It’s been a while since I took the time to gather my thoughts. The end of last school year was such a relief that I ran, both literally and figuratively, from so many of the realities that remain. While the pandemic continues to sweep the globe, impacting millions and racial pressures continue to bubble above and below the surface, I feel choked up with emotions and words unspoken. Silence and inactivity, however, are not a solution.
So, I return to chisel away at the fixed, industrial age of education that seeks predictability and uniformity to reveal a system that honors and grows the uniqueness of each individual.
As we know, this fundamental change of how we “do school” cannot be approached as yet another “change initiative.” We cannot combat challenges such as systemic racism nor learning for our complex future by inserting online instructional strategies or adopting a new project-based management tool. As Senge et al, highlighted in The Dance of Change “the sources of these problems cannot be remedied by more expert advice, better consultants, or more committed managers. The sources lie in our most basic ways of thinking. If these do not change, any “input”, will end up producing the same fundamentally unproductive types of actions” (pg. 6).
The thinking I’m challenging at this time is the use of time itself. Our school leadership team launched the school year in typical fashion: a retreat to both ground ourselves and calibrate direction based on the spring’s learning. Plans were in place to use Lencioni’s The Five Dysfunctions of a Team, our summer read, to reflect. Interestingly, however, we ended up in a very different place than we first imagined. Instead of doubling down on improving the processes of our team as predicted, we started by questioning why we even meet as a team.
Aside from admitting every school we’ve worked at had a leadership team that met weekly, it became less clear if coming together with any regular cadence was of greatest service to the organization and actualizing our mission. Instead, we committed to coming together only if there was an explicit purpose that required us to be in a room together and that this meeting would be the best use of our time.
Time, or lack thereof, is always noted as one of the greatest constraints of change. Senge underscores that “the fundamental problem, in the end, is not lack of time per se, but lack of time flexibility... Often, people’s time is so consumed with tasks and goals forced by management, they have little discretionary time to pursue what might be much more important for them, and the organization, in the long run (Dance of Change, 68). To this, I would add we are so consumed with tasks and goals not only forced by management but also by sheer momentum and routine as well. Until we consciously disrupt “business as usual”, we will fall short of creating the generative space that allows for new possibilities to emerge.
So how do we do this? I’m quite taken by lean improvement processes and have spent years exploring how other industries approach change. Toyota Production Service is a model I return to again and again. Through systemic structures, Toyota’s organizational culture includes cultivating an awareness of “Muda.” In simplest terms, Muda means wastefulness, uselessness, and futility. (There are complementary concepts – Mura and Muri – which I’m sure I’ll be eager to explore here at a different time). If we are to open up time not only for leadership but more importantly for educators and students alike to pursue emerging ideas, what are we asking people to do that does not bring value to the learner’s experience? Without taking you too far down the rabbit hole of Taiichi Ohno’s management philosophy, there are seven wastes recognized in Muda. I’ve taken what are typically manufacturing wastes and translated some of them into questions I’m exploring as we start the year.
- Unnecessary movement between stages of a process: How do I support ISZL in amplifying small powerful acts to develop and test in the simplest way possible? What triggers the move from one state to the next?
- Idle tasks. The Muda of waiting is easily the most obvious form of waste. There is no doubt that ISZL is peppered with potentially transformative ideas, left idle. Commonly this exists because people lack the capacity to pull the ideas through the queue into exploration and action. How might I create flexible spaces to invite the willing and the curious to build skills and understanding that may translate across the system over time?
- Doing more than is necessary. The over-processing Muda often comes from defining success for your “client” too loosely. For example, team members strive to deliver 100% when one might only need 75% to reach their goals. At ISZL, what is the smallest unit of change that would inspire and engage learners in new ways?
The leadership meeting, when left without revisiting intention, each and every week, was slipping into Muda. I discovered it was easier to let go of our leadership meeting because other elements and behaviors within the system had already begun to change. We could identify waste because we sharpened our focus on ISZL’s mission and vision. This focus allowed for a strategic approach that included shorter timelines modeled after Grove’s philosophy made famous by John Doerr’s OKR framework at Google. This shift from the 2-3 year strategic improvement plan enabled us to identify essential projects and the people best positioned to tackle these projects. We quickly discovered those projects required different people in the room than us.. Anthony Kim and the team from Ed Elements have unpacked this responsive approach beautifully in The New School Rules. It wasn’t until I rethought how we approached strategy and questioned my fundamental belief about who drives change that I could let go of inefficiencies I once believed necessary.