Kyn from Earendel (Germany, Italy, Switzerland) 47:40 - "Lady of Inverness" by MaterDea from Satyricon (Torino - Italy) 52:52 - "Boys from the Ruhr" by Connemara Stone Company from Back Home 56:36 - "Aine's Ballad" by HEXPEROS from Lost in the Great Sea (Vasto, Chieti - Italy) 1:01:49 - CLOSING 1:03:21 - "Streets of Rome" by Doug Folkins from Another Last Call The Irish & Celtic Music Podcast was edited by Mitchell Petersen with Graphics by Miranda Nelson Designs. The show was produced by Marc Gunn, The Celtfather. To subscribe, go to Apple Podcasts or to our website where you can become a Patron of the Podcast for as little as $1 per episode. Promote Celtic culture through music at http://celticmusicpodcast.com/.   CELTIC PODCAST NEWS * Helping you celebrate Celtic culture through music. My name is Marc Gunn. I am a Celtic musician and podcaster. This show is dedicated to the indie Celtic musicians. Please support these artists. Share the show with your friends. And find more episodes at celticmusicpodcast.com. You can also support this podcast on Patreon. TRAVEL WITH CELTIC INVASION VACATIONS Every year, I take a small group of Celtic music fans on the relaxing adventure of a lifetime. We don't see everything. Instead, we stay in one area. We get to know the region through its culture, history, and legends. You can join us with an auditory and visual adventure through podcasts and videos. Learn more about the invasion at http://celticinvasion.com/ I still have space in 2020 for the Celtic Invasion of Italy. It’s gonna be monumental. You don’t want to miss it! THANK YOU PATRONS OF THE PODCAST! Because of Your kind and generous support, this show comes out every week. You can pledge a dollar or more per episode and cap how much you want to spend each month over on Patreon. Your generosity funds the creation, promotion and production of the show. It allows us to attract new listeners and to help our community grow. Plus, you get to hear episodes before regular listeners. When we hit a milestone, you get an extra-long episode. We are super close to getting a two-hour instrumental special. I want to thank our newest Patrons of the Podcast as well as though who increased their patronage donation: Kouroth, JD You can become a generous Patron of the Podcast at http://patreon.com/celticpodcast.   I WANT YOUR FEEDBACK What are you doing today while listening to the podcast? You can send a written comment along with a picture of what you're doing while listening. Email a voicemail message to celticpodcast@gmail.com Didier Marchal messaged me on Facebook: "I'm a long-time listener based in Strasbourg, France. Every week I do enjoy the great show while working: I'm restoring ancient books and the music you kindly offer us is the second thing I need for having a wonderful day. I sent a few pictures of one book from the XVIth (Bible from the year 1598) I'm working on while listening. Many thanks again for this superb  show!"      Audrey Sanroman emailed on Facebook: "Hello from Mexico City! Today I was listening to the podcast while fia is hung my Jack O’Lantern. Here’s a pic of my multi-cultural altar. Sláinte and  Oíche Shamhna! ?????? Happy Halloween and Feliz Dia de Muertos. You rock!" Jonathan Smith emailed photos: "Hey Marc,  Love your podcast.  I'm in a curling club here near Washington, DC and I often listen to episodes as I make my way around the Beltway to and from the club.  Great way to stay in the curling spirit!"

