management, values and dr deming

The 2nd Management Theory at Work Conference

Lancaster University from 14-16 April 2003.

This version also to be discussed at the Deming Group open dayat the IQA on April 10th.

Management, Values and Dr. Deming

Will Pollard

Exetreme.com

5 Park PlaceHomefield RoadExeterEX1 2RD

01392 [email protected]

This paper is available inline at www.learn9.net

http://www.learn9.net/

Management, Values and Dr. Deming

Introduction

This paper is intended as background for a workshop or discussion so will probably stayin a draft kind of format, at least in places. It starts by looking at some issues fororganisations and on studies of ‘learning organisations’. Various ways of looking at DrDemings’ views are explored. There are implications that may contribute some solutions.

‘Management’ is used in the title, as this is the term most often used when describingquality systems. This paper follows a previous one for the first ‘Theory at Work’conference. This looked at the 2000 version of ISO 9000. Some of the themes arerepeated but issues around leadership development will be covered in the later sectionlooking at the implications. It will be shown that leaders can develop by recognising theirrole within a quality system and their own knowledge of quality theory, something that isalso under development.

Current issues for organisations

In a keynote for the previous conference John Burgoyne spoke about the ‘virtual,knowledge-managing, learning’ organisation as a general description of many situations.This remains widely relevant. As one of the papers in this workshop is about eLearning Iwill only expand on this to explain some examples I am directly concerned with.

‘Disruptive technology’ from the computer industry has been impacting print for at leasttwenty years. A recent Printweek editorial argued that UK print is not ‘falling off the edgeof a cliff’ though clearly there are some problems that raise the question. Technicalchanges can create similar problems for computer companies. There are two sections atthe end looking at Network Publishing and the use of PDF with e-learning. Disruptivetechnology could have an effect on university bookshops or on archives so some of theissues are fairly general.

Current issues for theory about ‘Learning Organisations’

In the UK ‘Learning Organisations’ have had reduced attention recently, compared to‘Organisational Learning’ and ‘Critique’. However, most writing on quality continues toemphasise organisation and effectiveness. Connections between the two can be seenthrough some of the history.

Figure A is based on others in ‘The Learning Company’, published in 1991. It is toosketchy to be serious but the Word file could be adapted if more information was madeavailable. What seems to have happened is that UK research has given up on the idea of a‘learning company’ as something that can be offered expecting clear benefits. ChrisGrey’s ideas in ‘Re-imaging Relevance’, another keynote from the last conference, havesince appeared in print. For the ‘Connecting Learning and Critique’ conference last yearhe wrote that “Management Education does not offer a useful ‘technical’ education andnor could it.” In the British Journal of Management he wrote that universities could becompared with management consultancies if they did no more than produce commerciallyuseful knowledge. They would do better to see themselves as working with thecomplexities of knowledge, free from all the demands of relevance.

Figure B has some elements that need re-arranging. Instead of a historical sequence itcould show how people move between positions depending on circumstances. One aspectof a workshop is an invitation for people to take from it what makes sense for them.

LearningOrganisation

OrganisationalLearning Critique

NOTActionLearning

Managerialism

Ethics

Co-opsSocial Economy

Problemsforpractitioner

Solutionsstudied byacademics

80sPersonalDevelopment

FailingOrganisationsbecause of non-learning

Early 90sTheories aboutLearningOrganisations

Difficulties inapplication of theory.Very few examples oflearninmg organisations.

Late 90sCritique of“LearningOrganisations” as anidea

Based on ‘the problem solving process’ figures 2.6 to 2.9 in ‘The Learning Company’Mike Pedlar, John Burgoyne, Tom BoydellMcGraw Hill 1991 A

B

Figures A and B are there to be changed. Available as Word files as well as PDF.

Part of the debate is a view of knowledge in two modes (Gibbons, '94), described byChris Grey as “mode 1 - theoretical and discipline based” and “mode2 - problem-focusedand transdisciplinary”. Academics seem to prefer mode 1. Combining disciplines happensrarely. For example at Lancaster, Management Science is unlikely to be considered at aconference linked to Management Learning. (Obviously this bit will be changed if peoplefrom Management Science turn up…..) Soft Systems Methodology is arguably a supportfor learning (Checkland '95), yet it is hard to find any published connection with work onlearning organisations.

