In Their Own Words Podcast Por The Deming Institute arte de portada

In Their Own Words

In Their Own Words

De: The Deming Institute
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Our podcasts feature interviews with members of the Deming community, including industry leaders, practitioners, educators, Deming family members, and others who share their stories of transformation and success through innovative management and quality theories of Dr. W. Edwards Deming. Podcast episodes prior to 2022 were hosted, produced, and edited by Tripp Babbitt.The W. Edwards Deming Institute Economía Gestión Gestión y Liderazgo Liderazgo
Episodios
  • Dr. Deming's Advice to Educators: Crazy Simple Education (Part 1)

    Dr. Deming's Advice to Educators: Crazy Simple Education (Part 1)
    Oct 13 2025
    What if learning could feel like a team sport instead of a pressure test? Lyle "Lee" Jenkins, PhD., a longtime educator, shares how a chance encounter led him to a Deming conference specifically for educators in 1992, which transformed his thinking. Deming emphasized defining learning outcomes, rejecting numerical goals, and avoiding ranking. Lee explains how Deming methods prevent “cram and forget”, celebrate small wins, and rekindle students’ natural love of learning. (Lee shared a powerpoint during the episode, which you can find on our website.) TRANSCRIPT 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 I'm talking with Lee Jenkins, who is a career educator in public school, ending his career as a school district superintendent. It was as a superintendent that he was introduced to the teachings of Dr. Deming, and he has been applying it to his life and work since then. In his business, Crazy Simple Education, he publishes books and schedules speaking engagements. Lee, how you doing? 0:00:38.4 Lee Jenkins: I am doing just great, Andrew. Yeah, this has been fun to put together. And just to highlight, I haven't done this before, just to highlight just simply what Deming taught. We've obviously, over the years added other things, but today we're just talking about what did he teach, just the pure form of it and our implementation of that. 0:01:01.6 Andrew Stotz: Yeah. And I think you and I have already met once and gone through this. It's pretty interesting, you know, I think what I enjoyed about our discussion, truthfully, what I liked, was your energy and the energy about the teachings of Deming and how we can apply that. And so I'm looking forward to seeing you bring that to the audience. Now, for those that are listening, we're going to have... Lee's got a PowerPoint and a presentation he's going to share, but we'll walk you through it. It's not like it's full of very complicated things. So, Lee, why don't you take us through a little bit about what you've prepared here? 0:01:38.3 Lee Jenkins: Okay, I can do that, Andrew. I was like anybody else as a school superintendent. I went to a meeting of the Association of School Administrators. I can't even tell you what city or state it was in, but I was there. And while I was in the hallway between sessions, Lew Rhodes, who worked for AASA, he came up and he said, "Lee, I think you'll enjoy this next session." And that's why I've called this, One-Minute Invite That Changed My Life. So I went in and no idea, I just liked Lew. I trusted him. And it was David Langford's an administrator. And that's how I was introduced to Deming and spent a lot of time after that, reading everything I could get my hands on and absorbed it. And I knew that he was correct in how organizations are operating. And so that intrigued me a great deal. But it was the same information that he shared with all organizations. I just took them and applied them to education. But then two years later, in 1992, American Association of School Administrators, under... With Lew Rhodes' leadership, sponsored a Deming conference. So I went to Washington, DC in January that year to hear him speak. 0:03:20.2 Lee Jenkins: We were there four days. He was assisted and was a part of it for two days. And for two days it was him on stage, the red beads, you know, all the things that listeners know about with Dr. Deming. And I would say that the first part of it was the things you would normally expect to hear. Now, understand, the audience here was educators. And I know there were educators sprinkled in his audiences in his whole speaking career. I know that. I wasn't one of them, but I know that. This was one that was specifically for educators. And nobody's told me any other time when he spoke to educators as the audience. So, but just things he'd say that we've all heard. 0:04:13.7 Lee Jenkins: Best efforts are not enough, you have to have knowledge, you have to have theory. He said too, you can't delegate quality. And I had school superintendents doing that all the time. You ask them about, anything about teaching or learning, they say, oh, no, I'm not involved in teaching and learning. I have an assistant superintendent for instruction. In other words, they've delegated quality. Deming talked about wasting time and wasting money in all organizations, and certainly schools are good at that. I'm going to talk at the end of this, how I took it onto one other point which is similar to what he's talked about also. The losses of the current system. He said in one place that, for 50 years... Now, he said this in the '90s, but for 50 years, America has been asking for better education without a definition of what better education is. And... 0:05:10.5 Andrew Stotz: That reminds me of talking to Bill Scherkenbach, who showed a picture of him, Dr. Deming, in the old days at an event ...
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    43 m
  • A Leadership Playbook: An Insider's View of Deming's World (Part 3)