Climb aboard a jaunting car with the Irish & Celtic Music Podcast. Bonnie Rideout, ChildsPlay, Heather Dale, Syncopaths, Terry Griffith, Ballinloch, The Rogues, Ella Roberts, The Gatehouse Well, The Selkie Girls, Lothlorien, The Ennis Sisters, Syr, The Changing Room I hope you enjoyed this week's show. If you did, please share the show with ONE friend. The Irish & Celtic Music Podcast is here to build our community and help the incredible artists who so generously share their music with you. If you hear music you love, buy the albums, shirts, and songbooks, follow the artists on Spotify, see their shows, and drop them an email to let them know you heard them on the Irish and Celtic Music Podcast. Remember also to Subscribe to the Celtic Music Magazine. Every week, you will get a few cool bits of Celtic music news. It's a quick and easy way to plug yourself into more great Celtic culture. Plus, you'll get 34 Celtic MP3s for Free, just for signing up today. VOTE IN THE CELTIC TOP 20 This is our way of finding the best songs and artists each year. Just list the show number, and the name of as many bands in the episode as you like. Your vote helps me create next year's Best Celtic music of 2020 episode.  Vote Now! THIS WEEK IN CELTIC MUSIC 0:03 - "The Jaunting Car Hornpipe Set" by Bonnie Rideout from Scottish Inheritance 4:29 - WELCOME 5:09 - "The Noodle Vendor /Sweetest Blooms / Avery's Mazurka" by ChildsPlay from The Bloom of Youth 9:23 - "One of Us" by Heather Dale from Imagineer 12:42 - "Bronwyn Leigh" by Syncopaths from Five Gears 18:35 - "They Wounded Old Ireland" by Terry Griffith from For My Grandfathers 24:01 - CELTIC FEEDBACK 25:44 - "Rise Up!" by Ballinloch from Rise Up! 29:22 - "Reels Again" by The Rogues from 25...and Live! 31:39 - "North Wind" by Ella Roberts from North Wind 35:33 - "Michael Goes Flatpickin'/Road to Errogie" by The Gatehouse Well from Bring You Ashore 40:00 - CELTIC PODCAST NEWS 41:52 - "Mo Nighean Donn As Boidhche" by The Selkie Girls from Pirate Queen pronunciation: Moh knee-een don us bwow-duck 45:59 - "Paddy's Green Shamrock Shore" by Lothlorien from Single 50:25 - "Sunken Garden" by The Ennis Sisters from Keeping Time 54:42 - "Chan Eil Eagal" by Syr from The Winter King 58:30 - CLOSING 59:38 - "Gwrello Glaw" by The Changing Room from Picking Up The Pieces The Irish & Celtic Music Podcast was edited by Mitchell Petersen with Graphics by Miranda Nelson Designs. The show was produced by Marc Gunn, The Celtfather. To subscribe, go to Apple Podcasts or to our website where you can become a Patron of the Podcast for as little as $1 per episode. Promote Celtic culture through music at http://celticmusicpodcast.com/.   CELTIC PODCAST NEWS * Helping you celebrate Celtic culture through music. My name is Marc Gunn. I am a Celtic musician and podcaster. This show is dedicated to the indie Celtic musicians. Please support these artists. Share the show with your friends. And find more episodes at celticmusicpodcast.com. You can also support this podcast on Patreon. I finally have some shows in the Atlanta area. I got to meet a few listeners when I played The Lost Druid Brewery in Decatur last weekend. And on February 1st, I’ll be at Tucker Brewing Company. Both are very amenable my unique style of Celtic Geek Sci F’Irish music. Hopefully, more shows will come. Feel free to drop a venue suggestion in the Atlanta area if you’d like to see me perform. Brobdingnagian Bards’s new album is officially released on February 2. You get I Will Not Sing Along on all the usual channels. I’m Kickstarting my next album. It’s called Selcouth, which means “when everything is strange and different, yet you find it marvelous anyway”. I was gonna release it at the end of January but due to being under the weather much of the month, I’m gonna release it on February 11th. Get notified. You also have until February 3rd to get the new Sainted Celts Collection. You’ll get a shirt, a couple pint glasses, a couple CDs, all for one insanely low price. TRAVEL WITH CELTIC INVASION VACATIONS Every year, I take a small group of Celtic music fans on the relaxing adventure of a lifetime. We don't see everything. Instead, we stay in one area. We get to know the region through its culture, history, and legends. You can join us with an auditory and visual adventure through podcasts and videos. Learn more about the invasion at http://celticinvasion.com/ I still have space in 2020 for the Celtic Invasion of Italy. It’s gonna be monumental. You don’t want to miss it! THANK YOU PATRONS OF THE PODCAST! Because of Your kind and generous support, this show comes out every week. You can pledge a dollar or more per episode and cap how much you want to spend each month over on Patreon. Your generosity funds the creation, promotion and production of the show. It allows us to attract new listeners and to help our community grow. Plus, you get to hear episodes before regular listeners. When we hit a milestone, you get an extra-long episode. We are super close to getting a two-hour instrumental special. I want to thank our newest Patrons of the Podcast as well as though who increased their patronage donation: Kouroth, JD You can become a generous Patron of the Podcast at http://patreon.com/celticpodcast.   I WANT YOUR FEEDBACK What are you doing today while listening to the podcast? You can send a written comment along with a picture of what you're doing while listening. Email a voicemail message to celticpodcast@gmail.com John White emailed: "Marc, have you done an episode on the Celtic influences on American country music? Growing up in East Tennessee, I was exposed to much classic country and blue grass on a daily basis. I recently finished Ken Burns’ excellent documentary series on Country Music. The influence of Irish and Scott immigrants on country is undeniable. Thanks for your podcast. I’ve been listening since you were a wee lad in double digit podcasts."