In “Against Learning”, Chris Grey questions the whole approach to learningorganisations, as written about by Chris Argyris, Donald Schon and Peter Senge. Any UKsources seem to have disappeared. Maybe this is because Peter Senge continues to publishnew work. ‘The Dance of Change’ recognises problems but is part of the original project.

Chris Argyris and Donald Schon hang on to the word 'Productive' in the Preface to'Organizational Learning II'. "We are mainly interested in productive (their italics)organizational learning, recognizing that the meaning of this term can be defined only ingeneral outline and requires specification in each particular context in which it mayoccur'. Meanwhile looking at the website for the forthcoming conference on CriticalManagement Studies, a word such as 'managerialist' is more likely to be used as part of'crit-speak' .

This kind of transition is not limited to the UK. Kenneth N. Ehrensal explains his ownexperience in an introduction to a paper on how Critical Management Studies are viewedin the US. “In 1985 I obtained my first appointment on a business school faculty. At thetime, I was there to be an anthropologist on the Management faculty to teach aspiringinternational managers about culture and cross-cultural relations. In the last five or sixyears I have repositioned my career, becoming an anthropologist of the business schoolfaculty.”

Brad Jackson’s book on ‘Management Gurus and Management Fashions’ takes thisfurther into a study of how management ideas work as drama and/or rhetoric. Theemphasis is on a critique of the ideas rather than a consideration of how they might workin practice. One of the sections is on “Senge and the learning organisation” and thisincludes comments on links with quality that will be covered later. However theintroduction to the book covers “fads” from the ‘90s and the influence of a fewindividuals. TQM is included in the “fads” and the “founders” are stated as W. EdwardsDeming, Joseph Juran and Philip Crosby. Although they were each active in the 90s, theirhistory is worth looking at more closely. For the purpose of this paper, the next sectionconcentrates on W. Edwards Deming.

Takes on Dr Deming

Dr. Deming is regarded in various ways. Some link him to a discredited TQM. Othersseem to question whether his ideas have yet been widely tried in the US and UK. It isproposed to examine the values that might support the application of his ideas. Theseinclude Asian values, for example in ‘50s Japan, US pragmatism and collective workingin co-operatives and the social economy. The guide to his ‘fourteen points’ below is takenfrom an article by Kosaku Yoshida. In a discussion on this, William A.Gomolski wrotethat Deming’s work has had three lives – from Japan, from the US, and in books. Therewas also an earlier life as a student and editor for Walter Shewart. Henry Neave hascovered the history recently in a lecture for the Institute of Quality Assurance (IQA).Some of the material is available on the web from his inaugural lecture at NottinghamTrent.

In 1925 and 1926 Deming had summer jobs at Western Electric in Chicago. There he metWalter Shewart and learnt about statistical process control. The sequence of ‘plan-do-study-act’ was presented as part of systems thinking. Deming worked in the ‘40s on thegovernment census and this was the subject for his first post-war visit to Japan.

“A second visit to Japan, again to work with the census people, was planned for summer1950. By this time, Dr Deming's name and reputation had become known to Ken-ichiKoyanagi, Managing Director of JUSE, the Japanese Union of Scientists and Engineers,an organisation set up soon after the war ended, having the aim to help Japanese industryget on its feet again. Koyanagi issued an all-important invitation for Dr Deming to alsoteach concepts and methods for the achievement of quality in industry. During that visithis teaching not only reached hundreds of engineers, plant managers, research workers,and so on: it also reached top management. A particularly famous meeting was held inJuly 1950 with the 21 top industrialists of Japan present, a meeting later described as theoccasion at which Dr Deming had in that one room 80% of the industrial capital of Japanright in front of him. Deming regarded that as the breakthrough: that those top peoplecame to listen and learn from him.”

