5 episodes

Interviews with members of The Deming Institute community, including industry leaders, practitioners, educators, Deming family members and others who share their stories of transformation and success through the innovative management and quality theories of Dr. W. Edwards Deming.

In Their Own Words The Deming Institute

    • Business
    • 4.5 • 36 Ratings

Interviews with members of The Deming Institute community, including industry leaders, practitioners, educators, Deming family members and others who share their stories of transformation and success through the innovative management and quality theories of Dr. W. Edwards Deming.

    How to Track Progress: Deming in Education with David P. Langford (Part 2)

    How to Track Progress: Deming in Education with David P. Langford (Part 2)

    David and Andrew continue their discussion on how to track student progress when you don't use grades or other conventional methods.
    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, we continue our series of Deming in Education with David P. Langford, where we explore Deming thinking to create joy in learning. David Langford has devoted his life to applying Dr. Deming's philosophy to help everyone get the most out of learning. Today's topic is a continuation of the discussion on tracking progress in learning. David, take it away.
    0:00:34.4 David Langford: Thank you, Andrew, it's great to be back again. In the previous podcast, we were discussing tracking learning and the typical way to track learning is grading people; A, B, C, D, and F, and Deming was very adamant that we could significantly improve the education system if we just stopped grading people. So, in my work with education over the last 30 years, a lot of educators get that, and they don't like grading and they've never liked having to do it and being the final judge. And then there's another whole group that thinks it's their right to judge people and give them a grade about what they could do. So, I mentioned in one of the earlier broadcasts that Deming said, "Why would I wanna judge somebody today when I don't know who's gonna turn out to be great in the future?" So I wouldn't wanna do anything that's gonna limit them.
    0:01:33.2 DL: So as a teacher myself, having to think through that and having to actually work inside of a grading system and try to figure out what you could do, I think you first have to go through the thought process; is it possible for everyone in a class, for instance, to achieve. And if you say to yourself, "No, it's not possible." I had some students that said, "It's just not possible," they can't do it, you're probably never gonna get there. But if you start to say, "if it was possible, what would we have to change in the system in order to optimize everybody getting to that point?" Well, it always turns out that through neural science, every educator, even parents, will tell you that everybody learns at a different rate. You give somebody a complex problem or something somebody might be able to answer that in three seconds, and other people it might take them a very long time, but they could eventually get it, it just might take a lot longer for you to get there. And so, we sort of truncate that in education, and we talked about, last time, about deadlines and what deadlines mean, and those are mostly for the person managing the class to keep the class moving, right?
    0:02:57.1 DL: Because if I just sort of make it open-ended and say, "Okay, well, everybody has to get to a certain level of performance, and we'll just keep it open until you get there," most teachers will tell you it would just be chaos, so the idea of changing a deadline to a target date, so... Yes, here's what you need to know and learn, or the process of what you need to go through. And our target date for you to finish this is this Friday, so then we run into the problem, well, what happens if somebody doesn't do it, or they don't do it at all, right? Well, in the current systems, if somebody doesn't do it at all, some teachers actually like that, 'cause then you don't have to grade people, you just give them a zero, right? And you go on. But if you think about, "no, my job is to optimize that child's performance." So if you didn't get it done, then we're gonna have a conversation. "How quickly can you get it done? When can I expect to see this?" That you're not getting off the hook, so to speak. I observed this with high school classes I was teaching when I first met Deming, and students would just tell me, "just give me a C," or "just give me a C or a D or something", and sometimes they would be basketball players or something like that, a

    • 24 min
    Comparing Deming, Lean, and Six Sigma: Interview with Mustafa Shraim