On this weeks Episode of the JAB Podcast, the fellas discuss the following topics:** Toe Sucking Incident in Florida (This may or not have been JD) You decide!** The Pope smacks one of his biggest Fans.** Ricky Gervais roasts Hollywood.** Kids for Cash Judge is sentenced to prison.** Iran Shoots down a commercial airliner.** Trump charges Saudi Arabia for use of our military.  JD actually agrees with Trump on this. Brad and Jimmy Don maybe to starting to bring JD to the right.  Enter JD eyeroll here. ** Since when did Damn become known as the D-word. Gotta love the PC Culture! Another fun episode, JD may have already been sauced before the show even started, much to the delight of everyone listening.  Thanks for listening! Jimmy Don, J.D. & Brad 

DESCRIPTION Internationally renowned magician, Luca Gallone, joins Jay on the podcast and reveals one of his most secret tricks: How to generate job- replacing income doing what you love! An in depth look at Luca’s rise to success, the power of mentoring, monetising, brand building and leveraging social media on a global scale. KEY TAKEAWAYS We’ve got a magician in the house, we’ve managed to get hold of Luca Gallone. Not only has he been on Britain’s Got Talent, he’s also performed for royalty and celebrities. I got into magic as a kid, about six years old, I think a lot of people get a passion as a kid. I got one of those little magic sets and I really got into it, I really got hooked on it and I think we all get obsessed with certain things in our life at different stages. Some people it might be football, some people it might be gaming, but not many manage to turn that into a career. Could you tell us a bit about how we first met please Luca? So I went to Prince’s Trust and set up as a business, and then you get given a mentor and fortunately for me it happened to be Jay. How did you come across the challenges that young entrepreneurs just starting out in business who have their doubts, how did you overcome them, how did mentoring help you Luca? A lot of young people really struggle with the pressure their under from different sides, from society, from their family, from people at school, from the friends they hang around with. You can set up a business up tomorrow. You could set one up pretty easily with stuff like ClickFunnels and Fiverr. With yourself being the age of mostly where mostly all of your friends will be going to university, what are your thoughts on that Luca? My thoughts are, if you want a certain career that requires a university degree, like a doctor, lawyer, dentist or whatever it might be, then obviously go to university. Before you make that decision, ask yourself, “Is that really what I want?” To start with, because if Daddy wants you to be a doctor, and you decide well OK, I need a degree to become a doctor, just ask yourself, “OK, do I really want to be a doctor or am I just following what my parents or somebody else wants?” And I didn’t go, it was a really tough decision and it really disappointed him. He didn’t take it well at all but the bottom line was, and this is for any young person listening to this, you’ve got to live your own life. You can’t be successful part-time. You’ve got to put the effort in, you’ve got to put the grind in, I know you were doing seven days, travelling around the UK, even abroad. But putting the effort and the work in, which made you successful. Now you couldn’t do that if you said, “Right, I’m going to work 10am-4pm, then I’ve got a shift at Sainsbury’s from 4pm-12am, you know what I mean? It’s difficult. After a while you were getting paid a lot more to do your magic, rather than doing card tricks in your bedroom and at small parties and things. How did you transition into that mind frame Luca? When I was in Sixth Form, I’d do a few gigs at a little parties or at a wedding, probably get paid you know, £100/200 and I got the taste for it. I got a little website set up, business cards all kitted out. I’d proven to myself in little bits that I could do it and for some reason I knew I could do it if I had the time to push it. Then obviously I did the Prince’s Trust and met you, I’d say it was a few things. It was one thing just having the vision that I wanted it and then two; having the work ethic to really outwork the people who’d already been doing it for ages. I remember we discussed upping your rates, and I think it was 25% you increased them, maybe 30% or 40. You were a lot higher than people than people who’d been on the circuit for decades. You valued it. I know other peers in the industry who’ve always charged peanuts and I’m not really sure why that is to be honest. I think there’s a few ways you can go in business when you’re setting prices. One is trying to go in at the lowest, which can work but it’s a very dangerous game to play. Let’s say you’ve got a product or service that’s scalable, because there can only be one lowest priced person in the market. It only takes someone who can do it cheaper. We’ve all seen people from China can come along and instantly price people out with no problem at all. What’s the difference between a magician charging between £300-350, and a magician charging £600? You’ve just got to ask for it. If you don’t ask for it, you’re never going to get it. That’s the question. That’s Jay’s favourite phrase, ask the question! Tell us what you learnt about show business, because a lot of people watch Britain’s Got Talent, X-Factor, and they only see one side? So, basically, yeah, a lot of the people on these shows are headhunted, and they’re scouted, rather than just turning up on the day as it’s portrayed on the show. I’m going all in on social media, you’re going all in on social media and I think now there’s no gatekeeper. You