This extract from Henry Neave’s lecture is worth quoting in full as it shows how the ideaswere first formulated. The section is headed "The theory of a system, and co-operation".The involvement of management is a major contribution to make this possible. KosakuYoshida argues that Japanese approaches to management are holistic while Americanapproaches are analytic. He also sees another factor as being Japanese approach to‘desirability’ as a source for continuous improvement. Americans will work withinacceptable limits. Yoshida categorises most of the 14 points as having to do with ‘holisticthinking, including co-operation’.

Henry Neave points out that in Japan Deming relied on others to teach statistics while heconcentrated on “the theory of a system, and co-operation.”

In the US, interest in quality followed competition from Japan. In 1980 Deming wasinterviewed for a programme on NBC with the title: If Japan Can, Why Can't We? HenryNeave’s questioned Deming’s narrow focus in this interview. “He was mainly back to justtalking about statistical methods in a manufacturing context again - just where things hadbeen 55 years earlier!” Deming explained that at that time he thought that was all peoplewould be able to take.

So it could be useful to think of at least two representations of Dr Deming. Deming(‘50s)as in Japan and Deming(‘80s) as in the USA. This would explain why his reputation is somixed and why he is associated with established management thinking although his bookshave radical implications.

For example Charles Hampden-Turner in ‘Dilemmas of Strategic Learning Loops’ showsDeming as concerned with ‘deviance-correcting feedback loops’ …’when departing fromstrategic intent’. This is posed as a dilemma contrasted with ‘amplifying customerfeedback’ as preferred by the Japanese. In this scheme TQM is associated with JosephJuran, the other leading US source for ‘50s quality policy in Japan. Hampden-Turnershows Juran in the same bracket as ‘ever escalating bench-marks’ and Frederick Taylor.

TQM is something about which Hampden-Turner is prepared to generalise. Written withFons Tromenaars, ‘The Seven Cultures of Capitalism’ (1993) includes the statement-

“Although the words total quality have now been borrowed from Japan and are widelyused in America, they may not have the same meaning. Total quality in the Americancontext too often means impossibly high, theoretical standards foisted by engineers onworkers, in short, business as usual.”

However, in ‘Mastering the Infinite Game’ (1997) the same authors recognise Deming’scontribution to Japanese quality and show a circle of quality as ‘plan-implement-check-act’. (See below for another version of this). They state that this circular thinking isculturally compatible for Japanese managers. “The circle exemplified action-learning, notthe hypothesis and deduction of traditional inner-directed science.”

There do seem to be two different people, the Deming associated with ‘80s TQM in theUS and the Deming associated with ‘50s Japan. The question is how far his ideas havebeen actually applied. Henry Neave draws attention to an interview in The WashingtonPost, January 1984:

“Question You've been very successful in attracting people to these seminars.Isn't that encouraging to you?

Dr DemingI don't know why it should be. I want to see what they're going to do. It will take years.”

Look at three aspects

These sections look at three aspects of Deming’s work that could be used in findingcurrent relevance. Asian values are a starting point. The roots of the ‘system of profoundknowledge’ relate to American pragmatism. The word ‘co-operation’ is often usedwithout a tight definition. However since people writing about Deming often use it, it isworth looking for connections with ways of working in co-operatives and the socialeconomy.

Asian values

There is only space here to mention some sources. There is another paper during theconference – Towards an Understanding of Organisational Transformation throughEthical Enquiry by Bronwen Rees & John Wilson. I assume this will probably establishsome basis to refer to, guessing some of the approach from earlier writing. There has beena version as ‘Organising Realities: A Buddhist Perspective’ and some of the content fromthis appeared as part of an article in Topics by Bronwen Rees on ‘Organising for globalchange: who takes responsibility?’ This includes ‘Rather than attempt to draw up ethicalprinciples…organisations need to build a process for developing a joint ethical practice-thereby enhancing and inviting true collaboration at the level of values.’

In ‘Cultures and Organisations’, Geert Hofstede shows how surveys that work well formuch of the world need to be adapted for ‘Confucian values’. He bases this on a 1987survey by Michael H. Bond and others- ‘The Chinese Culture Connection’.