    Comparing Deming, Lean, and Six Sigma: Interview with Mustafa Shraim

    Andrew Stotz talks with Dr. Mustafa Shraim of Ohio University about Deming's approach to variation, comparing it to Lean and Six Sigma. "When you do Six Sigma, you're basically outsourcing your quality to an external source, providing the training, the titles, and all of that. You can cut it off any time. But when you do the [Deming] theory of knowledge and the Plan-Do-Study-Act, you have to commit. The commitment is really the big deal here...the component that is missing [from Six Sigma] is a commitment to quality."
    4:30 Variation
    12:40 The problem with Six Sigma
    20:40 Statical Process Control Charts
    25:44 Deming chain reaction
    30:03 Suboptimizing departments
    43:01 Management by visible figures
    40:05 Why Deming, why now? Driving out fear
    50:52 Continuous improvement and Plan-Do-Study-Act
    Download the complete transcript here.
    0:00:04.1 Andrew: 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 here with featured guest, Mustafa Shraim. Mustafa, are you ready to share your Deming journey?
    0:00:19.8 Mustafa: Absolutely, let's go for it. Thank you.
    0:00:21.5 Andrew: I'm excited. Well, let me introduce you to the audience. Mustafa Shraim is an Assistant Professor at Ohio University teaching quality management and leadership. Professor Shraim has over 20 years of experience as a quality engineer, corporate quality manager, and consultant. His PhD is in Industrial Engineering. He publishes widely, and he has a passion for Dr. Deming's system of profound knowledge. Mustafa, why don't we start off by you telling us the story about how you first came to learn of the teachings of Dr. Deming and what hooked you in?
    0:00:57.5 Mustafa: Yeah. Thank you, Andrew. Thank you for inviting me back. So...
    0:01:01.9 Andrew: Yeah.
    0:01:06.1 Mustafa: The whole thing started when I was doing my master's and that was the late '80s, at Ohio University, and I was concentrating on the area of quality. So, I was doing research, and my research touched up on what Dr. Deming was doing. I was doing it in design of experiments and quality tools and things like that. But of course, you come across Dr. Deming's work when you talk about quality control, in general, and statistical quality. So, that was the first encounter of learning about what Dr. Deming did in Japan and how he used statistical process control and things of that nature to teach how you can improve your processes, your products, and later on, the management. But at the beginning, I did not really get into his management philosophy so I was more on the technical end of Dr. Deming's teaching which was mainly quality control and SPC, and just improving quality in general.
    0:02:24.1 Mustafa: So, as I went... So I went, and I started my first job as a quality engineer, and quickly after that, maybe after one year, I moved to another company, and I became a statistical quality engineer, and I was doing... I was a part of a training program there. I was doing training on SPC as a part of a training for employees at that company. It was a union shop, it was automotive, and so we utilized statistical process control and what Dr. Deming was teaching. So, that was the beginning of it, but later on in the '90s, I started learning more about Dr. Deming after I read "Out of the Crisis" and then "The New Economics" about his management method. In fact, his management methods just captured me. I knew I got hooked on the quality part first, but the management method just brought it together for me. And since then, I've been reading and practicing, trying to at least, what Dr. Deming has taught.
    0:03:41.9 Andrew: And would you say... One of the things that I started realizing was that the statistical... What I thought was the end was the statistical tools. And what I started to learn is that, actually, the statistical tools start to have limitations i

    • 54 min
    Joy in Learning: Deming in Education with David P. Langford (Part 1)

    Joy in Learning: Deming in Education with David P. Langford (Part 1)

    Deming frequently discussed the right to joy in work and in learning. But what does that mean exactly? David P. Langford explains Deming's intent, particularly as it applies to education.
    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 we're gonna be talking about the Langford application of Deming to bring joy in learning. David Langford has devoted his life to applying Dr. Deming's philosophy to help teachers and students get the most out of learning. David, let's get into it. I think we should start with what is joy in learning as one point.
    Langford: Yeah, it sounds like sort of a mamby-pamby phrase like, "Oh, let's just all have joy in learning," or something that you might put on a poster and put on a wall, and Deming was probably the first one that got me to understand that those key phrases and stuff like that aren't gonna change the system at all, and that you actually have to change the system. So having joy in learning is different than thinking about joy in the education system as a whole, because I may really enjoy what I'm learning at the university or in an elementary classroom, but the way in which the system is run is not fun, it's not joyful. So the places that can really optimize both are the places that are gonna attract the most students, are gonna have the teachers that are happier, they're gonna have students that are happier, and when students are happier, parents are happier, and everything just starts to function better. So while it is a phrase, joy in learning, it's also a depth of knowledge about thinking about systems and what do you have to do in a system to achieve that?
    Stotz: And one of the questions is like, what is the aim of the system? And I'm thinking about... There was a point in time where I didn't really like reading or doing homework or whatever, and then there was just a switch that went off where I just started reading books. And now I've read thousands of books in my life, and it's a pleasure to read books. And that switch brought joy to me as a learner. Is the... What is the objective of education in the world? Why are we doing this? Is it just babysitting kids or is it to transform or what?
    Langford: Well, a lot of systems over the last 20 years or more have gotten misguided because they think the aim of the system is just to get test scores, and so when you set up a system just to get test scores, just to get those numbers, and Deming admonished us about that very thoroughly. That's what you're gonna get. But if you sort of break down learning and start to think about what were the most... Well, I do this all the time with educators and have them recall the most impactful learning experiences that they ever had in their entire education career, and they'll talk about making airplanes in sixth grade, or they'll talk about all kinds of applications and making robots, and they actually will get very excited about that. Oh, it was so exciting 'cause we got to do this. Nobody ever, ever says, "Oh, it's so exciting to get the top score on my SAT test, or... " Mostly, it was just a relief of pressure to get that or that, "Oh, every year, when we take that standardized test, that was so exciting. See what my score was and see how I advanced." Nobody's gonna remember any of those things.
    Langford: So you're not gonna test in quality into a system, and if you're really optimizing joy in learning in a system, you may not have the very best test scores that you could get through drill and practice and getting people to get those scores. But a lot of systems, what they do is they drive out 1 the joy in learning, and exactly what you're describing, Andrew, is that... I don't think... I met Deming after I already had a Master's degree and I'd been teaching for a number of years, and I realized at that point, I'd never read a book, I couldn't even name a book that I had read si