don’t need Britain’s Got Talent or America’s Got Talent. You don’t need a TV show. You can do it all yourself and get even more success than the people who’ve gone the traditional route. How can people listening like young entrepreneurs or young businesses, how should they leverage social media? You need to decide whether to do a personal brand or a business brand. There’s advantages to both, maybe disadvantages to both but I’d say there’s a big value for everyone now to create some kind of personal brand because you’re basically building equity in yourself and for me that’s really important. How did you start building your personal brand? I think first off, if you're going to build a personal brand you need to look at what your personal brand’s going to be about. What you need to do is sit down and think about what the business model is, why you want to build it You need to have some value that you’re going to bring. Once you’ve done that obviously, first thing, snap up all your domains on the different platforms, Instagram, Facebook, Snapchat, Twitter, Youtube, all of them. Basically Instagram comes down to the algorithm, understanding it, studying it and using it to your advantage. This is all I did was to figure this out and leverage this to my advantage. So, a few quick tips; you’ve got your Instagram page setup, it’s looking good, get some content out there, nine posts minimum to fill up the page, now if you’ve got something that you want to send viral, first thing, it’s gotta be good content. There’s no other way around it. I just want to ask you what does a mentor mean to you, what benefits has it brought you, and also could you name a few people who’ve inspired you and put them on this podcast? A mentor to me is someone who’s done something, achieved something, achieved success in a certain area of life, who’s learnt the lessons. They’ve been there and done it, what they can do is offer you the guidance, they can offer you a different perspective from where you’re looking, even little tactics and tricks but overall it’s more the bigger picture stuff. I’d read a Grant Cardone book and he’d say something in the book that’d just make me think differently or act differently. All these influencers, you take all the bits that you like and it adds up to amazing success. I found an influencer on YouTube called Tyler and watch a lot of his videos. His perspective on life and stuff like that will really open your mind, it’s so deep, what he goes into and stuff like that. I was watching one today and I felt so present there with him. He’s got this energy about him and some of his stuff will literally change your life. BEST MOMENTS JD: So Luca’s been one of my, I wouldn’t even say clients. He’s a friend now, we’ve been working together for five years on the mentoring programme when we first met. LG: I wouldn’t say client; I haven’t paid any of the invoices! LG: I saw David Copperfield’s show as a kid in Las Vegas, it was spectacular. I managed to show one of the magicians a trick after the show. I had a few cards in my pocket and showed him a quick card trick and he started laughing and said, “You know what Luca, you could be one of the best magicians in the world one day. Because your good.” If I had the information back then it would have been a lot more helpful after spending a lot of money on mentoring and getting the wrong mentoring it’s good to get the right person. You don’t have to wait to start living the life you want to live when you’re past it and you’re old. You can live it right now and you can reject what society’s giving to you because actually in most cases it’s the wrong advice. JD: You got four yeses on Britain’s Got Talent. LG: I did well. I performed, it was a really nerve wracking experience and whatever. It was in front of Simon Cowell and that kind of thing, in front of all those people. I did well but I wouldn’t do it again. The reason is because I don’t think I need it. I’ve got a belief that I will have a more successful career than probably most of the people who go through Britain’s Got Talent. I’m telling that now, knowing that’s going to happen. This is the problem with Britain’s Got Talent, the problem is, it’s like the lottery. It basically reinforces a belief that it’ll be overnight success. We all know that there’s no such thing as an overnight success. Even the people who’ve done really well. The people who’ve done really well on the show, are the people who had things going on before. This was just a bit of a boost at the time. Quality over quantity with social media sometimes, if you can do both, that’s better, but focus on putting out good quality content. VALUABLE RESOURCES Jay’s Website Jay’s LinkedIn ClickFunnels Fiverr www.businessmentorpodcast.com The 10X Rule ABOUT THE HOST Jay Dhillon is a well-established entrepreneur and has built up many businesses from start-up to success. In 2005 he built a business from 0 – 500 employees with a turnover of £5 million per year and this with no investment apart from his savings. This business brought in major clients such as Land Rover, Jaguar, Toyota and New Look just to name a few. His passion and skills have since allowed him to build many more businesses. Today Jay has multiple business in various sectors. His achievements for his work have been highlighted in a visit to Buckingham Palace to meet with Prince Charles. From humble upbringings, Jay feels that anyone can be successful in the business world. With over 18 years in business, he is now sharing his knowledge and skills to help other inspiring entrepreneurs succeed in the world of business. CONTACTS Jay@businessmentorpodcast.com @LucaGallone on Facebook, Twitter See omnystudio.com/policies/listener for privacy information.