At the ‘Connecting Learning and Critique’ conference there were various starting pointsfor alternatives to mainstream business thinking. One paper was on Wuwei Management,based on Confucian values. The project is based at the Department of Product DesignEngineering, Norwegian University of Science and Technology with some help fromPeter Senge from MIT. There is no reluctance to consider some practical results. Theprojects are mostly in Europe so the implication is that Asian values can be interpreted.

One paper I am looking at is ‘Metaphysics and Management: Understanding how EasternPhilosophical Assumptions shape Conceptions of Self, Action and Performance’ byRobert Chia. So far I have an idea of the structure and can pick out some relevantsamples. “Continuous improvement in its more authentic sense is fundamentallypredicated upon the rejection of an ultimate end-point or perfect state of being.”

This section has not taken up much of the paper but could take a higher proportion of timeat the workshop.

Pragmatism

Again this section is a more like a set of links than a full exploration of the issues raised.Exploring ‘the system of profound knowledge’ could take up the time for many futuremeetings of Deming studies.

Pragmatism needs to be looked at, as it seems to be a major influence on Deming and alsocould be a contribution to whatever develops in an Asian context. In ‘Metaphysics andManagement', Robert Chia discusses Western empiricism and quotes William James-

“May not the flux of sensible experience itself contain a rationality that has beenoverlooked, so that the real remedy would consist in harking back to it more intelligently,and not in advancing in the opposite direction away from it…to the pseudo-rationality ofthe supposed absolute point of view. I myself believe that this is the real way to keeprationality in the world, and that traditional rationalism has been facing in the wrongdirection.” (James, 1909/96: 73)

Robert Chia comments that ‘this turn towards experience and away from abstractrepresentations marks a genuine alternative to realism. It is a world view that resonatesdeeply with Eastern thought.’

The links back from Deming to pragmatism have been explored by William C. Towns,concentrating on C.I. Lewis.

If this area was explored more, it might be possible to present John Dewey’s ideas oneducation as based on the same sources as quality assurance. Currently most people ineducation seem to regard anything to do with quality as a monstrous imposition and verylittle energy is put into study of alternative quality ideas. For example Ted Wragg(Guardian Education June 4 2002 p7) suggested that trust in the world of education couldonly be restored by “an explosion destroying every single tickbox, mission statement,spurious kwality assurance document etc etc.”

It might be relevant that quality assurance started with the aim of getting rid of inspection.J.M. Juran writes about the 1920s Hawthorne Works of Western Electric in his chapter on‘A History of Managing for Quality in the USA’. One problem he identifies is that thereliance on inspection and test fostered a belief that only the inspectors needed to beconcerned with quality. In 1928 there were 40,000 people in the plant, “of whom 5,200were in the quality department”. The whole direction of quality assurance has been toreduce this kind of proportion and reduce the need for inspection.

Deming made specific comments on the use of grades in education. “Improvement is cutoff at an early age – children are told to get a good grade.” There is more on this in thebook ‘Four Days with Dr Deming’. There is more on grades in general below.

In one of the articles in ‘Schools That Learn’, James L. Evers recalled how rotememorization became popular in the US after the Russian Sputnik. “The John Dewey-inspired principles for meeting individual learning needs, under which I had beenschooled and where I had developed my love for learning, were denounced as‘progressive education’ and blamed for the student’s failure.” Possibly e-learning is anopportunity to re-introduce an emphasis on individual learning needs. Also e-learninghappens through organisations so a developed quality system is relevant.

Exetreme has worked on websites for the Centre for Evidence-Based Social Services.These are not e-learning sites as such but some of the ideas influence design. Clearlythere are claims for ‘objective evidence’ but also encouragement for critical appraisalskills. Pragmatism can be used as a basis for critique, as demonstrated by work on‘knowledge management’ by Narayanan and Fahey. There could be another workshoparound this at another time.

Co-operation / Social Economy

The scope of discussion about co-operatives has got wider recently. The EuropeanCommission has used the term ‘social economy’ to include different forms oforganisation throughout Europe. New Labour has discontinued reference to ‘commonownership’. The Co-op Party is now interested in ‘mutualism’ as a way to be moreinclusive.