    A Leadership Playbook: An Insider's View of Deming's World (Part 3)
    Sep 22 2025
    Great leaders know there’s no one-size-fits-all formula. In this episode, Bill Scherkenbach and Andrew Stotz discuss practical lessons on how to connect with people on physical, logical, and emotional levels to truly get things done. Discover why balancing “me” and “we” is the secret to lasting results—and why empathy might be your most powerful leadership tool. Tune in now and start rewriting your own leadership playbook. (You can view the slides from the podcast here.) TRANSCRIPT 0:00:02.1 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with Bill Scherkenbach, a dedicated protégé of Dr. Deming since 1972. Bill met with Dr. Deming more than a thousand times and later led statistical methods and process improvements at Ford and GM at Deming's recommendation. He authored The Deming Route to Quality and Productivity at Deming's behest, and at 79, still champions his mentor's message, "learn, have fun, and make a difference." And the episode today is Getting Things Done. Bill, take it away. 0:00:41.5 Bill Scherkenbach: Okay, Andrew. We will get 'er done today. The reason I put that on there is that in many of his seminars, Deming said that, "I am not a businessman and not trying to be one." But you need to think about these things. And his approach really was to improving organizations was to put people who he thought were masters of his teachings into organizations, and they would be there full time to facilitate the transformation when he wasn't there, such as Ford and GM and a few other companies. There were a few of us who he trusted to be able to be there to get things done. And I'm reminded of the philosopher, the Asian, Chinese philosopher, Mencius, and I'll read it there. It says, "Don't suspect that the king lacks wisdom. Even in the cases of things that grow most easily in the world, they would never grow up if they were exposed to sunshine for one day and then to cold for 10 days. And it's seldom that I have an audience with the king. And when I leave others who exposed him to cold arrive, even if what I say to him is taking root, what good does it do?" 0:02:35.7 Bill Scherkenbach: And quite honestly, that's the lament of every consultant trying to get stuff done in today's world, in Western style management. And so one of the things in this slide, the framework for getting things done, for having fun learning and making a difference, is one of the two, I think, major contributions I do say that I've made to the profession of quality. And that is using this Venn diagram to be able to show that even though other people have used other terms for physical, logical, and emotional, that there usually have been holy wars being fought by people who say, "Well, emotional is better. That's how you get stuff done." And other people saying logic and other people saying physical. And in fact, I think in the last time we spoke, the three major gurus of quality were those ships sailing in the night. Dr. Deming was the epitome of logical thinking, whereas Phil Crosby was looking for the wine and cheese parties and the emotional sell part of it. And Joe Duran was looking at physical, how are you going to organize to get stuff done? Now, they all had their followers who were pretty much on those frequencies, and they reached people in other frequencies. I came up with this idea for the Venn diagram to show no hierarchy, I guess back in 1987, something like that. 0:04:49.3 Andrew Stotz: And for the listeners out there, we're looking at a diagram that shows one circle that says physical, that's interlocked with another one that says logical, and then there's a third, a Venn diagram, that third is emotional. And so those are the three pillars that Bill's talking about. All right, keep going, because you got stuff in the middle too, which is interesting. 0:05:16.1 Bill Scherkenbach: And the thing is that I based it primarily at the time in the mid-60s, there was a theory of brain structure called the triune brain. Now, and it was the limbic system, the neocortex, and the R-complex. And pretty much followed the logical, emotional, physical words that I'm using. Now, our understanding of the brain in the decades up through now, it's a little bit more complicated than that. But physical, logical, and emotional is in all of us. In our body, I mean, the latest looks at neural connections extend to your gut. And nerves are just about everywhere and connected, and that the way the brain works is still not even fully, not begun to be fully understood. Having said that, in order to get stuff done, this Venn diagram shows very, very simply that the intersection of physical and logical, I put as science. It's the logical explanation of physical phenomenon. And the intersection of logical and emotional is psychology, logic of the soul. And the intersection of emotional and physical is art....
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    52 m
  • Making Data Work for You