This week on The PPC Show, Paul and JD break down the top news and trends in ad tech and digital marketing. Show Notes. GOOGLE Google advertisers can now see historical Quality Score data in AdWords Plus, no more hovering over individual keywords to see Quality Score data. http://searchengineland.com/google-adwords-quality-score-reporting-improvements-275010 2 things Data by day - segment it and watch your QS change over time. The big new development is advertisers will finally get some historical Quality Score data in AdWords. Four new columns — “Qual. Score (hist.),” “Landing page exper. (hist.),” “Ad relevance (hist.)” and “Exp. CTR (hist.)” — show the last known score in the selected date range (as far back as January 2016). Google is opening the beta for its “buy button,” dubbed Purchases on Google. Sales & Orders reported finding the option in Merchant Center Tuesday. http://searchengineland.com/purchases-google-quietly-opens-beta-request-google-merchant-center-275182 Schedule offline conversion imports in AdWords http://searchengineland.com/now-can-schedule-offline-conversion-imports-adwords-275307 Imports from files can be scheduled daily or weekly. Need to use Google Sheets or link to a file over HTTPS or SFTP. You can't upload a file on a schedule obviously. Uploads can be scheduled to import daily or weekly. Last June, Google launched a native conversion syncing solution for Salesforce users. Google Adds Expandable AdWords Ads With Carousels on Mobile http://www.thesempost.com/google-adds-expandable-adwords-ads-carousels/ Twitter Biz Stone is going back to Twitter. Medium and Jelly. Welcome back Biz! Twitter updated its privacy policy on Wednesday so that it can use the information it collects about people's off-Twitter web browsing for up to 30 days, as opposed to the previous 10-day maximum, http://marketingland.com/know-twitters-latest-privacy-policy-update-215112 -The micro-blogging giant has also chosen to start tracking what apps are sitting alongside Twitter on users' phones, their locations and what websites they've visited. For the latter, that's only for sites that integrate Twitter content, like embedded tweets. Furthermore, the company will "not store web page visit data for users who are in the European Union and EFTA States. It's easy to understand why Twitter is making these changes: it's been reporting some torrid financial results of late. In February, it reported increasing losses from $167 million in the fourth quarter of 2016, compared to a year-earlier loss of $90 million. For 10 straight quarters it's reported slowing growth. Settings & Privacy -> Your Twitter data Paul: You are currently part of 18291 audiences from 3842 advertisers. JD: You are currently part of 13733 audiences from 3078 advertisers. Show notes: https://twitter.com/settings/your_twitter_data FACEBOOK Facebook Delivery Insights Ever wonder if your ads are competing for visibility in the Facebook auction? Or how much they're competing against each other? There's a lot that goes into determining who sees which ads on Facebook. Put simply there's too much content available to be able to show people everything they could potentially see on Facebook, every day. Well Facebook took some big steps toward providing more campaign transparency and predictability with Delivery Insights. https://blog.adstage.io/2017/05/17/facebook-delivery-insights/ Facebook Video Bug! The bug affected billing only for the following conditions: for the video carousel ad unit; when the advertiser chose to bid on link clicks; and only for people who were on smartphone web browsers. https://newsroom.fb.com/news/2017/05/video-carousel-ads-on-mobile-web/ Facebook Algo Update! Reducing Links to Low-Quality Web Page Experiences https://www.facebook.com/business/news/reducing-links-to-low-quality-web-page-experiences --- Send in a voice message: https://anchor.fm/the-ppc-show-podcast/message

I spoke with all six members of North Dakota bands Vanity Plate and the Juniper Drive after they returned from their tour to the west coast. Blake Burbach // guitar // VP+JD Robert Kramer // guitar & vocals // JD Evan Morgenson // bass // JD Jazmine Schultz // bass & vocals // VP Zach Schultz // guitar // VP Joshua Thornton // drums // VP+JD You can hear their music on their respective Bandcamp pages: Vanity Plate The Juniper Drive Vanity Plate are performing this weekend at Minot, ND's Why Not Fest. Also, so am I, like, today (the 13th), but who cares right? thanx for listening :)