However co-operative principles have been well documented by the International Co-operative Alliance (ICA). A useful reference for this conference is the book ‘PrincipledManagement', published by the Co-ops Research Unit. Two connections are shownbelow. The whole table might infringe copyright. The table shows how ‘modernmanagement ideas look as if they were born within the co-operative movement’

Co-operative Principles Concepts Emergent valuesAutonomy and Independence Work: teamwork, job

evaluation, bonuses, paystructures, self-managed quality

• Flatter hierarchies• Mutual evaluation and

contracting with colleaguesEducation and Information Training: conceived as part of

the learning culture, increasingknowledge in order toparticipate etc.

• Self management andincentive structures thatpromote horizontalprocesses

• Multifunctional training

Another relevant link is through a version of Kolb’s learning diagram, part of a discussionon learning at the group level. This could be related to single-loop and double-looplearning. The structures may be different in co-operatives but some of the features oforganisations are the same.

I think it is interesting that some of the businesses connected with the Friends of theWestern Buddhist Order were at one point structured as co-operatives. There could besome kind of benchmarking; for example a warehouse operation compared with Suma.Suma has been studied at several stages in development and has implemented Investors inPeople. My own view is that some sort of formal quality system would help as well butIIP seems to work for them. Again, this is an area to come back to.

Leadership

The paper will not cover history in much detail. Details on Deming and Juran in Japan areincluded in ‘The Recent History of Managing for Quality in Japan’ by Izumi Nonaka. Itseems more useful to look at the elements contributing to Deming’s work in the ‘50s andconsider how to interpret them in future. Without looking at Asian economies in detail,we can consider texts as they influence policy in the west. Two examples could be thepicture in ‘Mastering the Infinite Game’ and the argument in Kosaku Yoshida’s ‘revisit’to Deming’s 14 points. In discussion, Yoshida admits that his article is not based onempirical evidence and ‘has a tendency to overgeneralise the nature of American andJapanese organisations’. The article was written in 1996 and even then there werechanges happening away from traditions such as lifetime employment. However Yoshidastated that ‘Japanese management will never easily throw away advantages such as long-term commitment to its employees, securing trained workers, emphasising the solidarityof the entire company, and accenting trust between management and employees.’

Yoshida looks at Deming’s 14 points in two groups associated with two main distinctionsbetween American and Japanese approaches. One is that Americans are analytic,believing that if each part is perfect then the aggregate should also be perfect. Japaneseare holistic, encouraging co-operation and long-term views. Also Americans tend toaccept results within limits, while Japanese seek the centre of desirability. This connectswith continuous improvement. The points shown below are in a shorter form than in theoriginal text. References to leadership are in bold.

Founded on desirability

Point 3.Eliminate the need for mass inspection by building quality into the product in the first place.

Point 5.Improve constantly and forever the system of production and service to improve qualityand constantly decrease costs.

Point 6.Institute training on the job.

Point 13.Institute a vigorous program of education and self-improvement.

Founded on holistic thinking, including co-operation.

Point 1Create constancy of purpose toward improvement of product and service….to stay inbusiness, and provide jobs.

Point 4.Stop purchasing based on cost. Move towards a single supplier for any one item. Build along-term relationship of loyalty and trust.

Point 7.Institute leadership. The aim of leadership is to help people and machines and gadgetsto do a better job.

Point 9.Break down barriers between departments.

Point 11 AEliminate work standards (quota) on the factory floor. Substitute leadership.

Point 11 BEliminate management by objective. Eliminate management by numbers, numericalgoals. Substitute leadership.

Point 12 ARemove barriers that rob the hourly worker of the right to pride of workmanship. Theresponsibility of supervisors must be changed from sheer numbers to quality.

Point 12 BRemove barriers that rob people in management and in engineering of their right to pridein workmanship. Abolish annual merit ratings and management by objective.

Point 14Put everybody in the company to work to accomplish the transformation.

The two other points are ‘Drive Out Fear’ (point 8) and point 2 – ‘Adopt a newphilosophy’. According to Yoshida, an earlier version of point 2 was “We are in a neweconomic age, created by Japan”. ‘Drive Out Fear’ could be in either of the groups above.

