Unleashing Hidden Powers for Improvement: Role of a Manager in Education (Part 7)

David and Andrew discuss the three types of power that leaders have: authority, knowledge, and persuasion. David also explains where the current style of "command and control" management comes from and what a nearly failed family vacation can tell us about power.

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 am continuing my discussion with David P. Langford, who has devoted his life to applying Dr. Deming's philosophy to education, and he offers us his practical advice for implementation. The topic today is the Three Power Rangers and Their Sources of Power for Improvement. We are now on item number seven on the list that was given to us by Dr. Deming in the book, The New Economics. It's called, the title of the list is called Role of a Manager of People. This is the new role of a manager of people after transformation. For those of you who have the third edition, this is on page 86, and for those with the second edition, it is on page 125.

0:00:56.7 AS: So now let's get into number seven. So we're talking about the manager after transformation. He has three sources of power. Number one, authority of office. Number two, knowledge. Number three, personality and persuasive power or tact. A successful manager of people develops number two and three, that is knowledge and personality. He does not rely on number one, which is the authority of office. He has, nevertheless, obligation to use number one, as this source of power enables him to change the process - that's the equipment, materials and methods to bring improvement, such as to reduce variation in output. Dr. Robert Klekamp says "He in authority but lacking knowledge or personality must depend on his formal power. He unconsciously fills a void in his qualifications by making it clear to everybody that he is in a position of authority. His will be done." David, take it away.

0:02:02.5 David Langford: Okay, that's great. So this is one of my favorite points, which has three subset points or Power Rangers, sources of power for improvement. And I've used this with managers around the world for the last 40 years. And in some cases, they just drop their jaws and they're just amazed at how simple this is. But the more you think about it and realize what people, managers of people are not doing, it gives a roadmap about: what do you do? How do you do something? And I get that question all the time from superintendents and principals in my field of education, and people that do have a formal position. Then they wanna know: well, how do I get these people to do stuff, make things happen?

0:02:58.2 DL: So, before we get into each of the three Power Rangers, I wanted to give a little bit of context too, because I wanna remind everybody that, Deming lived through World War II and was a part of the quality improvement effort for World War II. And what happened during World War II is that a lot of the manufacturing was being done by women in the United States especially. And so when the war ended, you had all these military people coming back to corporations and moving into top management positions, and basically the management style that they brought with them was military. And so that's where you got phrases like, "My way or the highway," and, "You're not getting paid to think. You just do what I tell you to do and everything will be fine."

0:03:51.5 AS: Attack that hill.

0:03:53.1 DL: Yeah, right, which was totally opposite to the whole manufacturing thing that had been going on during the war and was really the key to the war machine was being able to produce huge amount of military items in a very short period of time.

0:04:09.3 AS: Well, and also when you think about that, David, it's interesting to think about the patriotism and the commitment to a cause that those women went into those factories to do. And so when it was all done and the cause was met, the challenge was met, then to be faced with that, it's like, "Wait a minute, we lost something here."

0:04:30.9 DL: Yeah, and then I remember Deming talking about it one time at a conference and stuff and talking about, basically, in those factories, women liked to get together and talk about what was going on, and their performance and everything that was happening in the factory. And then when the men came back in, they said, "No, we're not gonna have groups or teams or anything like that. You're just gonna do what I would tell you to do, and if you don't like it, then find someplace else to work." One of the phrases I always remember Deming used to say was that: "pretty soon you're left with only the people who can't get a job someplace else."

0:05:14.0 DL: And I've found that to be so true in every profession that I've worked in or helped people with, etcetera, and have... So it leads us to number one, your formal position. So yeah, you have a job. You're the CEO, you're the principal of a school, you're a headmaster, you're whatever it might be. You got the job, right? And so with that comes formal position that you need to be able to...you have to do stuff and you have a job to do. And you may even be given goals by a board or something that it's your job to make this happen. Well, the question is, how do you make it happen? If it was just so simple that a new boss could come in and just start bossing people around and tell them what to do, and then they all do it and things get better, then we wouldn't actually need any of this Deming stuff, right?

0:06:13.6 DL: But it's not so simple as being able to do that. And basically what Deming is saying in this point too, is that if you act like that and you use your formal position to make change, basically, you're not gonna be around long, because pretty soon the people that work for you are gonna start to kind of revolt, and either they'll find other jobs or the pressure will become on you to get out and get somebody else in there. This is also the reason that some boards think improvement means, we'll just hire somebody else. Well, that doesn't work either. I'll never forget a superintendent of a huge school district that I worked with, and I had asked him, when we started working with him, I said, "Well, what's been your method of improvement?" And he very looked at me very clearly and just said, "Well, we fire people."

0:07:17.3 AS: That's the Jack Welch School.

0:07:19.8 DL: Yeah, exactly.

0:07:20.3 AS: Take the bottom, bottom half or the bottom quarter or the bottom 10% and make sure you're firing them often.

0:07:25.8 DL: Yeah. But that's means that you're also in that category too, right? To improve your position, all we got to do is fire you and find somebody else in that position. But are you finding somebody else with the exact same philosophy or are you actually looking for somebody else that has a different philosophy? And I think that's really what Deming is talking about here, is that, hey, if you want to stay around a very long time, yeah, it might be your formal position, but don't use that unless you absolutely have to. I often tell managers, if suddenly there's a fire in a building, you're not gonna get a bunch of people together and have a meeting and say, "Okay, what do we do? And which way should we go?" And things like that. You're probably gonna use your formal position to take charge and say, "Let's get out of the building," etcetera. But then very quickly, you should get people together to say, "Okay, how could we have done that better? And how could we work through that and improve that whole process?"

0:08:31.6 DL: And so that's where I think point number two really comes in, is that, do you have knowledge of a different way to manage, different way to think? And that's all Deming, about statistics and understanding process analysis and understanding how people work together, and do you understand how to do Plan-Do-Study-Act - the PDSA process - to improve something? And so you're using your knowledge of theory and background to improve something. And the irony of that is, when you concentrate on using your knowledge to do stuff, you actually gain authority. Just 'cause people start to look up to you as, oh, he or she, they have a process of improvement and they just stick with it. Anytime that something comes up, it's never blaming people. It's always looking at what is the process? What's happening? Let's use a few tools. Let's analyze what's happening. Let's look at a flow chart of the process and let's improve the process. That's knowledge.

0:09:40.4 AS: So the people want to follow you rather than people must follow you.

0:09:46.6 DL: Yeah, that's a good way, it's a good way to put it. Exactly. So, I think of the three, probably that's most important, right?

0:09:57.9 AS: Yeah.

0:10:00.6 DL: And the other thing about these three points is that, maybe you're working in an organization, maybe you're just a teacher. I say just, maybe you're a teacher in a school, and there's maybe 200 teachers, and you see that things are not going well. What can you do? Well, you're not the person in charge, right? And if you just march into the headmaster or the principal or whoever and start telling them what to do, you're probably not gonna be around. But what can you do? You can use your knowledge of improvement. And through that process, you actually become very powerful, because lots of people wanna work with you, 'cause every time we do, we get things done and we look at problems differently. And then pretty soon, your boss is coming to you when problems arise or when process improvement is necessary and saying, "Hey can you help here? Help us work through this problem?" And that's a level of power that's for change or improvement that is significant, if you think like that.

0:11:14.2 AS: I was thinking about, if