    • 15 min
    Deming Can Be Easily Understood: Interview with Kelly Allan

    Deming Can Be Easily Understood: Interview with Kelly Allan

    In this wide-ranging discussion, Kelly Allan shares his experience with bringing the Deming philosophy into many companies. So much of the leadership principles Dr. Deming taught have seeped into companies in all industries - though most don't know that their methods originated with Deming. Kelly believes we're reaching a tipping point, and shares his ideas on how easily anyone can get started on a path of sustainability.
    Download the transcript here.
    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 here with featured guest, Kelly Allan, who claims we are nearing the tipping point in which Dr. Deming's management methods will more rapidly replace traditional command and control methods. And he has suggestions for organizations that wanna get ahead of competitors to reap the rewards worth millions and billions of dollars depending on company size. Welcome Kelly, and please explain that bold call.   [chuckle]   0:00:40.4 Kelly Allan: Well, it's interesting. When Deming sort of burst on the scenes in the United States in 1980 in a documentary of "Japan Can, Why Can't We?," he was describing, and in his first book, "Out Of The Crisis," he was describing an entirely new way of thinking. A new way of looking into organizations to see how they work, to help them work better, to make them more productive, and so it could be more joy in work. And there was so much, I think, it was such a fresh and new way of thinking that for most folks, it was overwhelming. So, now 40 years have passed, and little by little, so much of what he wrote about in that time and during the next 13 years of his life, have seeped into the way organizations, many organizations, are run, even though the leaders and others in the organizations may not know that those ideas came from Deming, and the combination of ideas came from Deming. And part of the reason that was in my mind is the... In the new... The third edition of... I have a copy here of "The New Economics," the new chapter, chapter 11, there's a dialogue in which Deming makes... This is interesting, kind of a, I thought about this a lot, bold prediction. It's a question to Deming. It says, "Dr. Deming, how many organizations are using your methods 100% today?" And Deming says, "None." "Wow! Dr. Deming, if no organization is using your methods 100% today, how many will be using your methods in 100 years?" And he said, "All that survive."
    0:02:39.6 KA: Blows your mind, right? What... Is this hubris? And I thought about this for years. I've known this quote for years and years. And how is that going to happen? Is the Deming Institute, the Deming practitioners, they're suddenly going to be all over the media? And I don't know if that's what he had... I don't know what he had in mind. But, here's what we're seeing is that many of the methods that he was proposing, not just the tools, the technical tools to improve quality of the charts and the graphs and the plots and the lines, et cetera, but the strategic part, the leadership part, we're seeing those become now more and more mainstream. And we're only 30, 40 years away from what he said, and the momentum that we're seeing is getting bigger. So, in another 60, 70 years, I won't be around to see it, but I would not be surprised. And I have a lot of data, not only anecdotal but research studies from universities, et cetera that was showing what's going on with this.
    0:03:49.2 AS: It's interesting, as you were talking, I was thinking about, well, what else was going on in kind of the '80s and all that? And I was thinking about one of the things that was just starting was the obesity epidemic in America. And it's like in some ways, if somebody could have seen the future, they'd say, "Hey guys, we're gonna be in trouble."
    0:04:09.1 KA: Super-Size Me.
    0:04:11.0 AS: If this continues on, we're gonna have 30%