Control charts are not used to impose targets but to show a holistic view of the process.From this version of the 14 points it appears that a role for leadership is to support aholistic view of organisations. Yoshida reports that Deming would not use the term TQM.Yoshida’s conclusion is that “TQM as practised in the US is analytic, and the Demingphilosophy is a holistic approach that is most absent within the American businessculture.”

Systems

This diagram is shown in ‘The Learning Organisation’ (see above) in connection with‘80s TQM but is actually from lectures in Japan in 1951

Recently the IQA has included a Deming special interest group. An amended version ofthe diagram shows management instead of design. Versions of this have been used toshow how this could relate to ISO 9000 and to double-loop learning. These are A4 withinthis paper so they can be printed separately and amended.

There are objections to models such as double-loop learning. Chris Grey describes it as‘performative’ so limited to the aims of an organisation. Maybe this has to do withphilosophical questions of how knowledge exists outside of experience. There issomething about pragmatism and Asian values that supports Deming’s approach. In‘Mastering the Infinite Game’, there is reference to several Western scholars “whooriginated the concepts East Asian now use.” These include Deming as well as PeterSenge, Chris Argyris and Donald Schon who are also covered in ‘Against Learning’.

‘System Review’ can be based on what Deming called the Shewart cycle. This iseffectively a model of learning.

Some of these words have been changed in various versions.

----------------------From here the rest is currently in note form. There will beamended versions later. This 'paper' is intended for aworkshop so is not intended to be conclusive. Most of thenotes below show where other contributions would connect.There will be a web page version so some of it may go into'chat mode'.

Management Learning

There is some connection between the diagram on the 'Shewartcycle' above and the way the Lancaster course on managementlearning is sequenced as• Determing Purposes• Design for Learning• Dynamics of Learning Relationships• Research and EvaluationMaybe not the right order, if there is an order. In 'ofcourse organisations can learn', Anders Ortenblad seems tosuggest most theory should be looked as a metaphor anyway.

By the way, ISO 9000

The 2000 revision uses a 'Plan Do Check Act' diagram that isactually part of the 'requirements' standard. Most of thematerial that would help an organisation use the standardsfor improvement is in the 'guidance'. Later this year therecould be a crunch when some organisations will not meet thedeadline for changing registration to the new version. Itwas intended to make it easier to use ISO 9000 forimprovement involving management. In some cases it seemsthis has just been seen as an extra imposition so theregistration may be dropped. There continues to be doubtabout how effective ISO 9000 has been in improving UKquality. It still has a base in manufacturing, which isdeclining anyway. On current trends, the base for ISO 9000may move to China.

Previous paper looked at how soft systems methodology couldhelp quality management if 'documented procedures' weretreated as a system model. Still seems to be the case thatsoft systems connects with 'learning'.

The diagram relates soft systems to other ideas. I am tryingto compare with other sources on 'systems dynamics'.

Deming Special interest group at the IQA

Members of this group have updated the original Demingdiagram to show where management is responsible for'design'. I have used it to show a connection with double-loop learning and ISO 9000. These diagrams are page size sothey can be printed out and changed.

Primary Processes

OutcomesInputsSuppliers Customers

Operational Level

Strategic Level

Support Processes

Design andRedesign ofSystem andOutcomes

StrategicLeadership:-

Refi ne the Aim

UnderstandCustomers& Market

or Context

Context &Market

Enterprise Viewed as a System

Creative Input

Copyright 1998-2002 Alan C. Clark With acknowledgement to W. Edwards Deming. Elaine Torres, Terry Petersen, Geri Jones and Michael Simmons

Primary Processes

OutcomesInputs

Suppliers Customers

Operational LevelOperational Level

Strategic LevelStrategic Level

Support Processes



Refi ne the Aim


or Context

Context &Market


Creative Input


Double Double LoopLoop

SingleSingleLoopLoopLearningLearning

Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996Addison Wesley 1996

Coloured bits added by Will Pollard(arrows left out to make space)

Primary Processes

OutcomesInputs

SuppliersCustomers

Operational LevelOperational Level

Strategic LevelStrategic Level

Support Processes



Refi ne the Aim


or Context

Context &Market


Creative Input


Coloured bits added by Will Pollard(arrows left out to make space)

System Review

Corrective Action

Contract ReviewCustomer Complaints

Reports of Production Problems

Conclusion on Leadership

Whatever it takes to get to 'holistic' thinking.