    Making Data Work for You
    Sep 15 2025
    What is your data trying to tell you? In this episode, John Dues talks to Andrew Stotz about why most leaders misread data, overreact to single results, and miss the real story. Discover how Deming thinking exposes when change is truly happening and how to use a process behavior chart to listen to the real story. Plus, find out why nine years of ‘stable’ results may still demand transformation. Tune in and rethink data-driven leadership! 0:00:02.2 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is understanding variation is the key to data analysis. John, take it away. 0:00:27.8 John Dues: Andrew, it's good to be back. Yeah. So, we've just started the school year in Ohio, so I thought doing a session on goal setting would be a good place to kick off the year. And I was thinking a lot of leaders, school leaders and leaders in general, are setting goals around this time period. And I was really thinking about having this Deming lens. I was thinking, how did I set goals before I sort of started understanding this approach? And it's, you know, this is one of those things where if you really stop and think about it, goal setting is a lot harder than it seems at first glance. Things like, how do you set a reasonable goal? And then once you've gotten to that place, how do you know if things are improving? How do you know if things are getting worse? And I was thinking how powerful this understanding variation method is for folks that may be struggling with those questions. 0:01:32.9 Andrew Stotz: Yeah. In fact, that's a great question for the listener and the viewer. Like, how do you set goals? How did you set goals in the past? How have you improved that? And I was thinking when you were speaking, I didn't set goals. I gave proclamations. You know, 20% of I want to see this and that. And they were just stretch targets without any means or methods. So yeah, interesting. 0:01:55.2 John Dues: Yeah. How do you set the target? Was it arbitrary? Is it based on some standard that you heard somewhere? A lot of times you have no idea sort of what's behind that target or you've sort of associated it to something that's familiar. Like in my case, we often sort of set goals that sort of mimic the grade scale. So, you know, 80% is a common goal for something like test scores, you know. 0:02:23.7 Andrew Stotz: But they don't even call them goals anymore. They call them, let me remember, I think it's called KPIs. 0:02:30.0 John Dues: KPIs, targets, you know, lots of different things for sure. And I think what I've seen is that a lot of the reason that goal setting is so hard is because you, well, one, you misinterpret your data in the first place. And a lot of that misinterpretation, at least in the education sector, is because leaders don't have the knowledge. They don't know about natural variation. They're typically making comparisons between some current performance level, some previous value. But those two things, those two data points don't show you, don't convey the behavior of that data across time. So, what we do and what I did before I sort of discovered this method is you overreact to a single data point. Probably less frequently, you underreact to the data because you don't have this understanding of, you know, how much is the data moving up and down sort of naturally almost no matter what you're doing. Now, that's not always the case, but that's the case that I've found in a lot of situations. And so until you start to take that into account, those natural ups and downs, then you just misinterpret the data over and over again, usually by overreacting is what I've seen. 0:03:54.9 Andrew Stotz: Yeah. 0:03:56.0 John Dues: So there's, you know, I think as a starting point, people in the Deming community will be familiar with, a lot of people. But others listening to this probably have never heard of this idea of dividing variation into, I've heard it described as like two flavors. There's the routine variation, what I call natural variation, things vary naturally no matter what you're doing. And then there's exceptional variation where things are so different that there is reason to pay attention to this. And what I found through studying this is, the key is knowing how to tell the difference between those two types of variation. And don't do that, lots of confusion, lots of wasted effort. And so that's really where the power of this methodology comes into play. And for anybody that's studied this, you sort of realize that you have to have a tool to make that differentiation. It's not arbitrary. And so that's where what I call the process behavior chart, some people call the control chart, where that comes into play...
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    38 m
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Maybe I got something out of it (more my own thoughts triggered by their dialogue than their content itself-- hint: emphasize the Run Chart!), so I won't say it's valueless, but it's certainly very light for anyone, even beginners.

On the plus side, at least it's short! Less than an hour, much less if you listen at 1.4 X speed or so.

I'd comment more but there's very little substance to comment on, Deming-related or otherwise.

At the very end they say to research Deming and quality, etc., more. Yeah, no kidding! In fact, that's what you should do first, before or even instead of listening to this half hour of little to nothing.

Very, very light on substance

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