    • 1 hr 1 min
    Kevin Cahill's Reflections on Dr. Deming and the Deming Institute

    Kevin Cahill's Reflections on Dr. Deming and the Deming Institute

    Kevin Cahill, President and Executive Director of the Deming Institute, reflects on growing up with Dr. Deming, learning about his grandfather's impact on the world, and his own Deming journey. Kevin also describes The Deming Institute's origins, the DemingNEXT initiative, and using Deming in the real world.
    Books mentioned
    The New Economics and Out of the Crisis, both by Dr. Deming (available via www.deming.org)
    Transform Your Business with Dr.Deming's 14 Points, by Andrew Stotz
    0:00:36 Growing up in the Deming family
    0:04:29 Watching If Japan Can, Why Can't We? with my grandfather
    09:07 Kevin's own Deming journey
    14:21 The origins of The Deming Institute
    21:35 Why Deming, why now  
    39:14 Introducing DemingNEXT
    46:06 Andrew's Deming journey
    53:34 Deming in the real world
    Download: Transcript of Kevin Cahill's Podcast 4-22-22
    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 here with featured guest, Kevin Cahill. Kevin, are you ready to share your Deming journey?
    Kevin Cahill: Absolutely, Andrew. Excited to be here, looking forward to it.
    AS: Yeah. Well, I think we gotta kick this off by introducing you. Tell us what is your connection to Dr. W. Edwards Deming.
    KC: Well, I'm very fortunate to be his grandson, and also very fortunate that as I grew up in the Washington DC area, I got to spend a tremendous amount of time with my grandparents, my grandfather, Dr. Deming, and his wife, Lola Deming, who also assisted him in his work for many, many years, and got to know them growing up. And so, it was absolutely fascinating to see this man that I knew as a kindly, gentle, soft-spoken man who worked out of the small basement of his house in Washington DC, not in a big office, this little, tiny basement that used to flood in the rainy season and was just very, very small. And I always wondered what he did because everything that I saw was just figures and numbers and all this stuff, and he never talked about work. When we were together with him on Thanksgivings and Christmases, he was always talking about family and what it was like with my mother and her sisters growing up. So, a very different perspective of who this man was. That all changed at one point in my life but growing up, it was a very different kind of relationship.
    AS: You know, my first connection with your grandfather was when I was like 24, and I was just in awe, but I was also in terror because I watched him pretty strict, pretty tough when he was dealing with people that just had nonsense questions in some cases, or had the wrong idea, and he really needed to straighten them out in one way or another. And it's kind of surprising, but now that I think about it, in our families, we don't bring that toughness necessarily into the family. Is that the case?
    KC: That was the case. We never noticed that. He would sit at the dining room table, and he would just be quiet at the head of the table, and occasionally he'd pull this little notebook out and make some notes. I always wonder what he was writing. I found out later. Something came to mind, and then, occasionally, in the middle of the dinner, he would say... He would have this great story about my mother or something that he had. He would tell us growing up, and he just burst into this fantastic laughter of his, and it was so much fun. And we really didn't know what he did. We knew he traveled, and we knew that... Like I said, growing up, we would get scrap paper from his office, and it always just had sheets of numbers on the one side, and my brother and I would always joke that, man, "I'll tell you the one thing we don't wanna do in life is grow up and do what he's doing." [chuckle]
    AS: That's tough stuff, whatever it is he's thinking about. And I'm just curious. What was his relationship with his wife, Lola?
    KC: Oh, she was just this terrific lady. They met, and they actuall

    • 1 hr 6 min

Customer Reviews

4.5 out of 5
36 Ratings

36 Ratings

Owenmiller ,

Enjoying the podcast

The content, guests and host have been very informative. Each episode is solid. I am impressed each time Tripp conducts another interview. I like hearing Tripp's interview style and the view each guest brings.

Phil Monroe ,


This is a great PODCAST. Andrea understands Dr. Deming and the world. A great history of industry, and then some wonderful insights about Education today.

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