Yoshida is concerned at the US management approach todifferentials in pay.

An Alternative Definition of LeadershipThe following simple definition of leadership has proved quite helpful in change projectsover the years: the capacity of a human community—people living and workingtogether—to bring forth new realities.

LEADERSHIP IN LIVING ORGANIZATIONS, Peter M. Senge

Desirability emerges Holistic hang on to it

Other Conferences

This conference is about practice. Could look at this againif material from other conferences turns up online.

Organizational Learning & Knowledge5th International Conference30th May - 2nd June 2003 - Lancaster Universitywww.olk5.org

Critical Management Studies 3 Conference7th - 9th July 2003 - Lancaster Universitywww.cms3.org

Juran on 'The Century of Quality'

Juran's article 'The Upcoming Century of Quality' relates tothe Hampden-Turner link of TQM and Taylor. Juran sees theTaylor system as part of the 'Century of Productivity',where it helped production but not quality. Given theimportance of quality, the Taylor system is no longersuitable though it 'is still very much with us.' 'As aresult, companies are failing to use a huge underemployedasset: the education, experience and creativity of the workforce. ' Replacements could include worker self-control andself-directed teams. Juran recognises TQM and supports theBaldridge Award criteria. Maybe in practice 'the Taylorsystem' and TQM can overlap but the article shows howJuran's approach has changed since he joined the Bell SystemInspection Branch in 1924.

This diagram is for the European Excellence Model. Versionsgo back to the Baldridge criteria.

The New Economics

There seems to be very little in the last Deming book thatis actually on the subject in the title. Maybe theimplication is a 'theory of the firm' - how they develop andhow they fail.

History

A History of Managing for QualityChapter 16 on Japan, Izumi Nonake: Chapter 17 on USA, J.M.Juran

For more information on history of quality in Japan, seethis article. There is not much detail in this paper otherthan to ask why ideas were adopted in Japan so much earlierthan in the US and also seem to have been more effective.The intention though is for a discussion on those elementsthat could usefully be combined as a basis for currentdevelopment.

Peter Senge and 'quality movement'

Although mainly a 'study of rhetoric', Brad Jackson's bookexplains Peter Senge's ideas more explicitly than can be easilyfound in his writing. Quoted from a 1994 Fortune interview- "MrLearning Organisation" - "We're where the quality movement was inthe '40s". Jackson writes that Senge 'makes the observation thatDeming's management philosophy was essentially about creatinglearning organisations, even though he may not have used thisterm. H substantiates this claim by pointing to Deming'spreoccupation with intrinsic versus extrinsic rewards and bytracing Deming's 'Plan, Do, Check, Act' cycle back to John Dewey,the American philosopher and educator." This may or may not setup Peter Senge as "heir apparent" to the quality movement, asBrad Jackson suggests is the intention of the argument. It isworth investigating in its own right. Can't find an actual Sengesource for this at the moment.

References

Web

http://www.iqa.orgInstitute of Quality Assurance

http://www.difl2003.com/index.htmData, Information and the Future of LearningJuly 23rd - 26th, 2003 The Peabody Hotel, Memphis, Tennessee

Deming Dimension, Henry Neave websitehttp://www.demingdimension.com/

http://www.olk5.orgOrganizational Learning & Knowledge5th International Conference30th May - 2nd June 2003 - Lancaster University

http://www.cms3.orgCritical Management Studies 3 Conference7th - 9th July 2003 - Lancaster University

Hard Copy

Organizational Learning 1 (1978) 2 (1996)Chris Argyris and Donald SchonAddison-Wesley

Model Validation in Soft Systems PracticePeter ChecklandSystems Research vol. 12 no 1 pp 47-54 1995

