After training in the Total Quality Management concept, where do we go from here? This was the question we asked ourselves in the Westlake City Schools, a suburban system of 3,600 students located west of Cleveland. What was missing, we decided, was the opportunity for dialogue and collaboration with other school systems and the private sector.
Our “Deming Users' Group” was created to link agencies, individuals, and ideas. The flier we distributed to educational organizations and the corporate community brought 30 individuals to our first meeting. Our collective awareness about W. Edwards Deming's TQM process ranged from the trainer level to a beginner's knowledge. At the first meeting, we talked for an hour and a half about the man and his mission. Participants also brought many resources to share, and all of us left the meeting with a handful of valuable materials.
- The literature review and distribution subcommittee—co-chaired by a corporate individual and a classroom teacher—photocopies applicable articles and provides a brief oral description of each.
- The corporate/school visitations subcommittee—chaired by our school board president and a member of the corporate sector—sets up visits to organizations that have used TQM principles.
- The grant research subcommittee—chaired by two administrators—writes grants to provide training opportunities for group members and other interested participants.
- The publicity committee—co-chaired by educators—contacts the local media about Users' Group meetings and activities.
- The resource committee—chaired by educators from two different school systems—develops updated bibliographies of resources such as films and tapes for use by group members and interested colleagues.
- The training committee—chaired by administrators from two different districts—arranges workshops for summer and the upcoming school year.
At each meeting, which runs about 90 minutes, the co-chairs report on their progress from the last meeting. Needless to say, this ambitious group of individuals does a significant amount of sharing.
We soon knew we had a good thing going, and we've continued to meet monthly. Some of our meetings have special speakers. The late afternoon time slot complements teachers' schedules and provides a convenient time for those in the business sector to join us. In less than a year, the Deming Users' Group has become a vital network. The brochure we developed describing the group's role and services helps recruit new members.
The results continue to be rewarding: school/business collaboration, networking among individuals from diverse school systems, mentoring by knowledgeable TQM members, cooperative learning by experienced and inexperienced “users,” and vast sharing of resources. Our constancy of purpose has been our mutual dedication and keen interest in the TQM process in a collaborative, noncompetitive setting—Deming's philosophy at its best!
