“Change does not mean fix”

Recently I took the opportunity to review several writings by organizational and system theorists, practitioners, and “change” consultants.  The occasions was precipitated by a conversation about how most if not all “change” initiatives in education are more or less based on a “fix it” mentality versus a continuous improvement mindset.  The “once and for all” thinking behind “fixing it” is in many respects the bane of our existence in public education. In fact, the “fix it” mentality works against the very change we desire or expect. 

Change is about improvement.

Certainly it can be argued that change is initiated to “fix” something that is not working effectively or efficiently.  “Fix” is probably the wrong language.  I believe corrective action is more appropriate given you correct something that is broken or not properly working.  Yet, we are reluctant to use corrective action for the obvious reasons – it is not a positive, warm fuzzy term.  Here’s a shock to some – it is not suppose to be!

You use corrective action to correct, make right, and etc.  Change on the other hand, is just that change.  There are of course varying degrees of change.  Ranging from adjustments or modifications to transformation, change is fundamentally different than corrective action. 

Whereas corrective action in its’ nature is correcting something that is already right, good, or true, change is different, doing different, thinking different, being different. 

Corrective action is “fixing”, removing errors or mistakes, conforming to a desired or stated set of standards verses change is improving, seeking new ways, better ways.  Change is not negative although change creates resentment, reluctance, and resistance.  I contend the reason change is perceived and viewed as negative is due to the concept and construct of change being wrongly substituted for correction.

Correction feels and rightly so as punitive and as a consequence for not performing, achieving, or demonstrating the desired and expected results. 

There is a reason that prisons are also called correctional facilities, right?

Change on the other hand should be natural, surrounded by optimism, a spirit of adventure, a sense of “newness”, curiosity, and improvement – not correction.  Improvement and its’ pursuit has and hopefully will continue to be the impetus for innovation, creativity, imagination, and resourcefulness.  Improvement is both the by-product and the fuel for inspiration.  Ponder the marvels of technology.  Most of what we take for granted as conveniences in everyday life is the result of seeking improvement or change.

When I set off for college over three decades ago I had my electric yellow percolating coffee maker.  Then “Mr. Coffee”, filters, timers, and more hit the market.  Today my coffee addiction is satisfied with my “Keurig” coffee maker – a perfect, consistent cup of coffee every time.  In between the percolating coffee maker and the Keurig were several different variations, inventions, and styles of coffee makers and machines all attempting to improve coffee making.  Each change created improved products culminating with the current machine. 

What is next? 

Not sure, but I know with confidence that someone is working on it.   The improvements to the process of making coffee were not corrective action or punitive.  Rather the improvements to making a cup of coffee were for the most part the pursuit of making a more consistent, more effective, individualized and customized, and more efficient cup of coffee.  In the end, the goal was and remains a cup of coffee.

Imagine what education would look like if the aim were continuous improvement rather than a corrective action.  If educators really were able to pursue improvements to the process of teaching and learning as a means to make a more consistent, more effective, individualized and customized, and more efficient learning experience for each learner would our work and approach to the work be different?

To do so first requires a clear, concise, and unwavering understanding of the goal of education.  Sadly, the goal or aim of education has become convoluted.  We no longer have and arguably may have never had as a nation clarity let alone agreement on the purpose of education.  

Suffice it to say; we will not be able to shift from a corrective action mindset to continuous improvement until we have as a foundation agreed upon “ends” of education.  As a starting point, I suggest three ideas that can fuel continuous improvement.  They are:  Each learner demonstrating they have learned how to learn, learned how to decide, and learned how to relate.

I can only dream of what teaching and learning would look like with these three aims.  Improvement not correction! – Now, back to my coffee.