Metaphysics and Management:Understanding how Eastern Philosophical Assumptions shapeConceptions of Self, Action and PerformanceRobert Chia [email protected] of ManagementSchool of Business and EconomicsUniversity of ExeterMan0010.pdf from the websitehttp://www.ex.ac.uk/sobe/Research/DiscussionPapersMan/Man2000/Man0010.html

Out of the Crisis 1986The New Economics 1993Deming, W.E.MIT Centre for Advanced Engineering Study

Critical Management Studies and American Business School Culture:Or, How NOT to get Tenure in One Easy PublicationKenneth N. EhrensalKutztown UniversityPDF available, can't find source at the moment

http://www.iqa.org/

http://www.difl2003.com/index.htm

http://www.demingdimension.com/

http://www.olk5.org/

http://www.cms3.org/

http://www.ex.ac.uk/sobe/Research/DiscussionPapersMan/Man2000/Man0010.html

Against LearningChris GreyJIMS Working Paper 0104http://www.jims.cam.ac.uk/research/working_papers/abstract_01/0104.htmlPDF directhttp://www.jims.cam.ac.uk/research/working_papers/abstract_01/wp0104.pdf

'Dilemmas of Strategic Learning Loops'Charles Hampden-Turner inStrategic Thinking (1993) edited by John Hendry and othersWiley

The Seven Cultures of Capitalism (1993)Mastering the Infinite Game (1997)Charles Hampden-Turner and Fons Trompenaars

Wuwei Management – An Ancient way to post-modern learning? *Mette S. Husemoen and C. Will [email protected]

Management Gurus and Management FashionsBrad JacksonRoutledge 2001

A History of Managing for QualityEdited by J.M. JuranChapter 16 on Japan by Izumi NonakeChapter 17 on USA by J.M. JuranASQC Quality Press 1995

The Upcoming Century of QualityJ.M. JuranQuality Progress August 1994

Four Days with Dr DemingWilliam J. Latzko and David M. SaundersAddison-Wesley, 1995

Rescherian and Pragmatist Perspectives on Knowledge Management *V.K. Narayanan and Liam Fahey

The Deming Dimensionmanagement for a better futureInaugural Professorial Lecture, 2 March 2000Henry R NeaveW Edwards Deming Professor of ManagementNottingham Business School, The Nottingham Trent Universityhttp://www.users.waitrose.com/~wed/inaugural.html

Of course organisations can learn!*Anders Ortenblad

The Learning Company 1991, 1997Mike Pedlar, John Burgoyne, Tom BoydellMcGraw Hill

Is ISO 9000 worth another look?Will PollardPaper for first Management Theory at Work conferenceAvailable online at http://www.learn9.net

http://www.jims.cam.ac.uk/research/working_papers/abstract_01/0104.html

http://www.jims.cam.ac.uk/research/working_papers/abstract_01/wp0104.pdf

mailto:[email protected]

http://www.users.waitrose.com/~wed/inaugural.html

http://www.learn9.net/

Organising Realities: a Buddhist perspectiveBronwen Rees, Atula, DanaviraPaper presented at the Employment Research Unit, Cardiff, September 2002

Topics from www.erconsultants.co.ukhttp://www.erconsultants.co.uk/pdf1/Topics401.pdf

Leadership In Living Organizations,Peter M. SengePublished by Jossey-Bass, Inc., a subsidiary of John Wiley & Sons Co.,in Leading Beyond the Walls, The Drucker Foundation, 1999F. Hesselbein, M. Goldsmith, I. Somerville, Eds.

Also from SOL website in shorter formhttp://www.solonline.org

The Fifth Discipline 1990The Fifth Discipline Fieldbook 1994The Dance of Change 1999Schools that Learn 2000Peter Senge and others

www.fieldbook.org

Revisiting Deming’s 14 Points in Light of Japanese Business PracticesKosaku Yoshida,Quality Management Journal Vol3, Issue 1

* These papers are in the proceedings of the 3rd conference‘Connecting Learning and Critique’Copies cost £20 from Teresa [email protected]

http://www.erconsultants.co.uk/

http://www.erconsultants.co.uk/pdf1/Topics401.pdf

http://www.solonline.org/

http://www.fieldbook.org/

management, values and dr deming

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