Dr. Deming was, among other things a professor. He found the evaluation of professors by students an unimportant (and often counterproductive measure) – used in some places for awards and performance appraisal. He said for such a measure to be useful it should survey students 20 years later to see which professors made a difference to the students. Here is an interesting paper that explored some of these ideas. Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors by Scott E. Carrell, University of California, Davis and National Bureau of Economic Research; and James E. West, U.S. Air Force Academy:
Student evaluations are positively correlated with contemporaneous professor value”added and negatively correlated with follow”on student achievement. That is, students appear to reward higher grades in the introductory course but punish professors who increase deep learning (introductory course professor value”added in follow”on courses). Since many U.S. colleges and universities use student evaluations as a measurement of teaching quality for academic promotion and tenure decisions, this latter finding draws into question the value and accuracy of this practice.
These findings have broad implications for how students should be assessed and teacher quality measured.
Related: Applying Lean Tools to University Courses – K-12 Educational Reform – Improving Education with Deming’s Ideas – Learning, Systems and Improvement – How We Know What We Know
Classic Management Theories Are Still Relevant
Good management is good management: it doesn’t matter if someone figured out the good idea 100 years ago or last week.
Are “Classic” Management Theories Still Relevant?
There are way too many people in our field that are not true professionals – they don’t do their homework, and rely too much on their own personal experience. They’re the ones who tend to jump from one fad to the next, enthusiastically promoting each one with an almost religious passion.
However, there’s also a danger of not keeping up with the times and sticking with models or skills that really have outlived their usefulness. At best, you run the risk of coming across as a dinosaur when you explain a management model that was developed in the 1920’s to a group of Millennials. Even worse, you may be relying on models that really don’t apply in today’s world.
Classic management ideas are definitely very valuable today. It is amazing how little use of long known good leadership lessons actually takes place in organizations. You don’t need to discover secrets to improve, just adopt ideas others ignore since they are not new (or whatever justification they use for ignoring them).
One of the main things I have been trying to do with my web sites is to get people to use the already well documented successful management practices.
Bad management ideas are bad: Regardless if they were good ideas 40 years ago, or not. I find bad management practices most often never were good practices so worrying about outdated good practices is not something that merits much time. Just avoid bad practices, don’t worry about when the practices were adopted.
As Dan McCarthy says in his post: “Read and respect the classics and keep up with the latest.”
And if you have to focus on one, focus on the classics. Most of what is new isn’t worthwhile so you will likely spend a lot of time reading about fads that die before you can even try to adopt the ideas into your organizational system. There are good new ideas – read Clayton Christensen, for some good new ideas (even many of those are nearly 10 years old now). Agile software development is another area where good tactics seem new. Mainly agile management offers good ideas on tactics for applying lots of good management ideas (often these ideas are not new), it seems to me.
Related: New or Different? Just Choose Better – Management Advice Failures – New Management Truths Sometimes Started as Heresies – Not New Rules for Management